Publications
Book Chapters (Click) | Journal Articles (Click)
Book Chapters
In press
Sonnenschein, S., & Sawyer, B.E. (in press). Academic Socialization of Young Black and Latino Children - Building on Family Strengths. New York: Springer Publishers.
Hammer, C.S., Sawyer, B.E., & Cycyk, L. (in press). Madres educando a sus niños: Integrating culture into intervention. In S. Sonnenschein & B.E. Sawyer (Eds.), Academic Socialization of Young Black and Latino Children - Building on Family Strengths. New York: Springer Publishers.
2017
Sawyer, B.E., Manz, P.H., Martin, K.A.*, Hammond, T.C., & Garrigan, S. (2017). Teachers and parents as partners: Developing a community of practice to support preschool dual language learners. In J.A. Sutterby (Ed.), Advances in Early Education and Day Care: Vol. 20. Family Involvement in Early Education and Child Care (pp. 159-186). West Yorkshire, England: Emerald Group Publishing.
2015
Aksu-Koc, A., Nicolopoulou, A. (2015). Character reference in young children’s narratives: A comparison of English, Greek, and Turkish. Lingua, Special Issue: Acquisition of Reference and Referentiality. doi:10.1016/j.lingua.2014.04.006
Bulotsky-Shearer, R., Mendez, J., McWayne, C. M., & Manz, P. H. (2015). Promoting peer play interactions as a developmental context for learning: Identifying classroom- and child-level associated with learning for culturally-diverse children from low-income households. In K. Sanders & A. Wishard Guerra (Eds.), Attachment, peers, and child care in the 21st century. New York, NY: Oxford University Press.
2014
Bieschke, K. J., Blasko, K A., & Woodhouse, S. S. (2014). A comprehensive approach to competently addressing sexual minority issues in clinical supervision. In C. A. Falender, E. P. Shafranske, & C. J. Falicov (Eds.), Multiculturalism and diversity in clinical supervision: A Competency-based approach (pp. 209-230). Washington, DC: American Psychological Association.
Manz, P. H. & Manzo, J. C. (2014). Addressing barriers to family-school collaboration: Best practices and future directions in school psychology. In A. Thomas & P. Harrison (Eds). Best Practices in School Psychology, Volume 6. Bethesda, MD: National Associations of School Psychologists.
Nicolopoulou, A., Cates Brockmeyer C., de Sá, A., & Ilgaz, H. (2014). Ch. 3: Narrative performance, peer-group culture, and narrative development in a preschool classroom. In A. Cakaite, S. Blum-Kulka, V. Aukrust, & E. Teubal (Eds.). Children’s peer talk: Learning from each other (pp. 42-62). NY: Cambridge University Press.
Nicolopoulou, A., Brockmeyer, C., de Sá, A., & Ilgaz, H. (2014). Narrative performance, peer group culture, and narrative development in a preschool classroom. In A. Cakaite, S. Blum-Kulka, V. Aukrust, & E. Teubal (Eds.). Children’s Peer Talk: Learning from Each Other (pp. 42-62). NY: Cambridge University Press.
2010-2013
Cassetta, G., & Sawyer, B. (2013). No More Taking Away Recess and Other Problematic Discipline Practices. Portsmouth, NH: Heinemann.
Hojnoski, R. L., & Wood, B. K. (2012). Challenging behavior and early academic skill development: An integrated approach to assessment and intervention. Young Exceptional Children, 15, 29-40. doi: 10.1177/1096250612455033
Hojnoski, R. L. & Missall, K. N. (2010). Social development in preschool classrooms: Promoting engagement,competence, and school readiness. In M. R. Shinn & H. M. Walker (Eds). Interventions for achievement and behavior problems in a three-tier model including RTI (pp. 703-728). Bethesda, MD: National Association of School Psychologists.
2009
Ginsburg-Block, M., Manz, P., & McWayne, C. (2009). Partnering to foster achievement in reading and mathematics. In S. L. Christenson & A. L. Reschly (Eds.). The handbook on school-family partnerships for promoting student competence. Oxford, UK: Routledge/ Taylor and Francis Group.
