Our research to date has focused on three main areas:
1) The development, evaluation, and transportability of an early intervention program designed to promote various aspects of school readiness (e.g., behavioral, social-emotional, academic, and developmental readiness) for young children at-risk for externalizing behavior disorders (e.g., Attention-Deficit/Hyperactivity Disorder, Oppositional Defiant Disorder, Early Conduct Problems)
2) The implementation and evaluation of early reading interventions for young children from at-risk community settings
3) The evaluation of school-based interventions for children with Attention-Deficit/Hyperactivity Disorder (ADHD), as well as teacher training in evidence-based classroom management strategies
As a lab, we are taking this work forward in many new directions, with an eye on continuing to develop, implement and evaluate early intervention programming, while also considering key factors related to the culturally and linguistically diverse families and communities we serve.
If you are interested in reading more about our research, here are links to some of our key papers, selected presentations, and interviews about these topics:
Note: * Denotes graduate student or trainee author.
School readiness intervention development, evaluation, and transportability for young children at-risk
- Hart, K. C., Graziano, P. A., Kent, K. M., Kuriyan, A., Garcia, A., Rodriguez, M., & Pelham, W. E. (2016). Early intervention for children with behavior problems in summer settings: Results from a pilot evaluation in Head Start preschools.
- Graziano, P., *Slavec, J., Hart, K. C., *Garcia, A., Pelham, W. E., Jr. (2014). Improving school readiness in preschoolers with behavior problems: Results from a summer treatment program.
- Graziano, P. A., & Hart, K. (2016). Beyond behavior modification: Benefits of social–emotional/self-regulation training for preschoolers with behavior problems.
- Hart, K. C., *Ros, R., *Gonzalez, V., & Graziano, P. A. (2018). Parent perceptions of medication treatment for preschool children with ADHD.
- Graziano, P., *Ros, R., Hart, K. C., & Slavec, J. (2017). Summer treatment program for preschoolers with externalizing behavior problems: A preliminary examination of parenting outcomes.
- Hart, K. C., *Maharaj, A. V., & Graziano, P. A. (2019). Does Dose of Early Intervention Matter for Preschoolers with Externalizing Behavior Problems? A Pilot Randomized Trial Comparing Intensive Summer Programming to School Consultation.
- *Gregg, D. E., Hart, K. C., Vaquerano, S., Cuervo, S., Suarez, M., & Graziano, P. A. (2021). Multidisciplinary Early Intervention for Preschoolers with Externalizing Behavior Problems and Language Impairment.
- Tannenbaum, S. A., Hart, K. C., Moody, S. S., Lopes, V. M., & Allan, C. C. (2022). Building a Summer Treatment Program in the Real World. Evidence-Based Practice in Child and Adolescent Mental Health, 1-16.
Implementation and evaluation of early reading interventions for young children from at-risk community settings
- *Zambrana, K. A., Hart, K. C., *Maharaj, A. V., *Cheatham-Johnson, R. J., & Waguespack, A. (2019). Latino Parent Involvement and Associations with Home Literacy and Oral Reading Fluency.
- Hart, K. C. & Barreras, D. (2020, February). Reading Explorers Program: Spurring Young Readers to Success. Invited presentation at the Florida Grade Level Reading Campaign Annual Statewide Gathering, Orlando, Florida.
- Hart, K. C. & Selby, C. (2017, March). Reading Explorers Program: Spurring Young Readers to Success. Invited presentation at the Florida Grade Level Reading Campaign Policy Thought Leaders Convening, Tallahassee, Florida.
- Hart, K. C., & Waguespack, A. (2015, February). Evaluation of Summer Reading Services in At-Risk Communities. Paper presented to the National Association of School Psychologists Annual Meeting, Orlando, FL.
Evaluation of School-Based Interventions for Children with ADHD
- Hart, K. C., Massetti, G. M., Fabiano, G. A., Pariseau, M. E., & Pelham, W. E., Jr. (2011). Impact of group size on classroom on-task behavior and work productivity in children with ADHD.
- Hart, K. C., Fabiano, G. A., Evans, S. W., Manos, M. J., Hannah, J. N., & Vujnovic, R. K. (2016). Elementary and middle school teachers’ self-reported use of positive behavioral supports for children with ADHD: A national survey.
- Page, T. F., Pelham, W. E., III Fabiano, G. A., Greiner, A. R., Gnagy, E. M., Hart, K. C., Coxe, S., Waxmonsky, J. G., Foster, E. M., & Pelham, W. E., Jr. (2016). Comparative cost analysis of sequential, adaptive, behavioral, pharmacological, and combined treatments for childhood ADHD.
- Pelham, W. E., Jr., Fabiano, G. A., Waxmonsky, J. G., Greiner, A. R., Gnagy, E. M., Pelham, W. E., III, Coxe, S., Verley, J., Bhatia, I., Hart, K., Karch, K., Konijnendijk, E., Tresco, K., Nahum-Shani, I., & Murphy, S. A. (2016). Treatment Sequencing for Childhood ADHD: A Multiple-Randomization Study of Adaptive Medication and Behavioral Interventions.
- *Poznanski, B., Hart, K. C., & Cramer, E. (2018). Are teachers ready? Preservice teacher knowledge of classroom management and ADHD.
- *Poznanski, B., Graziano, P.A. & Hart, K. C. (2021). What Do Preschool Teachers Know About Attention Deficit Hyperactivity Disorder (ADHD) and Does It Impact Ratings of Child Impairment?
- Obee, A. F., Hart, K. C., & Fabiano, G. A. (2023). Professional development targeting classroom management and behavioral support skills in early childhood settings: A systematic review. School Mental Health, 15(2), 339-369.
- Hart, K. C., Poznanski, B., & Cramer, E. D. (2023). Preparing Teacher Candidates in Classroom Management Prior to Entering the Teaching Profession. Journal of Emotional and Behavioral Disorders.
Our students have taken this work in so many neat new directions! Here are some of their highlights:
- Cheatham-Johnson, R. J. (2020). Promoting School Readiness in At-risk Children: An Evaluation of a Behavioral Parent Training Program in an Early Childhood Community Setting.
- Poznanski, B. (2021). Examining Positive Behavioral Supports for Children with Challenging Behaviors Across Culturally and Linguistically Diverse Head Start Settings.
- Zambrana, K. (2022). Building BRIDGES: A Brief School Readiness Intervention Designed to Guide Families Transitioning from Early Head Start to Head Start
- Obee, A. (In progress). Support and Retention of Early Childhood Educators Through Professional Development and Wage Supplement Scholarships: Examining Educator Engagement in a County-Wide Quality Improvement System
Research Collaborations & Community Partnerships:
We could not do this alone and believe in Team Science! Here are some of our key partners:
- Dr. Paulo Graziano, S.E.L.F. Regulation Lab
- Dr. Angela Waguespack, Nova Southeastern University
- Millie Suarez, Speech Pathology and Education Center
- Dr. Liz Cramer, Teaching and Learning
- Dr. Shayl Griffith – Counseling, Recreation and School Psychology
- The Children’s Trust Youth Afterschool and Summer Programs
- Miami-Dade Community Action Agency Head Start & Early Head Start
- Miami-Dade County Public Schools
- Miami-Dade Campaign for Grade Level Reading
- Young Children with Special Needs and Disabilities Council
- The Children’s Services Council of Broward