Papers by kimberly angel David
Violence and Victims, 2017
Witnessing violence is associated with negative outcomes for preschool-aged children, including l... more Witnessing violence is associated with negative outcomes for preschool-aged children, including lowered school readiness; however, not all children evidence negative outcome, indicating the presence of protective factors. This study examined social skills as a moderator of the relation between violence exposure and school readiness in preschool-aged children. Seventy-eight children completed a measure of school readiness, and their caregiver completed measures of social skills, witnessed violence exposure, and direct victimization. Results revealed that social skills moderated the witnessed violence–school readiness association, controlling for direct victimization and family income. When children evidenced more appropriate social skills, witnessed violence and school readiness were inversely related. However, for children whose caregivers endorsed less appropriate social skills, there was no association between witnessed violence and school readiness.
Journal of Family Violence, 2015
Although domestic and community violence exposure has been associated with poor child functioning... more Although domestic and community violence exposure has been associated with poor child functioning, protective factors, such as daily routines, may shield children from these negative outcomes. This study investigated whether daily, child-oriented routines moderated the association between exposure to violence and school readiness in preschool-aged children. Eighty-three preschool children completed a test of school readiness, and a primary caregiver completed measures of violence exposure and adherence to daily routines. Results indicated that discipline and daily living routines moderated the association between domestic violence exposure and school readiness. Findings suggest that routines in the home may serve a protective role for young children exposed to violence, but the protective impact was lessened when domestic violence exposure was high.
Violence and Victims, 2012
Previous research has documented an association between adolescent community violence (CV) exposu... more Previous research has documented an association between adolescent community violence (CV) exposure and poor psychological functioning. The purpose of this study was to delineate the relations of adolescent CV, parent trauma exposure (PTE), and adolescent internalizing and externalizing symptomatology while controlling for adolescent-reported home violence and parental self-reported posttraumatic stress disorder (PTSD). Participants consisted of 101 pairs of junior high school and high school students and their parents or caretakers. Adolescents completed measures to assess their history of violence exposure in the community and home setting and current internalizing symptoms. Parents or caretakers completed a demographic questionnaire, a measure assessing their trauma exposure and related symptomatology, and a measure of child externalizing symptoms. Hierarchical regression analyses were conducted; results indicated that after controlling for demographic variables, home violence ex...
School Psychology Quarterly, 2013
The purpose of the study was to explore patterns of parent involvement as perceived by teachers a... more The purpose of the study was to explore patterns of parent involvement as perceived by teachers and identify correlates of these patterns. Parent involvement indicators and correlates were selected from a review of existing research. Participants included 34 teachers and 577 children in kindergarten through third grade. The vast majority of the sample was African American (78%), followed by Caucasian (19%) and other ethnic backgrounds (2%). Two subscales from the Parent Involvement-Teacher scale, contact and comfort, were entered as indicators in a latent profile analysis to determine the number and types of parent involvement classes. Contact included the frequency of interactions between parents and teachers; comfort included the quality of their relationship with the parent and how well their goals were aligned. Subsequent latent class regressions were conducted to identify student, school, and family characteristics associated with class membership. Three classes provided the optimal solution. This included two classes of parents with low contact with teachers but different comfort levels; one with low contact and low comfort (11%), and one with low contact but high comfort (71%). The remaining class, representing 18% of parents, was rated high on both contact and comfort. Low income status, family problems, and social, emotional, academic, and self-regulation problems distinguished the low comfort class from the other two classes. It is imperative to help teachers feel more comfortable working with families who may be experiencing substantial stressors and who also have children who need support across school and home settings.
Administration and Policy in Mental Health and Mental Health Services Research, 2013
Many school-based interventions to promote student mental health rely on teachers as implementers... more Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.
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Papers by kimberly angel David