Kern, L., Benson, J.L., & Clemens, N.H. (2009). Strategies for working with severe challenging and violent behavior. In Ervin, R.A., Peacock, G.G., Daly, E., & Merrell, K. (Eds.). The practical handbook of school psychology: Effective practices for the 21st century (pp. 413-432). New York: Guilford Press.
2008
Brown, R.T., Antonuccio, D., DuPaul, G.J., Fristad, M., King, C.A., Leslie, L.K., McCormick, G., Pelham, W.E., Piacentini, J., & Vitiello, B. (2008). Childhood mental health disorders: Evidence base and contextual factors for psychosocial, psychopharmacological, and combined interventions. Washington, DC: American Psychological Association.
Kern, L. & Kokina, A. (2008). Using positive reinforcement to decrease challenging behavior. In J. K. Luiselli, D. C. Russo, & W. P. Christian (Eds.): Effective Practices for Children with Autism: Educational and Behavior Support Interventions that Work. New York: Oxford Press.
2005-2007
Manz, P. H. (2007). Family roles and rights in early intervention: Opportunities for fostering genuine partnerships. In A. Bursztyn (Ed.), Special education today: An encyclopedic guide (pp. 164-167). Westport, CT: Greenwod Press.
Cassidy, J., Woodhouse, S. S., Cooper, G., Hoffman, K., Powell, B., & Rodenberg, M. (2005). Examination of the precursors of infant attachment security: Implications for early intervention and intervention research. In L. J. Berlin, Y. Ziv, L. M. Amaya-Jackson, & M. T. Greenberg (Eds.), Enhancing early attachments: Theory, research, intervention, and policy (pp. 34-60). New York: Guilford Press.
Journal Articles
In press
Chen, J., Lin, T.-J., Justice, L., Piasta, S., & Sawyer, B. (in press). The social networks of children with and without disabilities in early childhood special education classrooms. Journal of Autism and Developmental Disorders.
Chen, J., Justice, L.M., Rhoad-Drogalis, A., Lin-T.-J., & Saywer, B. (in press). Social networks of children with language impairment in inclusive preschool programs. Child Development.
Lin, T.-J., Chen, J., Justice, L.M., & Sawyer, B.E. (in press). Contribution of pragmatic language skills and self-regulation on play interactions between children with and without disabilities: A social networks perspective. Exceptional Children.
Rhoad-Drogalis, A.R., Sawyer, B.E., Justice, L.M., & O’Connell, A. (in press). The preschool learning behaviors scale: Dimensionality and external validity in early childhood special education classrooms. Early Education and Development.
Tambyraja, S.R., Rhoad-Drogalis, A., Khan, K.S. , Justice, L.M., & Sawyer, B.E. (in press). Inattentiveness and language abilities in preschoolers in early childhood special education classrooms: A latent profile analysis. Journal of Abnormal Child Psychology.
2018
Logan, J.A.R., Dynia, J.D., Sawyer, B.E., Justice, L.M., Pentimonti, J.M., & Kaderavek, J.N. (2018).Caregiver implementation of a home-based reading program with their children with disabilities: Patterns of adherence. Learning Disabilities Quarterly. Advance online publication. doi: 10.1177/0731948718786231
Rhoad-Drogalis, A.R., Justice, L.M., O’Connell, A., & Sawyer, B.E. (2018). Teacher-child relationships and classroom learning behaviors of children with language impairment. International Journal of Language & Communication Disorders. Advance online publication. doi: 10.1111/1460-6984.12351
Sawyer, B.E., Atkins-Burnett, S., Sandilos, L., Hammer, C.S., López, L., & Blair, C. (2018). Variations in classroom language environments of preschool children who are low-income and linguistically diverse. Early Education and Development, 29, 398-416. doi:10.1080/10409289.2017.
