Diane Horm

Biographic Data

ID	1465313
NAME	Diane Horm
GIVEN NAMES	Diane
FAMILY NAME	Horm
SIGNATURE	HORM D
AFFILIATIONS	University of Oklahoma
ORCID	0000-0002-1836-5329
VERIFIED	Yes
TOTAL WORKS	31
TOTAL CITATIONS	48
AUTHOR COUNT	31
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2016
LATEST PUBLICATION YEAR	2026
H-INDEX	5

Exploring pathways of quality in a statewide center-based infant and toddler initiative
Open AccessCara L Kelly, Cara Kelly et al.ARTICLEEarly Childhood Research Quarterly2026References: 40
Within-year teacher turnover and children’s developmental outcomes in Early Head Start and Head Start programs in the post-Covid-19 era
Open AccessKyong-Ah Kwon, Wonkyung Jang et al.ARTICLEEarly Childhood Research Quarterly2026References: 38
Start Earlier, Stay Healthier? An Earlier Start to Public Preschool May Improve Detection of Health Problems
Open AccessAnna Wright, Anna M Wright et al.ARTICLEChild & Youth Care Forum2025
Leveraging natural language processing to deepen understanding of parent–child interaction processes and language development
Open AccessWonkyung Jang, Diane Horm et al.ARTICLEFamily Relations2025
The Roles of Student-Teacher Relationship Quality and Classroom Self-Regulatory Supports for Children’s Self-Regulatory Skills in Kindergarten and First Grade
Anna Wright, ANNE MARTIN et al.ARTICLEEarly Education and Development2025
Research Findings: The current study aimed to explore the independent and interactive roles of individual student-teacher relationship quality and classroom-level self-regulatory supports in kindergarten for children's self-regulatory skills in kindergarten and first grade. We did so using multiple measures of children's self-regulation, drawn from multiple sources, and a relatively new measure of classroom-level supports for self-regulation. Our…
A longitudinal study of Head Start teacher turnover trends and factors
Open AccessKyong-Ah Kwon, Wonkyung Jang et al.ARTICLETeaching and Teacher Education2025Cited by: 1References: 7
Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during Covid-19 disruptions
Open AccessAileen S Garcia, Shinyoung Jeon et al.ARTICLEFrontiers in Education2024
The documented challenges of the early care and education (ECE) workforce include poor well-being, inadequate compensation, and high turnover rates. The COVID-19 pandemic not only exacerbated these issues, but also imposed additional demands such as virtual instruction, highlighting the need to understand how teachers’ well-being relates to their adaptability in teaching. The present study examined whether early childhood teachers’ well-being is …
Optimizing health services for young children in poverty
Open AccessDiane Horm, Diane M Horm et al.ARTICLEFrontiers in Public Health2024
Given the importance of health to educational outcomes, and education to concurrent and future health, cross-systems approaches, such as the Whole School, Whole Community, Whole Child (WSCC) framework, seek to enhance services typically in K-12 settings. A major gap exists in cross-systems links with early care and education serving children birth to age 5. Both pediatric health systems and early family and child support programs, such as Early H…
The Role of Language and Literacy Skills in Science Learning from Kindergarten to 5th Grade
Open AccessWonkyung Jang, Kyong-Ah Kwon et al.ARTICLEEducation Sciences2024
Despite the acknowledged impact of early science achievement on future success, there is a noticeable gap in research focused on understanding the dynamic longitudinal patterns of children attaining science learning milestones in their early years, as well as few investigations of potential factors that may mitigate gender, racial/ethnic, and socio-economic disparities. This study analyzed nationally representative data from the Early Childhood L…
High‐quality early care and education for low‐income families
Open AccessLukas D Lopez, Anabel Castillo et al.ARTICLEInfancy2024
High‐quality early care and education (ECE) programs are associated with positive outcomes, especially for children from low‐income families. During the initial COVID‐19 pandemic lockdown many of these families faced an abrupt halt to ECE. Here, we examined how toddlers from economically disadvantaged backgrounds enrolled in high‐quality ECE programs in the United States during the 2020 pandemic ( n = 48) fared on cognitive and socioemotional out…
Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes
Open AccessLiz Frechette, Sherri Castle et al.ARTICLEFrontiers in Education2023
Introduction Research has documented that home and neighborhood contexts of children from low-income families are associated with lower cognitive and social–emotional skills than their higher-income peers. Even though over a third of young children growing up in poverty are dual language learners (DLLs), little research has examined how contextual effects differ between DLL and monolingual children. The current study examines how these two contex…
A deeper dive, a wider pool
Open AccessAnna D Johnson, Anne Partika et al.ARTICLEChild Development2023
The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills—both academic and executive functioning (EF)—than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in kindergarten and again at first-grade (2020–2021) based on whether they had attended public preschool (school-ba…
