Abbey Eisenhower
Dados Biográficos
| ID | 125392 |
|---|---|
| NOME | Abbey Eisenhower |
| PRENOMES | Abbey |
| SOBRENOME | Eisenhower |
| ASSINATURA | EISENHOWER A |
| AFILIAÇÕES | University of Massachusetts Boston |
| ORCID | 0000-0003-3598-3759 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 33 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2003 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
Development and validation of a self-report measure of summer camp counselor burnout
Establishing and Evaluating an Interdisciplinary Summer Undergraduate Research Training Program in Maternal, Child, and Family Health
Relationships of paraeducators and teachers with their autistic students
Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention
Predicting peer acceptance and peer rejection for autistic children
Autistic students often experience peer relationship difficulties. As peer acceptance and rejection may be malleable over time, we examined predictors of change in peer acceptance and peer rejection among early elementary‐age autistic students. We followed 166 autistic children (mean age: 6.1 years [range: 4–8], 82.5% boys, grades preK‐2nd) longitudinally across 2 school years. Social skills, internalizing problems, and externalizing behaviors we…
Psychometric properties of a parent- and teacher-report measure for autistic children
Building classroom communities for children with autism spectrum disorder
Limited research has explored mothers’ perceptions of teachers’ pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment to accommodate their students with ASD? (2) How do teachers engage and interact with the child in the …
Starting Strong
School-based mental health services are a promising context for evidence-based interventions to promote early socio-emotional development, yet implementation presents significant challenges. This paper describes the rationale, content and format of a school-based intervention, Starting Strong in Kindergarten (Starting Strong). Starting Strong is a 10 week, indicated prevention programme aimed at promoting positive student–teacher relationships an…
Targeted Prevention of Childhood Anxiety
Selective prevention programs hold the promise of alleviating child anxiety symptoms, decreasing the risk for emotional problems across the lifespan. Such programs have particular public health import for young children of poor, underserved communities. Identifying factors related to parent engagement, and methods to improve engagement, are paramount in the effort to develop anxiety‐focused, community prevention programs. This feasibility study i…
Which Box Should I Check
The NIH's current race and ethnicity measure demonstrated poor differentiation of race and ethnicity, restricted response options, and lack of an inclusive ethnicity question. Separating race and ethnicity and providing respondents with adequate flexibility to identify themselves both racially and ethnically may improve valid operationalization
Children's delayed development and behavior problems
Children's Appraisal of Peer Rejection Experiences
In the current study, 95 children of different social status classifications (rejected, neglected, average, and popular) were exposed to hypothetical vignettes designed to assess their ‘generalized’ rejection sensitivity (GRS) and a mild social rejection experience designed to assess their ‘on‐line’ rejection sensitivity (ORS). Measures of internalizing and externalizing problems were assessed through a composite of peer‐ , parent‐ , and self‐rep…
Children's Appraisal of Peer Rejection Experiences
In the current study, 95 children of different social status classifications (rejected, neglected, average, and popular) were exposed to hypothetical vignettes designed to assess their ‘generalized’ rejection sensitivity (GRS) and a mild social rejection experience designed to assess their ‘on‐line’ rejection sensitivity (ORS). Measures of internalizing and externalizing problems were assessed through a composite of peer‐ , parent‐ , and self‐rep…
Which Box Should I Check
The NIH's current race and ethnicity measure demonstrated poor differentiation of race and ethnicity, restricted response options, and lack of an inclusive ethnicity question. Separating race and ethnicity and providing respondents with adequate flexibility to identify themselves both racially and ethnically may improve valid operationalization
Children's delayed development and behavior problems
Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention
Targeted Prevention of Childhood Anxiety
Selective prevention programs hold the promise of alleviating child anxiety symptoms, decreasing the risk for emotional problems across the lifespan. Such programs have particular public health import for young children of poor, underserved communities. Identifying factors related to parent engagement, and methods to improve engagement, are paramount in the effort to develop anxiety‐focused, community prevention programs. This feasibility study i…
Children's Appraisal of Peer Rejection Experiences
In the current study, 95 children of different social status classifications (rejected, neglected, average, and popular) were exposed to hypothetical vignettes designed to assess their ‘generalized’ rejection sensitivity (GRS) and a mild social rejection experience designed to assess their ‘on‐line’ rejection sensitivity (ORS). Measures of internalizing and externalizing problems were assessed through a composite of peer‐ , parent‐ , and self‐rep…
Children's delayed development and behavior problems
Which Box Should I Check
The NIH's current race and ethnicity measure demonstrated poor differentiation of race and ethnicity, restricted response options, and lack of an inclusive ethnicity question. Separating race and ethnicity and providing respondents with adequate flexibility to identify themselves both racially and ethnically may improve valid operationalization
Targeted Prevention of Childhood Anxiety
Selective prevention programs hold the promise of alleviating child anxiety symptoms, decreasing the risk for emotional problems across the lifespan. Such programs have particular public health import for young children of poor, underserved communities. Identifying factors related to parent engagement, and methods to improve engagement, are paramount in the effort to develop anxiety‐focused, community prevention programs. This feasibility study i…
Starting Strong
School-based mental health services are a promising context for evidence-based interventions to promote early socio-emotional development, yet implementation presents significant challenges. This paper describes the rationale, content and format of a school-based intervention, Starting Strong in Kindergarten (Starting Strong). Starting Strong is a 10 week, indicated prevention programme aimed at promoting positive student–teacher relationships an…
Building classroom communities for children with autism spectrum disorder
Limited research has explored mothers’ perceptions of teachers’ pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment to accommodate their students with ASD? (2) How do teachers engage and interact with the child in the …
Predicting peer acceptance and peer rejection for autistic children
Autistic students often experience peer relationship difficulties. As peer acceptance and rejection may be malleable over time, we examined predictors of change in peer acceptance and peer rejection among early elementary‐age autistic students. We followed 166 autistic children (mean age: 6.1 years [range: 4–8], 82.5% boys, grades preK‐2nd) longitudinally across 2 school years. Social skills, internalizing problems, and externalizing behaviors we…
Psychometric properties of a parent- and teacher-report measure for autistic children
Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention
Relationships of paraeducators and teachers with their autistic students
Development and validation of a self-report measure of summer camp counselor burnout
Establishing and Evaluating an Interdisciplinary Summer Undergraduate Research Training Program in Maternal, Child, and Family Health
Psychology (11 obras) · Developmental psychology (7 obras) · Family and Disability Support Research (7 obras) · Clinical Psychology (6 obras) · Medicine (6 obras) · Child and Adolescent Psychosocial and Emotional Development (5 obras) · Clinical Psychology (4 obras) · Psychiatry (4 obras) · Collaborative Teaching and Inclusion (3 obras) · Computer Science (3 obras)