Publications and Notables

Colin McGinnis earned his Master’s in August, 2017
Scott Frohn earned his PhD in August, 2017
Najia Zulfiqar earned her PhD in May, 2017
Drew White was awarded a $5000 dissertation grant from the Society for the Study of School Psychology
Kate Sirota earned her Master’s in May, 2017
 

Recent publications by TABS Lab members

In press 

Hoyniak, C. P., Bates, J. E., Staples, A. D., Rudasill, K. M., Molfese, D. L., & Molfese, V. J. (in press). Child sleep and socioeconomic context in the development of cognitive abilities in early childhood. Child Development.

Crockett, L. J., *Wasserman, A. M., Rudasill K. M., Hoffman, L. & *Kalutskaya, I. (in press). Temperament in the classroom:  Longitudinal relationships among early temperament, teacher-child conflict, and externalizing behavior. Child Development. 

Acar, I., *Yu, M., & Rudasill, K. M. (in press). The contributions of relationships with parents and        teachers to Turkish children’s antisocial behavior. Educational Psychology.

Crockett, L. J., *Wasserman, A. M., Rudasill K. M., Hoffman, L. & Kalutskaya, I. (in press). Temperament in the classroom:  Longitudinal relationships among early temperament, teacher-child conflict, and externalizing behavior. Child Development. Abstract

*White, A. S., *Sirota, K., *Frohn, S. R., *Swenson, S. E., & Rudasill, K. M. (in press). Children’s temperament and the transition to kindergarten: A question of “fit” In A. Mashburn, J. LoCasale-Crouch, & K. Pears (Eds.) Welcome to Kindergarten! Describing, explaining, and promoting children’s positive transitions to school. Springer.

 *Zulfiqar, N., LoCasale-Crouch, J., Sweeney, B., DeCoster, J., Rudasill, K. M., *McGinnis, C. M., *Acar, I., & *Miller, K. (in press). Transition practices to kindergarten and children’s gains over the school year: The role of the teacher-child relationship. In A. Mashburn, J. LoCasale-Crouch, & K. Pears (Eds.) Welcome to Kindergarten! Describing, explaining, and promoting children’s positive transitions to school. Springer.

2018

Rudasill, K. M., Snyder, K. E., Levinson, H., & Adelson, J. L. (2018). Systems view of school    climate: A theoretical framework for research. Educational Psychology Review, 30, 35-60.

Buhs, E. S., Koziol, N., Rudasill, K. M., & Crockett, L. (2018). Children's temperament and later          school engagement: Peer and teacher relationships in elementary school as mediating processes.   Journal of Educational Psychology, 110, 338-354.

*McGinnis, C. M., & Rudasill, K. M. (2018). Student-teacher relationships. In E. B. Braaten (Ed.) The SAGE Encyclopedia of Intellectual and Developmental Disorders.

*Acar, I. & Rudasill, K. M., (2018). Publishing in developmental psychology journals. In R. G. Floyd (Ed.), Publishing in school psychology and related fields: An insider’s guide. New York,    NY: Routledge.

2017

*Deng, Q., Trainin, G., Rudasill, K. M., *Kalutskaya, I., Wessels, S., Torquati, J., & Coplan, R. J. (2017). Preservice teachers’ strategies and attitudes toward hypothetical shy, exuberant, and typical children. Learning and Individual Differences, 56, 85-95. Full text

*Prokasky, A., Rudasill, K. M., Molfese, V. J., Putnam, S. Gartstein, M., & Rothbart, M. K. (2017). Identifying child temperament types using cluster analysis in three samples. Journal of Research in Personality, 67, 190-201.

Rudasill, K. M., Hawley, L. R., LoCasale-Crouch, J., & Buhs, E. S. (2017). Child temperamental            regulation and classroom quality in Head Start: Considering cumulative economic risk. Journal of Educational Psychology, 109, 118-130. Full text

Rudasill, K. M., *Frohn, S., & *Swenson, S. (2017). Children’s temperament and their interactions with teachers. In S. Grilli, I. Buonomo, C. Fiorilli, and K. M. Rudasill (Eds.) Easy or not: Children’s temperament at school (pp. 107-121). Rome, Italy: Carocci Editore.

Grilli, S., Buonomo, I., Fiorilli, C., & Rudasill, K. M. (Eds.). (2017). Easy or not: Children’s      temperament at school. Rome, Italy: Carocci Editore. 

