Shauna L. Tominey

Shauna L. Tominey
Oregon State University | OSU

PhD

About

26
Publications
69,151
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1,032
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Publications

Publications (26)
Book
Full-text available
For decades, scholars across a variety of fields have been calling for a re-examination of the ways we address inequities in STEM education. Over the last year, we have been able to take a few hours each week to step back from our current work, reflect on our assumptions, learn from others, and explore new ways that our research could both uncover...
Article
Full-text available
Self-regulation in early childhood is an important predictor of success across a variety of indicators in life, including health, well-being, and earnings. Although conceptually self-regulation has been defined as multifaceted, previous research has not investigated whether there is conceptual and empirical overlap between the factors that comprise...
Article
Full-text available
Objectives The importance of breastfeeding exposure and children’s development of self-regulation, independently, are well established. Each of these domains also has been linked to better cognitive development and academic achievement in children. However, little is known about how breastfeeding affects development of early self-regulation skills...
Article
Full-text available
Early childhood interventions can improve self-regulation, but there are few economic evaluations of such interventions. This study analyzed the cost-effectiveness of an early childhood self-regulation intervention (Red Light Purple Light!; RLPL), comparing three different models of implementation across stages of intervention development: (Model 1...
Article
Full-text available
Considerable research has examined interventions that facilitate school readiness skills in young children. One intervention, Red Light, Purple Light Circle Time Games (RLPL; Tominey and McClelland, 2011; Schmitt et al., 2015), includes music and movement games that aim to foster self-regulation skills. The present study (N = 157) focused on childr...
Article
Full-text available
Young children who enter school without sufficient social and emotional learning (SEL) skills may have a hard time learning. Yet early childhood educators say they don’t get enough training to effectively help children develop such skills. In this article, Megan McClelland, Shauna Tominey, Sara Schmitt, and Robert Duncan examine the theory and scie...
Book
Stop, Think, Act: Integrating Self-regulation in the Early Childhood Classroom offers early childhood teachers the latest research and a wide variety of hands-on activities to help children learn and practice self-regulation techniques. Self-regulation in early childhood leads to strong academic performance, helps students form healthy friendships,...
Article
The present study examined the efficacy of a self-regulation intervention for children experiencing demographic risk. Utilizing a randomized controlled design, analyses examined if children (N = 276 children in 14 Head Start classrooms; M age = 51.69, SD = 6.55) who participated in an 8-week self-regulation intervention demonstrated greater gains i...
Conference Paper
Full-text available
Children’s self-regulation (including cognitive processes of attentional flexibility, working memory, and inhibitory control) is a strong predictor of school readiness and academic achievement throughout childhood and adulthood. In spite of this, many young children enter kindergarten without strong levels of self-regulation and there is limited re...
Article
Full-text available
The present study examined quantitative and qualitative factors related to the effectiveness of a behavioral regulation intervention using classroom games with 65 prekindergarteners. Previous research indicated that participation in an intervention was related to behavioral regulation gains for children who started the year with low levels of these...
Article
Full-text available
Research Findings: The present study examined the efficacy of a self-regulation intervention with 65 preschool children. Using circle time games, the study examined whether participating in a treatment group significantly improved behavioral self-regulation and early academic outcomes. Half of the children were randomly assigned to participate in 1...
Article
Full-text available
Research Findings: The present study examined the role of demographic risk factors in the development of children's behavioral regulation. We investigated whether being from a low-income family and being an English language learner (ELL) predicted behavioral regulation between prekindergarten and kindergarten. Results indicated that children from l...
Chapter
The present chapter examines self-regulation across the life span with a focus on integrating cognition and emotion. First, we situate self-regulation in a theoretical context and describe the conceptual foundations that have informed its study across multiple sources of influence, settings, and over time. We then discuss how self-regulation has be...
Article
Full-text available
Graduation date: 2010 Behavioral self-regulation has emerged as an important predictor of academic success as early as preschool. Few studies, however, have examined ways to improve children's behavioral self-regulation in preschool, prior to formal school entry. This dissertation includes two studies examining a pilot intervention using classroom...