Predictors of Overweight and Obesity in Early Care and Education Teachers during Covid-19
Open AccessSusan B Sisson, Adrien Malek-Lasater et al.ARTICLEInternational Journal of…2023
The purpose of this cross-sectional study was to determine individual, sociocultural, policy, and economic predictors of overweight/obesity in early care and education (ECE) teachers to identify modifiable opportunities to enhance the health of this critical workforce. ECE teachers (n = 1434) in the U.S. completed an online survey in late spring to mid-summer 2020. Teachers self-reported height and weight; body mass index (BMI) and weight status …
Retention and turnover of teaching staff in a high-quality early childhood network
Open AccessDonna Bryant, Noreen Yazejian et al.ARTICLEEarly Childhood Research Quarterly2023Cited by: 7References: 3
Neglected Elements of a High-Quality Early Childhood Workforce
Open AccessKyong-Ah Kwon, Kyong‐Ah Kwon et al.ARTICLEEarly Childhood Education Journal2022
Kindergarten through Grade 3 Outcomes Associated with Participation in High-Quality Early Care and Education
Open AccessDiane Horm, Shinyoung Jeon et al.ARTICLEEducation Sciences2022
An accepted conclusion is that children at risk for educational failure who participate in high-quality early care and education (ECE) enter kindergarten “more ready”, possessing skills comparable to their more advantaged peers. There is less consensus about longer-term outcomes with some studies finding continuation of early gains, while others report “fade out” by elementary school. This study investigated child outcomes, kindergarten through G…
Foundations for Success
Open AccessKelly Tabbutt, E J Maher et al.ARTICLEChild & Youth Care Forum2022
Both sides of the screen
Open AccessAnne Martins, ANNE MARTIN et al.ARTICLEEarly Childhood Research Quarterly2022Cited by: 4References: 8
When does 1 + 1 not equal 2? The relative advantage of public school-based pre-k versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills
Anna D Johnson, The Tulsa SEED Study Team et al.ARTICLEDevelopmental Psychology2022Cited by: 3
Decades of research suggest that both Head Start and public pre-kindergarten (pre-k) programs boost low-income preschoolers' kindergarten skills. What is not yet well understood is whether there are relative advantages of transitioning from Head Start after 1 year into a school-based public pre-k program for the year immediately before kindergarten for children's developing cognitive and self-regulation skills. This is an important question, beca…
Associations between Community Built Environments with Early Care and Education Classroom Physical Activity Practices and Barriers
Open AccessBethany D Williams, Susan B Sisson et al.ARTICLEInternational Journal of…2021
The influence of community-built environments on physical activity (PA) support in Early Childhood Education settings (ECEs) is unknown. The purpose of this cross-sectional study was to determine associations between community PA environments and ECE classroom PA practices. We included licensed Oklahoma ECE directors serving 3-to-5-year-old children. Parks and playground locations were exported from Google Earth. National Walkability Index was de…
Caregiver–infant and toddler interactions during diapering
Open AccessDeborah E Laurin, Shannon Stark Guss et al.ARTICLEInfant Mental Health Journal2021References: 31
The findings of this empirical research provide new information about the importance of caregiver interactions during care routines, specifically diaper changing, in supporting infant and toddler involvement and well‐being. This correlational study involved observations of 144 separate diapering cycles by 31 caregivers with 74 infants and toddlers in 30 infant and toddler classrooms in a U.S. Midwest city. Based on these observations, caregiver r…
Profiles of family engagement in home- and center-based Early Head Start programs
Open AccessShinyoung Jeon, Kyong-Ah Kwon et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 2References: 18
The Educare intervention
Open AccessNoreen Yazejian, Donna Bryant et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 5References: 7
The effectiveness of Educare, a center-based early education program, in improving child outcomes at age 3 was evaluated in a randomized clinical trial. Educare programs serve children from birth to age 5 and are designed to reduce the achievement gap between children from low-income families and their more advantaged peers. This study began following 239 children from low-income families who were randomly assigned as infants (<19 months) to Educ…
Turnover and retention of infant-toddler teachers
Open AccessKyong-Ah Kwon, Kyong‐Ah Kwon et al.ARTICLEChildren and Youth Services Review2020Cited by: 4References: 21
Health Care Provider’s Role in Obesity Prevention and Healthy Development of Young American Indian Children
Open AccessChelsea L Kracht, Susan B Sisson et al.ARTICLEJournal of Transcultural Nursing2019
Introduction: Health care providers (HCPs) serving American Indian (AI) populations are critical stakeholders in promoting healthy weight-related behaviors of young AI children. The purpose of this study is to develop an understanding of how HCP perceive their role in the healthy development of young AI children, and how they envision working with early care and education teachers and parents to enhance children’s health. Method: Twenty HCP that …

