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EDUCATION Ed.D., Harvard University EXPERTISE/INTERESTS Longitudinal investigations of children, youth, and families; children and adolescents with developmental disabilities; children and adolescents living in poverty; effects of early education HONORS/PUBLICATIONS/PROFESSIONAL ACTIVITIES Honors Distinguished Faculty Award, Golden Key International Honour Society Visiting Scholar, Department of Psychology, Trinity College, Dublin Rev. J. R. Trzaska, SJ, Award, Boston College Award for Excellence in Research, Boston Institute for the Development of Infants and Parents Summer Fellow, Society for Research in Child Development Institute on Social Policy Co-Chair of Editorial Board, Harvard Educational Review Selected Books/Monographs Hauser-Cram, P. Warfield, M.E., Shonkoff, J. P., & Krauss, M. W. with Sayer, A. & Upshur, C.C. (2001). Children with disabilities: A longitudinal study of child development and parent well-being. Monographs of the Society for Research in Child Development, 66 (3, Serial No. 266). Shonkoff, J.P., Hauser-Cram, P., Krauss, M.W., & Upshur, C.C. (1992). Development of infants with disabilities and their families. Monographs of the Society for Research in Child Development, 57 (6, Serial No. 230). Hauser-Cram, P., Pierson, D., Walker, D. K., & Tivnan, T. (1991). Early education in the public schools: Lessons from a comprehensive birth-to-kindergarten program. San Francisco: Jossey-Bass. P. Hauser-Cram & F. Martin, Eds. (1983). Essays on educational research: Methodology, testing and application. Cambridge, MA: Harvard Educational Review. Selected Journal Articles Mitchell, D.B., & Hauser-Cram, P. (in press). The well-being of mothers of adolescents with developmental disabilities in relation to medical care utilization and satisfaction with health care. Research in Developmental Disabilities. Hauser-Cram, P., Durand, T.M., & Warfield, M.E. (2007). Early feelings about school and later academic outcomes of children with special needs living in poverty. Early Childhood Research Quarterly, 22, 161-172. Howell, A.N., Hauser-Cram, P., & Kersh, J. (2007). Setting the stage: Early family climate and feelings of loneliness in children with dvelopmental disabilities. American Journal on Mental Retardation, 112, 18-30. Young, J.M., & Hauser-Cram, P. (2006). Mother-child interaction as a predictor of mastery motivation in children with disabilities born preterm. Journal of Early Intervention, 28, 252-263. Palfrey, J.P., Hauser-Cram, P., Bronson, M.B., Warfield, M.E., Sirin, S., & Chan, E. (2005). The Brookline Early Education Project: A 25-year follow-up study of a family-centered early health and development intervention. Pediatrics, 116(1), 144-152. Hauser-Cram, P., Sirin, S. R., & Stipek, D. J. (2003). When teachers’ and parents’ values differ: Teachers’ ratings of academic competence in children from low-income families. Journal of Educational Psychology, 95, 813-820. Warfield, M.E., Hauser-Cram, P., Krauss, M.W., Shonkoff, J.P., & Upshur, C.C. (2000). The effects of early intervention on families. Early Education and Development, 11, 499-517. Hauser-Cram, P., Warfield, M.E., Krauss, M.W., Shonkoff, J.P., Upshur, C.C., & Sayer, A. (1999). Family influences on adaptive behavior in young children with Down syndrome. Child Development, 70, 979-989. Warfield,M.E., Krauss, M.W., Hauser-Cram, P., Upshur, C.C. & Shonkoff, J.P. (1999). Adaptation during early childhood among mothers of children with disabilities. Developmental and Behavioral Pediatrics, 20, 9-16. Hauser-Cram, P. (1996). Mastery motivation in toddlers with developmental disabilities. Child Development, 67, 236-248. Hauser-Cram, P., Bronson, M., & Upshur, C.C. (1993). The effect of the classroom environment on the social and mastery behaviors of young children with disabilities. Early Childhood Research Quarterly, 8, 479-497. Selected Book Chapters Hauser-Cram, P., & Warfiled, M.E. (in press). Early intervention services. In Carey, W., Crocker, A. et al. (Eds.), Behavioral-developmental pediatrics (4th Ed.). Philadelphia: Elsevier. Hauser-Cram, P., Howell, A.N., & Young, J.M. (in press). Dyadic interaction between mothers and children with Down syndrome or Williams syndrome: Emirical evidence and emerging agendas. In J. Burack & E. Zigler (Eds.), Handbook of mental retardation and development (2nd Ed.). New York: Oxford University press. Hauser-Cram, P., & Kersh, J. (2006). Young children with developmental disabilities and their families: Needs, policies and services. In K. Thies & J.F. Travers (Ed.), Handbook of human development for health care professionals (pp. 287-305). Boston: Jones & Bartlett. Hauser-Cram, P., Warfield, M.E., Stadler, J., & Sirin, S.R. (2006). School environments and the diverging pathways of student living in poverty. In A. Huston & M. Ripke (Eds.), Middle childhood: Contexts of Development. (pp. 198-217). New York: Cambridge University Press. Hauser-Cram, P., & Krauss, M. W. (2004). Adolescents with developmental disabilities and their families. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology, (pp.697-720). New York: Wiley. Hauser-Cram, P., & Howell, A. (2003). Disabilities and development. In R. M. Lerner, M. A. Easterbrooks, & J. Mistry (Eds.), Comprehensive handbook of psychology: Vol 6 (pp. 513-533).New York: Wiley. Hauser-Cram, P., & Howell, A. (2003). The development of young children with disabilities and their families: Implications for policies and programs. In R. M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Handbook of applied develop mental science, Vol. I. (pp. 259-279). Thousand Oaks, CA: Sage.
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