2016

Pössel, P., Rakes, C. C., Rudasill, K. M., Sawyer, M. G., Spence, S. H., & Sheffield, J. (2016).           Associations between teacher-reported school climate and depressive symptoms in Australian       adolescents: A 5-year longitudinal study. School Mental Health, 8, 425-440.

Rudasill, K. M., Hawley, L. Molfese, V. J., *Prokasky, A., *Tu, X., & *Sirota, K. (2016). Temperament and teacher-child conflict in preschool: The moderating roles of classroom emotional support and instructional support. Early Education and Development, 27, 859-874. Full text

Tate, A. D., Trofholz, A., Rudasill, K. M., Neumark-Sztainer, D., & Berg, J. M. (2016). Does child temperament modify the overweight risk associated with parent feeding behaviors and child eating behaviors?: An exploratory study. Appetite, 101, 178-183. Full text

Rudasill, K. M., *Sirota, K., *Kraleman, M., *Prokasky, A., *Madison, K., & Molfese, V. J. (2016).          Child temperament at school and in the classroom. In R. J. Waller (Ed.) Mental health promotion in schools: Special topics, special challenges, 2nd ed. Bentham e-books.

Coplan, R. C., & Rudasill, K. M. (2016). Quiet at school: An educator’s guide to shy children. New         York: Teacher’s College Press.

Buhs, E. S., & Rudasill, K. M. (2016). Resilience close up. [Review of the book Ordinary magic:             Resilience in temperament by Ann S. Masten]. Journal of Applied Developmental Psychology, 46, 84-85. Full text

2015

Molfese, V. J., Rudasill, K. M., *Prokasky, A., *Champagne, C., *Holmes, M., Molfese, D., & Bates, J. E. (2015). Toddler sleep characteristics, sleep problems, and temperament.   Developmental             Neuropsychology, 40, 138-154.

*Kalutskaya, I., *Archbell, K. A., Rudasill, K. M., & Coplan, R. J. (2015). Shy children in the classroom: From research to educational practice. Translational Issues in Psychological Science, 1, 149-157. Full text

*Acar, I., Rudasill, K. M., Torquati, J., Molfese, T. J., & *Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26, 479-495. Full text

Buhs, E. S., Rudasill, K. M., *Kalutskaya, I. N., & *Griese, E. R. (2015). Shyness and engagement:         Contributions of peer rejection and teacher sensitivity. Early Childhood Research Quarterly, 30, 12-19. Full text

2014

Rudasill, K. M., *Prokasky, A., *Tu, X., *Frohn, S., *Sirota, K., & Molfese, V. J. (2014). Parent vs. teacher ratings of children's shyness as predictors of early language and attention skills.   Learning and Individual Differences, 34, 57-62. Full text

Rudasill, K. M., Niehaus, K., Crockett, L., & Rakes, C. (2014). Changes in school connectedness and affiliation with deviant peers among sixth-grade students living in high-poverty    neighborhoods. Journal of Early Adolescence, 34, 896-922.

Rudasill, K. M., Pössel, P., *Winkeljohn-Black, S., & Niehaus, K. (2014). Teacher support as a          mediator of concurrent and longitudinal associations between temperament and depressive symptoms. Early Child Development and Care, 184, 803-818.

Rudasill, K. M. & *Kalutskaya, I. (2014). Being shy at school [Peer commentary on the paper “Gender differences in childhood shyness” by Doey et al.]. Sex Roles, 70, 267-273.

2013

Pössel, P., Rudasill, K. M., Adelson, J. A., *Wooldridge, D., *Bjerg, A., & *Winkeljohn Black, S. (2013). The Teaching Behavior Questionnaire: Factor structure and reliability of an instrument to measure student-reported teaching behavior. International Journal of Emotional Education, 5, 5-30.

