Michael Willoughby

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The multiple benefits of motor competence skills in early childhood

Short report: Improving motor competence skills in early childhood has corollary benefits for executive function and numeracy skills

Attachment quality assessed from children's family drawings links to child conduct problems and callous-unemotional behaviors INTRODUCTION

Testing the efficacy of the red-light purple-light games in preprimary classrooms in Kenya

Testing the longitudinal structure and change in sluggish cognitive tempo and inattentive behaviors from early through middle childhood

Proximity to sources of airborne lead is associated with reductions in Children's executive function in the first four years of life

Applying interdisciplinary frameworks to study prenatal influences on child development

Measurement models for studying child executive functioning: Questioning the status quo

Leveraging item accuracy and reaction time to improve measurement of child executive function ability

Association between environmental tobacco smoke exposure across the first four years of life and manifestation of externalizing behavior problems in school-aged children

Infant and toddler child-care quality and stability in relation to proximal and distal academic and social outcomes

A pilot study of emotional response to time-out in children with conduct problems and callous-unemotional traits

Effects of behavioral treatment modified to fit children with conduct problems and callous-unemotional (CU) traits

Early life predictors of attention deficit/hyperactivity disorder symptomatology profiles from early through middle childhood

How early maternal language input varies by race and education and predicts later child language

Commentary on application of the bifactor S-1 model to multisource ratings of ADHD/ODD symptoms: An appropriate bifactor model for symptom ratings

Prenatal risk predicts preschooler executive function: A cascade model

Early childhood risk exposures and inflammation in early adolescence

Examining longitudinal associations between externalizing and internalizing behavior problems at within- and between-child levels

Between- and within-person contributions of simple reaction time to executive function skills in early childhood