Sawyer, B.E., Cycyk, L.M.*, Sandilos, L., & Hammer, C.S. (2018). “So many books they don’t even all fit on the bookshelf”: An examination of low-income and ethnic minority mothers’ home literacy practices, beliefs, and influencing factors. Journal of Early Childhood Literacy, 18 (3), 331-372. doi: 10.1177/1468798416667542 [First published online September 2016.]
2017
Sawyer, B.E. & Campbell, P.H. (2017). Teaching caregivers in early intervention. Infants and Young Children, 30, 175-189. doi: 10.1097/IYC.0000000000000094
2016
Hammer, C.S., & Sawyer, B.E. (2016). Effects of a culturally responsive interactive book-reading intervention on the language abilities of preschool dual language learners: A pilot study. NHSA Dialog, 18(4), 59-79.
Lewis, K., Sandilos, L., Hammer, C.S., Sawyer, B.E., & Mendez, L. (2016). Relations among the home language and literacy environment and children’s language abilities: A study of Head Start dual language learners and their mothers. Early Education and Development, 27, 478-494. doi: 10.1080/10409289.2016.1082820
Sawyer, B.E., Hammer, C.S., Cycyk, L.M., Lopez, L., Blair, C., Sandilos, L., & Komaroff, E. (2016). Preschool teachers' language and literacy practices with dual language learners. Bilingual Research Journal, 39 (1), 35-49. doi:10.1080/15235882.2016.1138904
Sawyer, B.E., Manz, P.H., & Martin, K.A.(2016). Supporting preschool dual language learners: Parents’ and teachers’ beliefs about language development and collaboration. Early Child Development and Care, 187, 707-726. doi:10.1080/03004430.2016.1163548
Lewis, K., Sandilos, L., Hammer, C.S., Sawyer, B.E., & Mendez, L. (2016). Relations among the home language and literacy environment and children’s language abilities: A study of Head Start dual language learners and their mothers. Early Education and Development, 27, 478-494. doi: 10.1080/10409289.2016.1082820
Sawyer, B.E., Hammer, C.S., Cycyk, L.M., Lopez, L., Blair, C., Sandilos, L., & Komaroff, E. (2016). Preschool teachers' language and literacy practices with dual language learners. Bilingual Research Journal, 39 (1), 35-49. doi:10.1080/15235882.2016.1138904
Sawyer, B.E., Manz, P.H., & Martin, K.A. (2016). Supporting preschool dual language learners: Parents’ and teachers’ beliefs about language development and collaboration. Early Child Development and Care, 187, 707-726. doi:10.1080/03004430.2016.1163548
2015
Manz, P. H., Bracaliello, C. B., Pressimone, V. J., Eisenberg, R., Curry, A., Fu, Q., & Zuniga, C. (in press). Toddler's expressive vocabulary outcomes after one year of Parent-Child Home Program services Early Childhood Development and Care.
McWayne, C. M., Manz, P. H., & Ginsburg-Block, M. (2015). An examination of the construct validity of the Family Involvement Questionnaire – Early Childhood with low-income, Latino families of young children: An application of Rasch Modeling. International Journal of School and Educational Psychology, 3(2), 117-134.
Missall, K. N., Hojnoski, R. L., Caskie, G., & Repasky, P. (2015). Examining home numeracy environments of preschoolers: Relations between mathematical activities, parent mathematical beliefs, and early mathematical skills. Early Education and Development.
Nicolopoulou, A., Cortina, K.S., Ilgaz, H, Cates Brockmeyer, C., de Sá, A. (2015). Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147-162. doi: 10.1016/j.ecresq.2015.01.006
Sandilos, L., Cycyk, L.M. , Hammer, C.S., Sawyer, B.E., Lopez, L., & Blair, C. (2015). Depression, control, and climate: An examination of factors impacting teaching quality in pre-kindergarten classrooms. Early Education and Development, 26 (8), 1111-1127. doi: 10.1080/10409289.2015.1027624
Wood, B. K., Hojnoski, R. L., Laracy, S. D., & Olson, C. L. (2015). Comparison of observational methods and their relation to ratings of engagement in young children, Topics in Early Childhood Special Education. Advanced online publication. doi: 10.1177/0271121414565911
Woodhouse, S. S., Lauer, M., Beeney, J. R. S., & Cassidy, J. (2015). Psychotherapy process and relationship in the context of a brief attachment-based, mother-infant intervention. Psychotherapy, 52(1), 145-150. doi:10.1037/a0037335.
