Laura L. Brock

发表

The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

Kevin J. Grimm, K. Grimm, S. Rimm-Kaufman, 2009 .

Fine motor skills and executive function both contribute to kindergarten achievement.

William M. Murrah, F. Morrison, D. Grissmer, 2012, Child development.

Psychometric Properties of the Teacher-Reported Motor Skills Rating Scale

William M. Murrah, D. Grissmer, Laura L. Brock, 2015 .

Teacher Engagement Scale for Professional Development

Julie D. Swanson, Laura L. Brock, Cara L. Kelly, 2022, Journal of Educational Issues.

Theory of mind, directly and indirectly, facilitates kindergarten adjustment via verbal ability, executive function, and emotion knowledge

Andrew J. Mashburn, D. Grissmer, Laura L. Brock, 2018, Psychology in the Schools.

The development of theory of mind: predictors and moderators of improvement in kindergarten

D. Grissmer, Laura L. Brock, Helyn Kim, 2019 .

The Role of Children's Adaptability in Classrooms Characterized by Low or High Teacher Emotional Support Consistency

Timothy W. Curby, Laura L. Brock, 2016 .

Is the Child Really What’s Being Rated? Sources of Variance in Teacher Ratings of Socioemotional Skills

Timothy W. Curby, Laura L. Brock, Xiaozhu An, 2018, Journal of Psychoeducational Assessment.

Final Report: The Evaluation of the WINGS After-School Social-Emotional Program for At-Risk Urban Children

Andrew J. Mashburn, Nancy L. Deutsch, William M. Murrah, 2019 .

Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

S. Rimm-Kaufman, Laura L. Brock, L. Nathanson, 2009, The Elementary School Journal.

The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom.

Kevin J Grimm, Kevin J. Grimm, Timothy W. Curby, 2009, Developmental psychology.

Consistency in Children’s Classroom Experiences and Implications for Early Childhood Development

Timothy W. Curby, Laura L. Brock, A. L. Cannell-Cordier, 2018 .

Children's perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach.

Kevin J Grimm, Kevin J. Grimm, Cynthia Chiong, 2008, Journal of school psychology.

Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills

Timothy W. Curby, B. Hamre, Laura L. Brock, 2013 .

Emotional Support Consistency and Teacher–Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten

Timothy W. Curby, Laura L. Brock, 2014 .

Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students

D. Grissmer, Laura L. Brock, Claire E. Cameron, 2016 .

Preliminary Validation of the Motor Skills Rating Scale

Andrew J. Mashburn, D. Grissmer, Laura L. Brock, 2012 .

Kindergarten Adjustment Difficulty: The Contribution of Children's Effortful Control and Parental Control

S. Rimm-Kaufman, Laura L. Brock, L. Nathanson, 2009 .

Visuomotor integration and inhibitory control compensate for each other in school readiness.

Bridget E. Hatfield, D. Grissmer, Laura L. Brock, 2015, Developmental psychology.

An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior

Andrew J. Mashburn, William M. Murrah, D. Grissmer, 2018 .

Longitudinal Associations Among Executive Function, Visuomotor Integration, and Achievement in a High‐Risk Sample

D. Grissmer, Laura L. Brock, Helyn Kim, 2018 .

With Increased Movement Automaticity Changing Brain Networks for Visuomotor Control

William M. Murrah, P. Matthews, G. Fink, 2011 .

Delay of gratification in first grade: The role of instructional context

S. Rimm-Kaufman, Laura L. Brock, S. Wanless, 2014 .

Executive Function and Medical Non-Adherence: A Different Perspective

Laura L. Brock, C. Brock, C. Thiedke, 2011, International journal of psychiatry in medicine.

The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom.

Kevin J. Grimm, Timothy W. Curby, S. Rimm-Kaufman, 2009, Developmental psychology.

Visuomotor integration and inhibitory control compensate for each other in school readiness.

Bridget E. Hatfield, D. Grissmer, Laura L. Brock, 2015, Developmental psychology.