Rudasill, K. M., Niehaus, K., Buhs, E., & *White, J. M. (2013). Temperament in early childhood and peer interactions in third grade: The role of teacher-child relationships in early elementary grades. Journal of School Psychology, 51, 701-716. doi:10.1016/j.jsp.2013.08.002 Full text

Rudasill, K. M., *Gonshak, A. B., Pössel, P., *Nichols, A., & Stipanovic, N. (2013). Assessments of             student-teacher relationships in residential treatment center schools. Journal for the Education    of Students Placed at Risk, 18, 193-211. Full text

Pössel, P., Rudasill, K. M., Sawyer, M. G., Spence, S. H., & *Bjerg, A. C. (2013). Associations between teacher emotional support and depressive symptoms in Australian adolescents. Developmental             Psychology, 49, 2135-2146. doi: 10.1037/a0031767 Full text

Molfese, V., *Prokasky, A., Rudasill, K. M., *Acar, I. H., *Tu, X., *Sirota, K., & Keiser, B.  (2013).            Prenatal development and infancy. In Ani Mamourian (Ed.) Oxford bibliographies. New York: Oxford University Press. Full text

Molfese, V.J., Rudasill, K. M., & Molfese, D. (2013). Sleep in preschoolers’ school readiness, academics and behavior. In A. Wolfson, and H. Montgomery-Downs (Eds) Oxford Handbook of Infant, Child, and Adolescent Sleep: Development and Problems (pp 397-413).  

2012

*Niehaus, S. K., Rudasill, K. M., & *Rakes, C. (2012). A longitudinal study of school connectedness and academic outcomes across sixth grade. Journal of School Psychology, 50, 443-460. Full text

*Niehaus, K., Rudasill, K. M., & Adelson, J. (2012). Self-efficacy, intrinsic motivation, and academic outcomes among Latino middle school students participating in an after school program. Hispanic Journal of Behavioral Sciences, 34, 118-136. doi:10.1177/0739986311424275 Full text

*Mitchell, N. G., Moore, J. B., Bibeau, W. S., & Rudasill, K. M.  (2012). Cardiovascular fitness moderates the relations between estimates of obesity and physical self-perceptions in rural elementary students. Journal of Physical Activity and Health, 9, 288-294.

LoCasale-Crouch, J., Rudasill, K. M., Sweeney, B. D., Chattrabhuti, C., Patton, C., & Pianta, R. C. (2012). The transition to kindergarten: Fostering connections for early school success. In Vol. 17 Advances in Motivation and Achievement.

2011

Curby, T. W., Rudasill, K. M., Edwards, T., & Perez-Edgar, K. (2011). The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament. School Psychology Quarterly, 26, 175-188. doi: 10.1037/a0023042 Full text

Rudasill, K. M.  (2011). Child temperament, teacher-child interactions, and teacher-child          relationships: A longitudinal investigation from first to third grade. Early Childhood Research         Quarterly, 26, 147-156. doi: 10.1016/j.ecresq.2010.07.002 Full text

2010

Rudasill, K. M., Reio, T., & Stipanovic, N., & Taylor, J. E. (2010). A longitudinal study of student-      teacher relationship quality, difficult temperament, and risky behavior from childhood to   early    adolescence. Journal of School Psychology, 48, 389-412. Full text

Molfese, P. J., Molfese, V. J., Molfese, D. L., Rudasill, K. M., Armstrong, N., & Starkey, G. (2010).            Executive function skills of 6 to 8 year olds: Brain and behavioral evidence and implications for school achievement. Contemporary Educational Psychology, 35, 116-125. Full text

 Rudasill, K. M., Gallagher, K., & *White, J. M. (2010). Temperamental attention and activity,             classroom emotional support, and academic achievement in third grade. Journal of School             Psychology, 48, 113-134. Full text

Molfese, V.J., Rudasill, K.M., Beswick, J.L., Jacobi-Vessels. J.L, Ferguson, M.C., & *White, J.M. (2010). Infant temperament, maternal personality, and parenting stress as contributors to infant developmental outcomes. Merrill-Palmer Quarterly, 56, 49-79 Full text

2009

Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher-child relationship quality: The roles of          child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24, 107-120. Full text

*Wyrick, A. J., & Rudasill, K. M.  (2009). Parent involvement as a predictor of teacher-child relationship quality in third grade. Early Education and Development, 20, 1-20. Full text    

Rudasill, K. M., & Konold, T. R. (2008). Contributions of children’s temperament to teachers’   judgments of social competence from kindergarten through second grade. Early Education and      Development, 19, 643-666. Full text

2008

Curby, T. C., Rudasill, K. M., Rimm-Kaufman, S. E., & Konold, T. K. (2008). The role of social competence in predicting gifted enrollment. Psychology in the Schools, 45, 729-744.

2006

Rudasill, K. M., Rimm-Kaufman, S. E., Justice, L. M., & Pence, K. (2006). Temperament and     language skills as predictors of teacher-child relationship quality in preschool. Early Education and Development, 17, 271-291. Full text