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MTP Math Science Team
 
bio
Amanda Williford, Ph.D.
   
Senior Research Scientist
Project Leadership
Email: williford@virginia.edu
Phone: 434-243-9553
Fax: 434-243-4947

Office Address: Mailing Address:  
2410 Old Ivy Road, Suite 207
Charlottesville, VA 22903
University of Virginia
P.O. Box 400878
Charlottesville, VA 22904-4878
 

Research Interests:

Amanda Williford is a clinical-child psychologist with expertise in the assessment and treatment of young children, particularly early childhood mental health consultation childcare, preschool, and kindergarten settings. Her research interests include developmental trajectories of externalizing behavior problems, factors that predict stability of externalizing behavior, transition to kindergarten in at-risk populations, and community-based early intervention.

Education:
Ph.D., Clinical Psychology, University of North Carolina at Greensboro, 2003.
M.A., Clinical Psychology, University of North Carolina at Greensboro, 2000.
B.A., University of Virginia, 1996.?

Publications and Presentations:
Calkins, S. D., & Williford, A. P. (in press). Taming the terrible twos: Self-regulation and school readiness. In O. A. Barbarin & B. Wasik (Eds.), Handbook of developmental science and early education: Translating basic research into practice: Vol. 1. Early childhood education: Cognitive, social and emotional foundations. New York: Guilford Press.

Williford, A. P., & Shelton, T. L. (2008). Using mental health consultation to decrease disruptive behaviors in preschoolers: Adapting an empirically-supported intervention. Journal of Child Psychology and Psychiatry, 49 (2), 191-200.

Calkins, S. D., Blandon, A. Y., Williford, A. P., & Keane, S. P. (2007). Biological, behavioral and relational levels of resilience in the context of risk for early childhood behavior problems. Development & Psychopathology, 19, 675-700.

Williford, A. P., Calkins, S. D., & Keane, S. P. (2007): Predicting change in parenting stress across early childhood: Child and maternal factors. Journal of Abnormal Child Psychology, 35, 251-263.