Amanda P. Williford, Ph.D.
Affiliations: | 2003 | The University of North Carolina at Greensboro, Greensboro, NC, United States |
Area:
Clinical Psychology, Early Childhood EducationGoogle:
"Amanda Williford"Mean distance: 26716.5
Parents
Sign in to add mentorTerri L. Shelton | grad student | 2003 | The University of North Carolina at Greensboro | |
(A contextual approach to the prediction of readiness in an at-risk preschool population.) |
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Publications
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Partee AM, Alamos P, Williford AP, et al. (2022) Preschool Children's Observed Interactions with Teachers: Implications for Understanding Teacher-Child Relationships. School Mental Health. 14: 967-983 |
Wymer SC, Corbin CM, Williford AP. (2021) The relation between teacher and child race, teacher perceptions of disruptive behavior, and exclusionary discipline in preschool. Journal of School Psychology. 90: 33-42 |
Williford AP, Vitiello VE. (2020) Who's in charge? Child behavior predicts teacher subsequent classroom management practice for preschoolers reported to display disruptive behavior. School Psychology (Washington, D.C.). 35: 299-310 |
Alamos P, Williford AP. (2020) Exploring Dyadic Teacher‐Child Interactions, Emotional Security and Task Engagement in Preschool Children Displaying Externalizing Behaviors Social Development. 29: 339-355 |
Partee AM, Hamre BK, Williford AP. (2020) Examining the Role of Preschool Classrooms’ Behavioral Composition as a Predictor of the Quality of Teacher–child Interactions Early Education and Development. 31: 873-891 |
Vitiello VE, Williford AP. (2020) Context influences on task orientation among preschoolers who display disruptive behavior problems Early Childhood Research Quarterly. 51: 256-266 |
Alamos P, Williford AP. (2020) Teacher-child emotion talk in preschool children displaying elevated externalizing behaviors Journal of Applied Developmental Psychology. 67: 101107 |
Yoder ML, Williford AP. (2019) Teacher Perception of Preschool Disruptive Behavior: Prevalence and Contributing Factors Early Education and Development. 30: 835-853 |
Wolcott CS, Williford AP, Hartz-Mandell K. (2019) The Validity of Narratives for Understanding Children’s Perceptions of the Teacher–Child Relationship for Preschoolers Who Display Elevated Disruptive Behaviors Early Education and Development. 30: 887-912 |
Yoder ML, Williford AP, Vitiello VE. (2019) Corrigendum to “Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors” [Early Child. Res. Quart. 47 (2019) 206–217] Early Childhood Research Quarterly. 49: 282 |