2014
Dykas, M. J., Woodhouse, S. S., Jones, J. D., & Cassidy, J. (2014). Attachment-Related Biases in Adolescents’ Memory. Child Development, 85: 2185–2201. doi: 10.1111/cdev.12268
Hojnoski, R. L., Columba, L., & Polignano, J. C. (2014). Embedding mathematical dialogue in parent child shared book reading: A preliminary investigation. Early Education and Development, 25, 469-492.
Manz, P.H., Gernhart, A. C., Bracaliello, C. B., Pressimone, V. P., & Eisenberg, R. A. (2014). Preliminary development of the Parent Involvement in Early Learning scale for low-income families enrolled in a child development focused home visiting program. Journal of Early Intervention, 36(3), 171-191.
Petrill, S.A., Logan, J.A.R., Sawyer, B.E., & Justice, L.M. (2014). It depends: The conditional correlation between storybook reading and emergent literacy skills in children with language impairments. Journal of Learning Disabilities, 47 (6), 491-502. doi: 10.1177/0022219412470518
Sargent, T., Kong, P., and Zhang, Y. (2014). Home environment and educational transitions on the path to college in rural northwest China. International Journal of Educational Development, 34, 98-109.
Weisberg, D.S., Hirsh-Pasek, K., Golinkoff, R.M., Nicolopoulou, A., Dickinson, D.K. (2014). Shovels and swords: How realistic and fantastical themes affect children’s word learning. Cognitive Development. Advance online publication. doi:10.1016/j.cogdev.2014.11.001
2013
Dinnebeil, L., Sawyer, B., Logan, J., Cancio, E., Dynia, J., & Justice, L.M. (2013). Influences on the congruence between parents' and teachers' ratings of young children's social skills and problem behaviors. Early Childhood Research Quarterly, 28 (1), 144--‐152.http://dx.doi.org/10.1016/j.ecresq.2012.03.001
Guo, Y., Sawyer, B.E., Justice, L., & Kaderavek, J. (2013). Quality of the literacy environment in inclusive early childhood special education classrooms. Journal of Early Intervention, 35, 40--‐60. Doi: 10.1177/1053815113500343
Kong, P. & Sperandio, J. (2013). How schools evaluate the success of the International Baccalaureate Primary Years Programme (PYP). Research Report. International Baccalaureate Research.
Manz, P. H., Lehtinen, J., & Bracaliello, C. B. (2013). A case for increasing empirical attention to Head Start’s home-based program: An exploration of routine collaborative goal setting. The School Community Journal, 23(1), 131-144.
Nicolopoulou, A. & Ilgaz, H. (2013). What do we know about pretend play and narrative development?: A response to Lillard, Lerner, Hopkins, Dore, Smith, and Palmquist on “The impact of pretend play on children’s development: A review of the evidence.” American Journal of Play [Special Issue], 6(1), 55-80.
Sawyer, B.E., Justice, L.M., Guo, Y., Logan, J.A.R., Petrill, S.A., Glenn--‐Applegate, K., Kaderavek, J.N., & Pentimonti, J.M. (2013). Relations among the home literacy environment, child characteristics, and print knowledge for preschoolers with disabilities. Journal of Research in Reading, 37 (1), 65--‐83. Doi: 10.1111/jrir.12008
2012
Bulotsky-Shearer, R. J., Manz, P. H., Mendez, J. L., McWayne, C. M., Sekino, Y. & Fantuzzo, J.W. (2012). Peer interactions and readiness to learn: A protective influence for African American children from low-income households. Child Development Perspectives, 6(3), 225-231.
