Batz Herrera, S. R. (2016). Effects of ePALS on Latıno/Hispanic mother-child interactions and shared book reading. (Doctoral thesis, University of Oregon).
Research database
Displaying 1 - 5 of 5
Model(s) reviewed: Play and Learning Strategies (PALS) Toddler/Preschooler
Landry, S. H., Smith, K. E., Swank, P. R., & Guttentag, C. (2008). A responsive parenting intervention: The optimal timing across early childhood for impacting maternal behaviors and child outcomes. Developmental Psychology, 44(5), 1335-1353.
Model(s) reviewed: Play and Learning Strategies (PALS) Infant
, Play and Learning Strategies (PALS) Toddler/Preschooler
, Play and Learning Strategies (PALS) Infant Toddler/Preschooler
Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2011, November 28). The effects of a responsive parenting intervention on parent–child interactions during shared book reading. Developmental Psychology. Advance online publication.
Model(s) reviewed: Play and Learning Strategies (PALS) Infant
, Play and Learning Strategies (PALS) Infant Toddler/Preschooler
, Play and Learning Strategies (PALS) Toddler/Preschooler
Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2012). The effects of a responsive parenting intervention on parent-child interactions during shared book reading. Developmental Psychology, 48(4), 969–986.
Model(s) reviewed: Play and Learning Strategies (PALS) Infant
, Play and Learning Strategies (PALS) Infant Toddler/Preschooler
, Play and Learning Strategies (PALS) Toddler/Preschooler
Landry, S. H., Zucker, T. A., Williams, J. M., Merz, E. C., Guttentag, C. L., & Taylor, H. B. (2017). Improving school readiness of high-risk preschoolers: Combining high quality instructional strategies with responsive training for teachers and parents. Early Childhood Research Quarterly, 40, 38–51.
Model(s) reviewed: Play and Learning Strategies (PALS) Toddler/Preschooler