Abbey Eisenhower Research Dr. Eisenhower’s research focuses on the relational factors that contribute to psychosocial adjustment among young children with developmental or behavioral risk factors. Her two main programs of research include: (1) The psychosocial adjustment of children with intellectual disability. Children with intellectual disability are 3-4 times more likely to develop psychological disorders than typically-developing children. We examine the family, school, and relational factors that promote positive psychological outcomes for these children, especially during early childhood. (2) Protective factors during the transition to kindergarten for children with disruptive behavior disorders and other risks. We have developed a new, school-based intervention program (Strong Start) that aims to promote positive student-teacher relationships and parent-teacher collaboration during the transition to school. We tested the program in seven urban public schools and are examining the intervention’s contribution to children’s behavioral and social adjustment to school. Next steps include an examination of the transition to school for Latino children who are recent immigrants and/or English language learners. Teaching, Fall 2008 Undergraduate: INTR-D 100G First-Year Seminar: Children's Social Worlds Graduate: Psych 721: Child & Adolescent Therapy
Selected Publications Eisenhower, A.S., Baker, B.L., & Blacher, J. (in press). Child developmental delay and behavior problems: Impact on mothers’ physical health across early childhood. Social Science and Medicine. Eisenhower, A., Henin, A., & Baker, B.L. (2007). Efficacy of the Strong Start program in promoting school adjustment during the transition to kindergarten: Differential effects for anxiety and disruptive behavior symptoms. Association for Cognitive and Behavioral Therapies. Eisenhower, A.S., Baker, B.L., & Blacher, J. (2007). Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence. Journal of School Psychology, 45 (4), 363-383. Eisenhower, A. & Blacher, J. (2006). Multiple roles, ethnicity, and well-being among mothers of young adults with intellectual disability. Journal of Intellectual Disability Research, 50 (12), 905-916. Eisenhower, A.S., Baker, B.L., & Blacher, J. (2005). Preschool children with intellectual disability: Syndrome specificity, behaviour problems, and parent well-being. Journal of Intellectual Disability Research 49 (9), 657-671. Sandstrom, M.J., Cillessen, A.H.N. & Eisenhower, A. (2003). Children's appraisal of peer rejection experiences: Impact on social and emotional adjustment. Social Development, 12 (4), 530-550.
Office: McCormack, 4th floor, Room 274 Email: abbey.eisenhower@umb.edu? Phone: 617-287-6334 Office Hours: Tuesdays 2:00-4:00 and Fridays 11:00-12:00 |