Dykas, M. J., Woodhouse, S. S., Ehrlich, K. E., & Cassidy, J. (2012). Attachment-related differences in perceptions of an initial peer interaction emerge over time: Evidence of reconstructive memory processes in adolescents. Developmental Psychology, 48, 1381-1389. doi: 10.1037/a0027462
Manz, P. H. (2012). Home-based Head Start and Family Involvement: An exploratory study of the associations among home visiting frequency and family involvement dimensions. Early Childhood Education, 40, 231-238.
Woodhouse, S. S., Dykas, M. J., & Cassidy, J. (2012). Loneliness and peer relations in adolescence. Social Development, 21, 273-293. doi: 10.1111/j.1467-9507.2011.00611.x
Woodhouse, S. S. (2012). Clinical writing: Additional ethical and practical issues. Psychotherapy, 49, 22-25. doi: 10.1037/a0026965
2011
Cassidy, J., Woodhouse, S. S., Sherman, L. J., Stupica, B., & Lejuez, C. W. (2011). Enhancing infant attachment security: An examination of treatment efficacy and differential susceptibility. Development and Psychopathology, 23, 131-148. doi: 10.1017/S0954579410000696
Nicolopoulou, A. (2011). Children’s storytelling: Toward an interpretive and sociocultural approach. Storyworlds: A Journal of Narrative Studies, 3, 25-48.
2010
Dykas, M. J., Woodhouse, S. S., Ehrlich, K. E., & Cassidy, J. (2010). Do adolescents and parents reconstruct memories about their conflict as a function of adolescent attachment? Child Development, 81, 1445-1459. doi: 10.1111/j.1467-8624.2010.01484.x
Kong, P. (2010). “To walk out”: Rural Parents’ Views on Education. China: An International Journal, 8:2, 360-373.
Manz, P. H., Power, T. J., Ginsburg-Block, M. & Dowrick, P. W. (2010). Community paraeducators: A partnership-directed approach for preparing and sustaining the involvement of community members in central-city schools. The School Community Journal. 20(1), 55-80.
Nicolopoulou, A. (2010). The alarming disappearance of play from early childhood education. Human Development, 53(1), 1-4.
Woodhouse, S. S. (2010). Dyadic interactions as precursors to attachment security: Implications for intervention and research. Attachment and Human Development, 12, 151-157. doi: http://dx.doi.org/10.1080/14616730903381514
Woodhouse, S. S., Ramos-Marcuse, F., Ehrlich, K. E., Warner, S. C., & Cassidy, J. (2010). The role of adolescent attachment in moderating and mediating the links between parent and adolescent psychological symptoms. Journal of Clinical Child and Adolescent Psychology, 39, 51-63. doi: 10.1080/15374410903401096
2009
Hannum, E., Kong, P., and Zhang, Y. (2009). “Family Sources of Educational Gender Inequality in Rural China: A Critical Assessment.” International Journal of Educational Development, 29, 474-486.
Woodhouse, S. S., Dykas, M. J., & Cassidy, J. (2009). Perceptions of secure base provision within the family. Attachment and Human Development, 11, 47-67. doi: http://dx.doi.org/10.1080/14616730802500792
2006-2008
Fogt, J.B, George, M.P., Kern, L., White, G.P. & George, N. (2008). Physical restraint with students with behavior disorders in day treatment and residential settings. Behavioral Disorders, 34(1), 4-13.
Woodhouse, S. S., & Gelso, C. J., (2008). Volunteer client adult attachment, memory for in-session emotion, and mood awareness: An affect regulation perspective. Journal of Counseling Psychology, 55, 197-208. doi: http://dx.doi.org/10.1037/0022-0167.55.2.197
Hannum, E. & Kong, P. (2007). Educational Resources and Impediments in Rural Gansu, China. World Bank Report.
George, M. P., White, G. P., & Schlaffer, J, J. (2006). Implementing schoolwide behavior change: Lessons from the field. Psychology in the Schools, 44, 41-51.