Rebecca Distefano
Biographic Data
| ID | 6246157 |
|---|---|
| NAME | Rebecca Distefano |
| GIVEN NAMES | Rebecca |
| FAMILY NAME | Distefano |
| SIGNATURE | DISTEFANO R |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0002-7536-4568 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Homelessness in Early Childhood and Third-Grade Academic Achievement
Multiple studies indicate that executive function (EF) skills predict academic achievement among children experiencing homelessness. However, few studies have examined the extent to which EF mediates or moderates links between early homelessness and subsequent math or reading achievement. Leveraging data from direct assessments of EF during pre-kindergarten screening and integrated administrative data from multiple sources, we examined the mediat…
Profiles of early childhood developmental skills and experiences of risk
Developmental challenges often emerge early in childhood. Many states require that all children participate in early childhood screening during their preschool years (3 to 6 years old) to determine early need for intervention services before entering school. The current study included 496 children who participated in early childhood screening in Minneapolis, Minnesota. We took a person-centered approach to identify whether there were meaningful p…
The role of parenting in autonomy and executive function development among young children experiencing homelessness
We found evidence for a hot-cool executive function distinction among preschoolers. • Children’s autonomy was positively related to cool and hot executive function. • Only children’s cool executive function was associated with numeracy and literacy. • Parental autonomy support was linked to children’s cool executive function. A large body of research has shown homelessness is a risk factor for academic difficulties. However, some children experie…
Parental affect profiles predict child emotion regulation and classroom adjustment in families experiencing homelessness
Parenting shapes the development of emotion regulation skills in early childhood, laying a key foundation for social‐emotional adjustment. Unfortunately, high adversity exposure may disrupt parental emotion socialization practices and children's regulatory development. The current study used variable‐ and person‐centered approaches to evaluate links among parental emotion expressiveness, children's observed emotion regulation, and teacher‐reporte…
A qualitative analysis of autonomy‐supportive parenting in families experiencing homelessness
Parenting in context
Research has shown that autonomy‐supportive parenting is associated with positive academic and socioemotional outcomes across childhood. Many studies have examined the correlates of parental autonomy support to understand who is most likely to be autonomy‐supportive and under what conditions. The current systematic review synthesized findings from 63 studies that explored how sociodemographic, familial, parental, and situational factors are relat…
Self‐Regulatory Profiles and Conduct Problems in Youth Referred to Juvenile Diversion
The current study utilized a person-centered approach to explore how self-regulatory profiles relate to conduct problems in an ethnically diverse sample of 197 adolescents referred to juvenile diversion programming. Utilizing a multidomain, multimethod battery of self-regulation indicators, three common profiles emerged in a latent profile analysis. The profiles represented an Adaptive group, a Cognitively Inflexible group, and an Emotionally Dys…
Parental affect profiles predict child emotion regulation and classroom adjustment in families experiencing homelessness
Parenting shapes the development of emotion regulation skills in early childhood, laying a key foundation for social‐emotional adjustment. Unfortunately, high adversity exposure may disrupt parental emotion socialization practices and children's regulatory development. The current study used variable‐ and person‐centered approaches to evaluate links among parental emotion expressiveness, children's observed emotion regulation, and teacher‐reporte…
Self‐Regulatory Profiles and Conduct Problems in Youth Referred to Juvenile Diversion
The current study utilized a person-centered approach to explore how self-regulatory profiles relate to conduct problems in an ethnically diverse sample of 197 adolescents referred to juvenile diversion programming. Utilizing a multidomain, multimethod battery of self-regulation indicators, three common profiles emerged in a latent profile analysis. The profiles represented an Adaptive group, a Cognitively Inflexible group, and an Emotionally Dys…
A qualitative analysis of autonomy‐supportive parenting in families experiencing homelessness
Parenting in context
Research has shown that autonomy‐supportive parenting is associated with positive academic and socioemotional outcomes across childhood. Many studies have examined the correlates of parental autonomy support to understand who is most likely to be autonomy‐supportive and under what conditions. The current systematic review synthesized findings from 63 studies that explored how sociodemographic, familial, parental, and situational factors are relat…
Parental affect profiles predict child emotion regulation and classroom adjustment in families experiencing homelessness
Parenting shapes the development of emotion regulation skills in early childhood, laying a key foundation for social‐emotional adjustment. Unfortunately, high adversity exposure may disrupt parental emotion socialization practices and children's regulatory development. The current study used variable‐ and person‐centered approaches to evaluate links among parental emotion expressiveness, children's observed emotion regulation, and teacher‐reporte…
The role of parenting in autonomy and executive function development among young children experiencing homelessness
We found evidence for a hot-cool executive function distinction among preschoolers. • Children’s autonomy was positively related to cool and hot executive function. • Only children’s cool executive function was associated with numeracy and literacy. • Parental autonomy support was linked to children’s cool executive function. A large body of research has shown homelessness is a risk factor for academic difficulties. However, some children experie…
Homelessness in Early Childhood and Third-Grade Academic Achievement
Multiple studies indicate that executive function (EF) skills predict academic achievement among children experiencing homelessness. However, few studies have examined the extent to which EF mediates or moderates links between early homelessness and subsequent math or reading achievement. Leveraging data from direct assessments of EF during pre-kindergarten screening and integrated administrative data from multiple sources, we examined the mediat…
Profiles of early childhood developmental skills and experiences of risk
Developmental challenges often emerge early in childhood. Many states require that all children participate in early childhood screening during their preschool years (3 to 6 years old) to determine early need for intervention services before entering school. The current study included 496 children who participated in early childhood screening in Minneapolis, Minnesota. We took a person-centered approach to identify whether there were meaningful p…
Developmental psychology (4 works) · Psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Homelessness and Social Issues (3 works) · Autonomy (2 works) · Child Abuse and Trauma (2 works) · Clinical Psychology (2 works) · Clinical Psychology (2 works) · Early childhood (2 works) · Early Childhood Education and Development (2 works)