Michael Willoughby

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The early motor questionnaire facilitates the remote assessment of normative motor development in infancy and toddlerhood

A brief measure of classroom climate for elementary school students

Circadian rhythm dysfunction and clinical heterogeneity in pediatric ADHD: A critical need for innovation in assessment and treatment

An introduction to inverse probability weighting and marginal structural models: The case of environmental tobacco exposure and attention deficit/hyperactivity disorder behaviors

A comparison of three executive function batteries in a preschool-aged sample

Toward a mechanistic understanding of the association between motor and executive function skill development in early childhood

Measuring children's reward and punishment sensitivity: An initial psychometric evaluation of the contingency response rating scale

Green space and internalizing or externalizing symptoms among children

Increased risk of attention-deficit/hyperactivity disorder in adolescents with high salivary levels of copper, manganese, and zinc

Contributions of motor skill development and physical activity to the ontogeny of executive function skills in early childhood

The Dark Triad and intimate partner violence among pregnant women

Leveraging item-level accuracy and reaction time to address ceiling effects in the measurement of inhibitory control in preschool-aged children

Rediscovering reliable components analysis: An application to executive function skills in early childhood

Evaluating the factor structure and criterion validity of the Canadian Little DCDQ: Associations between motor competence, executive functions, early numeracy skills, and ADHD in early childhood

Outcomes of a small group program for early elementary students with self-regulation difficulties: Limitations of transportability from clinic to school

A comparison of the effects of outdoor physical activity and indoor classroom-based activities on measures of executive function in preschoolers

Early maternal language input and classroom instructional quality in relation to children's literacy trajectories from pre-kindergarten through fifth grade

Profiles of family-based social experiences in the first 3 years predict early cognitive, behavioral, and socioemotional competencies

Incorporating callous-unemotional behaviors into school-based research

Improvements in motor competence skills are associated with improvements in executive function and math problem-solving skills in early childhood