Mary A Hammond
Biographic Data
| ID | 5758955 |
|---|---|
| NAME | Mary A Hammond |
| GIVEN NAMES | Mary A |
| FAMILY NAME | Hammond |
| SIGNATURE | HAMMOND M A |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 79 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 1 |
Treating Children With Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training
Families of 159, 4- to 8-year-old children with oppositional defiant disorder (ODD) were randomly assigned to parent training (PT); parent plus teacher training (PT + TT); child training (CT); child plus teacher training (CT + TT); parent, child, plus teacher training (PT + CT + TT); or a waiting list control. Reports and independent observations were collected at home and school. Following the 6-month intervention, all treatments resulted in sig…
Preventing Conduct Problems, Promoting Social Competence: A Parent and Teacher Training Partnership in Head Start
Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the prevention program (Incredible Years) or (b) a control condition consisting of the regular Head Sta…
Treating children with early-onset conduct problems: A comparison of child and parent training interventions.
The influence of early mother—child interaction on preschool cognitive/linguistic outcomes in a high-social-risk group
In this paper, elements of early mother—child interaction are related to later cognitive and linguistic outcomes in a sample of 53 high social risk mothers and their preschoolers. Mother—child interaction was observed longitudinally when the children were 13 and 20 months old. Multiple regression analyses were used to predict cognitive and linguistic outcomes at 3 and 5 years from measures of early mother—child interaction. The results indicated …
A collaborative effort to study mother—child interaction in three risk groups: Social risk mother, adolescent mother, preterm infant
This paper describes the collaborative efforts of three intervention projects with similar data sets on high-risk populations of mothers and their children at 13 and 20 months. The three projects collected data on a total of 190 dyads from three risk groups: adolescent mothers and their infants, high social risk mothers and their infants, and high social risk mothers and their preterm infants. The authors define the common set of measures and res…
Home environment and cognitive development in the first 3 years of life: A collaborative study involving six sites and three ethnic groups in North America
Attempted to examine the generalizability of environment/development relationships among 3 ethnic groups across the first 3 years of life. Social status did not show a consistent relationship to either quality of home environment or children's developmental status across the various groups. Results indicated a fairly consistent relationship between HOME scores and children's developmental status, although there were some ethnic and social status …
Predicting intellectual outcomes: Sex differences in response to early environmental stimulation
Home environment and cognitive development in the first 3 years of life: A collaborative study involving six sites and three ethnic groups in North America
Attempted to examine the generalizability of environment/development relationships among 3 ethnic groups across the first 3 years of life. Social status did not show a consistent relationship to either quality of home environment or children's developmental status across the various groups. Results indicated a fairly consistent relationship between HOME scores and children's developmental status, although there were some ethnic and social status …
Predicting intellectual outcomes: Sex differences in response to early environmental stimulation
Predicting intellectual outcomes: Sex differences in response to early environmental stimulation
Home environment and cognitive development in the first 3 years of life: A collaborative study involving six sites and three ethnic groups in North America
Attempted to examine the generalizability of environment/development relationships among 3 ethnic groups across the first 3 years of life. Social status did not show a consistent relationship to either quality of home environment or children's developmental status across the various groups. Results indicated a fairly consistent relationship between HOME scores and children's developmental status, although there were some ethnic and social status …
The influence of early mother—child interaction on preschool cognitive/linguistic outcomes in a high-social-risk group
In this paper, elements of early mother—child interaction are related to later cognitive and linguistic outcomes in a sample of 53 high social risk mothers and their preschoolers. Mother—child interaction was observed longitudinally when the children were 13 and 20 months old. Multiple regression analyses were used to predict cognitive and linguistic outcomes at 3 and 5 years from measures of early mother—child interaction. The results indicated …
A collaborative effort to study mother—child interaction in three risk groups: Social risk mother, adolescent mother, preterm infant
This paper describes the collaborative efforts of three intervention projects with similar data sets on high-risk populations of mothers and their children at 13 and 20 months. The three projects collected data on a total of 190 dyads from three risk groups: adolescent mothers and their infants, high social risk mothers and their infants, and high social risk mothers and their preterm infants. The authors define the common set of measures and res…
Treating children with early-onset conduct problems: A comparison of child and parent training interventions.
Preventing Conduct Problems, Promoting Social Competence: A Parent and Teacher Training Partnership in Head Start
Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the prevention program (Incredible Years) or (b) a control condition consisting of the regular Head Sta…
Treating Children With Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training
Families of 159, 4- to 8-year-old children with oppositional defiant disorder (ODD) were randomly assigned to parent training (PT); parent plus teacher training (PT + TT); child training (CT); child plus teacher training (CT + TT); parent, child, plus teacher training (PT + CT + TT); or a waiting list control. Reports and independent observations were collected at home and school. Following the 6-month intervention, all treatments resulted in sig…
Child and Adolescent Psychosocial and Emotional Development (7 works) · Developmental psychology (7 works) · Psychology (7 works) · Early Childhood Education and Development (5 works) · Intervention (counseling) (4 works) · Psychiatry (4 works) · Clinical Psychology (3 works) · Medicine (3 works) · Parent training (3 works) · Social Psychology (3 works)