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Projects

Projects (2)
Project
This Goal 3 Efficacy Study (Early Learning Programs and Policies) tests Preschool RULER (development supported by IES #R305A120172), an innovative approach to promoting emotional intelligence through the development of social and emotional skills (SE skills) for preschool-aged children (aged 3–5) and early childhood teachers. Developing strong SE skills in early childhood is foundational for social and academic success. Through workshops and meetings with school implementation teams, Preschool RULER provides concrete tools and a shared language that integrate social and emotional learning into formal and informal learning opportunities. The specific aims of this efficacy trial are to examine the impact of having access to Preschool RULER on children’s school readiness as well as teacher/classroom- and school leader/school-level outcomes. We will explore differential effects based on moderating variables, including child gender, dual language learner (DLL) status, race/ethnicity, family income-to-needs ratio, educator education and experience, implementation fidelity, within and cross-level indirect effects, and kindergarten follow up. Through this efficacy trial, we hope to move the field toward a stronger understanding of approaches that promote school readiness. The proposed sample will include 72 early childhood centers (schools) within six districts from urban areas in Connecticut. Using a multisite cluster-randomized control trial design, half of the schools within each district will be randomly assigned to the intervention condition with the remaining half assigned to a waitlist-comparison (i.e., business-as-usual). Participants will include an estimated 1,800 staff (nintervention=900, nwaitlist-control=900), 216 classrooms (an average of 3 classrooms randomly selected from each center; nintervention=108, nwaitlist-control=108), and 2160 children (5 children will be sampled randomly from each classroom; nintervention=540, nwaitlist-control=540) from two cohorts (Year 2 and Year 3) of 1080 each. It is expected that more than 50% of children in the sample will come from low-income families and up to 30% will be DLLs. Schools in the intervention group will receive Preschool RULER over a two-year period during Years 2 and 3, and the schools in the waitlist-comparison group will receive Preschool RULER in Years 4 and 5. Baseline collection data in the fall of Year 2 prior to randomization will include (1) child proximal (AKT, CARE, EMT, Adapted Box Task, ERC, SSIS-RS, SCBE-30) and distal (PLBS, WJ-III, Letter-Word Identification/Applied Problems) outcomes, (2) teacher proximal (MSCEIT, CCNES-T) and distal (CCW-JSI, TSES, OSI) outcomes, and (3) school leader/school proximal (MSCEIT) and distal (OSI) outcomes. Classrooms will be observed in the winter of Year 2 using the EITC and CLASS, and then in the spring of Year 2, posttests will commence. Year 3 parallels Year 2 with a second cohort of children plus kindergarten follow up of Cohort 1’s school readiness skills (SE and approaches to learning skills). Multi-method, multi-informant fidelity of implementation data also will be collected. Analyses will include multilevel models (regression and growth modeling) to account for nesting as well as multilevel structural equation models to simultaneously test direct and indirect effects. Using an intent-to-treat approach, analyses of primary research questions will provide estimates of the average treatment effects (ATE) of Preschool RULER, and analyses of exploratory research questions will explain variability in the ATEs as well as determining what works and for whom. We expect that findings from the proposed study will provide evidence for the efficacy of Preschool RULER and move the field toward a stronger understanding of high-quality early childhood interventions that promote school readiness. Once Preschool RULER is tested for efficacy, it will join RULER for the later grades in becoming the only comprehensive, evidence-based approach to promoting SE skills from preschool through high school.
Project
The purpose of this project is to develop and evaluate the promise of a self-regulation intervention designed for use with children from low-income backgrounds with the goal of promoting the development of school readiness skills. Math and literacy content will be embedded into self-regulation based activities to explore the added benefit of academic content on the development of self-regulation skills.