Amanda P. Williford« Employee directory
Research Associate Professor
- Ph.D, Clinical Psychology, University of North Carolina at Greensboro, 2003
- M.A., Clinical Psychology, University of North Carolina at Greensboro, 2000
- B.A., Psychology, University of Virginia, 1996
I conduct research exploring how young children best develop school readiness skills, with special emphasis on the development of social-emotional skills. My primary research focus is on developing and evaluating classroom-based, interventions for young children who display disruptive behavior problems and/or deficits in behavioral and emotional self-regulation. I am also interested in state efforts to increase high quality early education opportunities.
My clinical training and expertise is in the assessment and treatment of young children (infants through third grade) particularly in the assessment of externalizing behaviors and in early childhood mental health consultation. I use behavioral, cognitive-behavioral, and attachment orientations and I focus on the use of empirically-supported treatments.
I mentor Ph.D. students in the Clinical & School Psychology Program and the Educational Psychology, Applied Developmental Science Program who have strong interests in conducting applied research in areas that are aligned with my research expertise. Undergraduate and Master’s students participate on many of my projects as research assistants (for course credit and/or for pay).
- Understanding the Power of Preschool for Kindergarten Success (P2K)
- New E3 School in Norfolk
- Louisiana’s Kindergarten Readiness System
- Virginia Kindergarten Readiness Program
- Learning to Objectively Observe Kids (LOOK)
- National Center for Research on Early Childhood Education (NCRECE)
- National Center on Quality Teaching and Learning (NCQTL)
- Individualized Classroom Assessment Scoring System (inCLASS) Project
- Virginia Education Science Training (VEST) Predoctoral Fellowships
- MyTeachingPartner - Mathematics/Science Curricula and Implementation Support System
- Preschool Relationships Enhancement Project (PREP)
- Prof. Williford Joins National Summit on Early Childhood Education
- Curry Banking Time Research Featured in Counsel & Heal Article on Classroom Management
- Three Early Education Articles by CASTL Researches Make Ten-Most Cited List
- Boston Globe Features CASTL Research on Positive Effects of Banking Time
- New Study Shows Improving child-teacher interactions can reduce preschoolers’ stress levels
- Prof. Williford Stresses Importance of High-Quality Early Childhood Education in PBS Special
- Working Paper: Observing Classroom Interactions at Scale
- Research Brief: What predicts how well teachers implement Banking Time with disruptive preschoolers?
- Research Brief: Assessing Preschoolers’ Disruptive Behavior: Associations Among Classroom Observers
- VKRP Executive Summary and Legislative Report
- CASTL Research Brief: Children’s Preschool Engagement and Development of Self-Regulation
- CASTL Research Brief: Variation in Children’s Classroom Engagement