Macronutrient and micronutrient intakes of children in Oklahoma child-care centres, USA
Open AccessAndrea H Rasbold, Ruth Adamiec et al.ARTICLEPublic Health Nutrition2016
Objective To determine macronutrients and micronutrients in foods served to and consumed by children at child-care centres in Oklahoma, USA and compare them with Dietary Reference Intakes (DRI). Design Observed lunch nutrients compared with one-third of the age-based DRI (for 1–3 years-olds and 4–8-year-olds). Settings Oklahoma child-care centres ( n 25), USA. Subjects Children aged 3–5 years ( n 415). Results Regarding macronutrients, children w…
Associations between continuity of care in infant-toddler classrooms and child outcomes
Open AccessDiane Horm, Diane M Horm et al.ARTICLEEarly Childhood Research Quarterly2017Cited by: 8References: 2
Use of the home language in preschool classrooms and first- and second-language development among dual-language learners
Open AccessHelen H Raikes, Lisa J White et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 5References: 8
Early Head Start dosage
Open AccessShinyoung Jeon, Ji Young Choi et al.ARTICLEChildren and Youth Services Review2018Cited by: 1References: 30
Health Care Provider’s Role in Obesity Prevention and Healthy Development of Young American Indian Children
Open AccessChelsea L Kracht, Susan B Sisson et al.ARTICLEJournal of Transcultural Nursing2019
Introduction: Health care providers (HCPs) serving American Indian (AI) populations are critical stakeholders in promoting healthy weight-related behaviors of young AI children. The purpose of this study is to develop an understanding of how HCP perceive their role in the healthy development of young AI children, and how they envision working with early care and education teachers and parents to enhance children’s health. Method: Twenty HCP that …
Early Care and Education Teacher’s Role in Obesity Prevention and Healthy Development of Young American Indian Children
Open AccessChelsea L Kracht, Susan B Sisson et al.ARTICLEJournal of Transcultural Nursing2019
Introduction: The purpose of this study was to develop an understanding of how stakeholders, specifically early care and education (ECE) teachers, perceive their role in the development of young American Indian children, and envision working with health care providers and parents in order to enhance children’s health. Methodology: Twenty tribally affiliated ECE teachers from Oklahoma participated in interviews. Thematic analysis was conducted, an…
Language intervention research in early childhood care and education
Open AccessDale Walker, Samantha J Sepulveda et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 8References: 22
Profiles of family engagement in home- and center-based Early Head Start programs
Open AccessShinyoung Jeon, Kyong-Ah Kwon et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 2References: 18
The Educare intervention
Open AccessNoreen Yazejian, Donna Bryant et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 5References: 7
The effectiveness of Educare, a center-based early education program, in improving child outcomes at age 3 was evaluated in a randomized clinical trial. Educare programs serve children from birth to age 5 and are designed to reduce the achievement gap between children from low-income families and their more advantaged peers. This study began following 239 children from low-income families who were randomly assigned as infants (<19 months) to Educ…
Turnover and retention of infant-toddler teachers
Open AccessKyong-Ah Kwon, Kyong‐Ah Kwon et al.ARTICLEChildren and Youth Services Review2020Cited by: 4References: 21
Associations between Community Built Environments with Early Care and Education Classroom Physical Activity Practices and Barriers
Open AccessBethany D Williams, Susan B Sisson et al.ARTICLEInternational Journal of…2021
The influence of community-built environments on physical activity (PA) support in Early Childhood Education settings (ECEs) is unknown. The purpose of this cross-sectional study was to determine associations between community PA environments and ECE classroom PA practices. We included licensed Oklahoma ECE directors serving 3-to-5-year-old children. Parks and playground locations were exported from Google Earth. National Walkability Index was de…
Caregiver–infant and toddler interactions during diapering
Open AccessDeborah E Laurin, Shannon Stark Guss et al.ARTICLEInfant Mental Health Journal2021References: 31
The findings of this empirical research provide new information about the importance of caregiver interactions during care routines, specifically diaper changing, in supporting infant and toddler involvement and well‐being. This correlational study involved observations of 144 separate diapering cycles by 31 caregivers with 74 infants and toddlers in 30 infant and toddler classrooms in a U.S. Midwest city. Based on these observations, caregiver r…
Neglected Elements of a High-Quality Early Childhood Workforce
Open AccessKyong-Ah Kwon, Kyong‐Ah Kwon et al.ARTICLEEarly Childhood Education Journal2022
Kindergarten through Grade 3 Outcomes Associated with Participation in High-Quality Early Care and Education
Open AccessDiane Horm, Shinyoung Jeon et al.ARTICLEEducation Sciences2022
