Bohlmann, N. L., Downer, J. T., Maier, M. F., Booren, L. M., Williford, A. P., & Howes, C. (2012). Observations of children's engagement with teachers, peers, and tasks: Applicability of the Individualized Classroom Assessment Scoring System in diverse preschool settings. Manuscript submitted for review.

Bohlmann, N. L., & Downer, J. T. (2012). Self-Regulation and Task Engagement as Contributors to Emergent Language and Literacy Skills. Manuscript submitted for review.

Bohlmann, N.L., & Downer, J. T. (2015). Self-regulation and task engagement as predictors of emergent language and literacy skills. Early Education & Development, 27, 18-37.

Booren, L., Downer, J., & Vitiello, V. E. (2012). Observing differences in children's interactions with teachers, peers, and tasks across classroom activity settings. Early Education & Development, 23 (4), 517-538.

Carter, L., Williford, A. P., & LoCasale-Crouch, J. (2014). Reliability and validity of a measure of preschool teachers' attributions for disruptive behavior. Early Education & Development, 25, 949-972.

Curby, T., Downer, J., & Booren, L. (2014). Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bidirectional associations. Early Childhood Research Quarterly, 29, 193-204.

Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A. E., & Pianta, R. C (2010). The Individualized Classroom Assessment Scoring System (inCLASS): Reliability and validity of a system for observing preschoolers' competence in classroom interactions. Early Childhood Research Quarterly, 25 (1), 1-16.

Hartz, K., Williford, A. P., & Koomen, H. (2016). Changes in teacher's perceptions of the teacher-child relationship: children's engagement and teacher's characteristics. Early Education & Development, , online.

Maier, M. F., Bohlmann, N. L., & Palacios, N (2012). Cross-Linguistic Transfer in the Development of Preschoolers' Receptive and Expressive Vocabulary. Manuscript submitted for review.

Maier, M. F., Downer, J. T., Vitiello, V. R. & Booren, L. M. (2012). Typologies of preschoolers' engagement with teachers, peers, and tasks and their associations with school readiness. Manuscript submitted for review.

Morris, P., Millenky, M., Raver, C.C., & Jones, S. (2013). Does a preschool social and emotional learning intervention pay off for classroom instruction and children's behavior and academic skills? Evidence from the Foundations of Learning Project. Early Education & Development, 24 (7), 1020-1042.

Phillips, K., & Downer, J. (2016). Classroom context and years of teaching experience as predictors of misalignment on ratings of preschoolers' classroom engagement. Early Education & Development, , online.

Sabol, T., Bohlmann, N., & Downer, J. (in press). Low-income children's engagement as a predictor of school readiness above and beyond preschool classroom quality. Child Development.

Vitiello, V., Booren, L., & Downer, J. (2012). Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors. Early Childhood Research Quarterly, 27 (2), 201-220.

Vitiello, V. E., Downer, J. T., & Wiliford, A. P. (2012). English language and literacy development in preschool: Associations with children's classroom-based engagement with teachers, peers, and tasks. Manuscript submitted for review.

Williford, A. P., LoCasale-Crouch, J., Whittaker, J. V., DeCoster, J. Hartz, K. A., Carter, L. M., Wolcott, C. S. & Hatfield, B. E. (2016). Changing teacher-child dyadic interactions to improve preschool children's externalizing behaviors. Child Development, , online.

Williford, A. P., Maier, M., Downer, J. T., Pianta, R. C., & Howes, C. (2013). Understanding how children's engagement and teachers' interactions combine to predict school readiness. Journal of Applied Developmental Psychology, 34, 299-309.

Williford, A. P., Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education & Development, 24, 162-187.

Wolcott, C. S., & Williford, A. P. (2015). Teacher and TA ratings of preschoolers' externalizing behavior agreement and associations with observed classroom behavior. Topics in Early Childhood Special Education, 34, 211-222.