Faculty Directory

Penny Hauser-Cram

Retired Professor, Counseling, Developmental & Educational Psychology


CDEP Counseling, Developmental & Educational Psychology


Selected Books/Monographs

  • Hauser-Cram, P., Nugent, J.K., Thies, K.M., & Travers, J.F. (2014). Development of Children and adolescents.  Hoboken, NJ: Wiley.
  • 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).

Selected Journal Articles

  • Hauser-Cram, P., & Woodman, A.C. (2016).  Trajectories of internalizing and externalizing behavior problems in children with developmental problems in children with developmental disabilities.  Journal of Abnormal Child Psychology, 44(4), 811-821.
  • Mitchell, D.B., Szczerepa, A., & Hauser-Cram, P. (2016). Spilling over:  Partner parenting stress as a predictor of family cohesion in parents of adolescents with developmental disabilities.  Research in Developmental Disabilities, 49-50, 258-267.  doi: 10.1016/ridd.2015.12.007
  • Heyman, M., & Hauser-Cram, P. (2015). Negative life events predict performance on an executive function task in young adults with developmental disabilities.  Journal of Intellectual Disability Research, 59(8), 746-754.
  • Litt, J.S., Glymour, M., Hauser-Cram, P., Hehir, T., & McCormick, M.C. (2015). The effect of the Infant Health and Development Program on special education use at school age.  The Journal of Pediatrics, 166(2), 457-462.  doi:  10.1016/j.jpeds.2014.09.066
  • Woodman, A.C., Mawdsley, H.P., & Hauser-Cram, P. (2015). Parenting stress and child behavior problems within families of children with developmental disabilities:  Transactional relations across 15 years.  Research in Developmental Disabilities, 36, 264-276.  doi:  10.1016/j.ridd.2014.10.011
  • Mitchell, D.B., Hauser-Cram, P., & Crossman, M. (2014).  Relationship dimensions of the 'Down syndrome advantage'. Journal of Intellectual Disability Research, 59(6), 506-518.  doi:  10.1111/jir.12153
  • Hauser-Cram, P., Woodman, A.C., & Heyman, M. (2014). Early mastery motivation as a predictor of executive function in young adults with developmental disabilities.  Journal of the American Association on Intellectual and Developmental Disabilities, 119(6), 536-551.  doi: 10.1352/1944-7588-119.6.536 

Selected Book Chapters

  • Hauser-Cram, P., Heyman, M., & Bottema-Beutel, K. (2017).  Early childhood education and care for children with disabilities.  In E. Votruba-Drzal & E. Dearing (Eds.), Handbook of early childhood development programs practices and policies:  Theory-based and empirically-supported strategies for promoting young children's growth in the U.S (pp. 211-236). Hoboken, NJ: Wiley.
  • Hauser-Cram, P., Warfield, M.E., Shonkoff, J.P., Krauss, M.W., Sayer, A., Upshur, C.C., & Heyman, M. G-A. (2014). Children with disabilities: A developmental-contextual perspective.  In H.B. Weiss, H. Kreider, M.E. Lopez, & C. Chapman-Nelson (Eds.), Preparing educators to engage families: Case studies using an ecological systems framework (pp. 8-11). Thousand Oaks, CA: Sage.
  • Hauser-Cram, P., Cannarella, A., Tillinger, M. & Woodman, A. (2013).  Disabilities and development.  In R.M. Lerner, A. Easterbrooks, & J. Mistry (Vol. Eds.), Handbook of psychology, Vol. 6, Developmental psychology (2nd ed.) (pp. 547-569). Hoboken, NJ: Wiley.
  • Hauser-Cram, P., & Mitchell, D.B. (2012). Early childhood education.  In S. Graham (Vol. Ed.), Handbook of educational psychology, Vol. 3. Applications to teaching and learning (pp. 3-22.  Washington, DC: American Psychological Association.
  • Hauser-Cram, P., Howell-Moneta, A.N., & Young, J.M. (2011).  Dyadic interaction between mothers and children with Down syndrome or Williams syndrome:  Empirical evidence and emerging agendas.  In J. Burack, R.M. Hodapp, G. Iarocci, & E. Zigler (Eds.), Oxford Handbook of intellectual disabilities and development (2nd ed., pp. 318-333). New York:  Oxford University Press.