An accepted conclusion is that children at risk for educational failure who participate in high-quality early care and education (ECE) enter kindergarten “more ready”, possessing skills comparable to their more advantaged peers. There is less consensus about longer-term outcomes with some studies finding continuation of early gains, while others report “fade out” by elementary school. This study investigated child outcomes, kindergarten through G…
Foundations for Success
Open AccessKelly Tabbutt, E J Maher et al.ARTICLEChild & Youth Care Forum2022
Both sides of the screen
Open AccessAnne Martins, ANNE MARTIN et al.ARTICLEEarly Childhood Research Quarterly2022Cited by: 4References: 8
When does 1 + 1 not equal 2? The relative advantage of public school-based pre-k versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills
Anna D Johnson, The Tulsa SEED Study Team et al.ARTICLEDevelopmental Psychology2022Cited by: 3
Decades of research suggest that both Head Start and public pre-kindergarten (pre-k) programs boost low-income preschoolers' kindergarten skills. What is not yet well understood is whether there are relative advantages of transitioning from Head Start after 1 year into a school-based public pre-k program for the year immediately before kindergarten for children's developing cognitive and self-regulation skills. This is an important question, beca…
Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes
Open AccessLiz Frechette, Sherri Castle et al.ARTICLEFrontiers in Education2023
Introduction Research has documented that home and neighborhood contexts of children from low-income families are associated with lower cognitive and social–emotional skills than their higher-income peers. Even though over a third of young children growing up in poverty are dual language learners (DLLs), little research has examined how contextual effects differ between DLL and monolingual children. The current study examines how these two contex…
A deeper dive, a wider pool
Open AccessAnna D Johnson, Anne Partika et al.ARTICLEChild Development2023
The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills—both academic and executive functioning (EF)—than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in kindergarten and again at first-grade (2020–2021) based on whether they had attended public preschool (school-ba…
Predictors of Overweight and Obesity in Early Care and Education Teachers during Covid-19
Open AccessSusan B Sisson, Adrien Malek-Lasater et al.ARTICLEInternational Journal of…2023
The purpose of this cross-sectional study was to determine individual, sociocultural, policy, and economic predictors of overweight/obesity in early care and education (ECE) teachers to identify modifiable opportunities to enhance the health of this critical workforce. ECE teachers (n = 1434) in the U.S. completed an online survey in late spring to mid-summer 2020. Teachers self-reported height and weight; body mass index (BMI) and weight status …
Retention and turnover of teaching staff in a high-quality early childhood network
Open AccessDonna Bryant, Noreen Yazejian et al.ARTICLEEarly Childhood Research Quarterly2023Cited by: 7References: 3
Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during Covid-19 disruptions
Open AccessAileen S Garcia, Shinyoung Jeon et al.ARTICLEFrontiers in Education2024
The documented challenges of the early care and education (ECE) workforce include poor well-being, inadequate compensation, and high turnover rates. The COVID-19 pandemic not only exacerbated these issues, but also imposed additional demands such as virtual instruction, highlighting the need to understand how teachers’ well-being relates to their adaptability in teaching. The present study examined whether early childhood teachers’ well-being is …
Optimizing health services for young children in poverty
Open AccessDiane Horm, Diane M Horm et al.ARTICLEFrontiers in Public Health2024
Given the importance of health to educational outcomes, and education to concurrent and future health, cross-systems approaches, such as the Whole School, Whole Community, Whole Child (WSCC) framework, seek to enhance services typically in K-12 settings. A major gap exists in cross-systems links with early care and education serving children birth to age 5. Both pediatric health systems and early family and child support programs, such as Early H…
The Role of Language and Literacy Skills in Science Learning from Kindergarten to 5th Grade
Open AccessWonkyung Jang, Kyong-Ah Kwon et al.ARTICLEEducation Sciences2024
Despite the acknowledged impact of early science achievement on future success, there is a noticeable gap in research focused on understanding the dynamic longitudinal patterns of children attaining science learning milestones in their early years, as well as few investigations of potential factors that may mitigate gender, racial/ethnic, and socio-economic disparities. This study analyzed nationally representative data from the Early Childhood L…
High‐quality early care and education for low‐income families
Open AccessLukas D Lopez, Anabel Castillo et al.ARTICLEInfancy2024
High‐quality early care and education (ECE) programs are associated with positive outcomes, especially for children from low‐income families. During the initial COVID‐19 pandemic lockdown many of these families faced an abrupt halt to ECE. Here, we examined how toddlers from economically disadvantaged backgrounds enrolled in high‐quality ECE programs in the United States during the 2020 pandemic ( n = 48) fared on cognitive and socioemotional out…