Publications by OCD Staff
Bagnato, S.J., Salaway, J., & Seo, J. (2016). Field-validation of the COMET mentoring model to enhance the professional practices of Head Start teachers. Perspectives in Early Childhood Psychology & Education, 1(1), 167-201.
Goins, D., Bagnato, S.J., & Pretti-Frontczak, K. (2016). Utility and validity of authentic assessments and conventional tests for early childhood intervention purposes: National social validity research. Journal of Intellectual Disability: Diagnosis & Treatment, 3(4), 164-176.
Groark, C. J., & McCall, R. B. (in press). Modern international child welfare systems. In M. H. Bornstein, M. E. Arterberg, K. L. Fingerman, and J. E. Lansford (Eds.), SAGE Encyclopedia of Lifespan Human Development. Thousand Oaks, CA: Sage.
Kirk, A., Groark, C. J., & McCall, R. B. (in press). Institutional care environments for infants and young children in Latin American countries. In A. V. Rus, S. R. Parris, and E. Stativa (Eds.), Child Maltreatment in Long-Term Residential Centers: History, Research, and Current Implications. New York, NY: Springer.
Julian, M. M., & McCall, R. B. (2016). Social skills in children adopted from socially-emotionally depriving institutions. Adoption Quarterly, 19, 44-62.
Macy, M., Bagnato, S.J., Macy, R., & Salaway, J. (2015). Conventional tests and testing for early intervention eligibility: Is there an evidence-base? Infants and Young Children, 28(2), 182-209.
Macy, M., Bagnato, S.J., & Gallen, R. (2016). Authentic assessment: A venerable idea whose time has come. Zero To Three Early Childhood Intervention Research Journal, 12(1), 35-45.
McCall, R. B., Groark, C. J., Hawk, B., Julian, M., Merz, E., & Rosas, J. (2015). What we’ve learned about your children. International Assistance Group Newsletter.
McCall, R. B. (2015, December 13). Human services: Do you know what they are? Pittsburgh Post-Gazette Forum Section, 1,4.
McCall, R. B., Muhamedrahimov, R. J., Groark, C. J., Palmov, O. I., Nikiforova, N. V., Salaway, J. L., & Julian, M. M. (2016). The development of post-institutionalized vs. parent-reared Russian children as a function of age at placement and family type. Development and Psychopathology, 28, 251-264.
McCall, R. B., & Groark, C. J. (in press). The development of children during and after institutionalization. In M. H. Bornstein, M. E. Arterberg, K. L. Fingerman, and J. E. Lansford (Eds.), SAGE Encyclopedia of Lifespan Human Development. Thousand Oaks, CA: Sage.
McCall, R. B., Muhamedrahimov, R. J., Groark, C. J., Palmov, O. I., Nikiforova, N. V., Salaway, J. L., & Julian, M. M. (2016). The development of children placed into different types of Russian families following an institutional intervention. International Perspectives in Psychology: Research, Practice, Consultation, 5, 255-270.
Merz, E. C., Harle, K. M., Noble, K. G., & McCall, R. B. (2016). Executive function in previously institutionalized children. Child Development Perspectives, 10, 105-110.
Missen, N., Bagnato, SJ., Wells, D., Crothers, L., Schmitt, AJ., Kolbert, J. (2016). Social and behavioral problems in an urban at-risk preschool population. International Education Research. 3(2). 1-11.
Wang, W. C., McCall, R. B., Li, J., Groark, C. J., Zeng, F., & Hu, X. (2015). Chinese collective foster care model: Description and evaluation. International Social Work.