Publications by authors named "Bridget E Hatfield"

This study investigated the use of recommended practices in university-based experiential learning associated with adapted physical activity and education (APA/E) undergraduate courses. Participants (N = 165) were instructors of APA/E courses with an experiential-learning component and/or professionals involved in APA/E experiential-learning programs at their university. Participants completed an online questionnaire designed to describe program characteristics and evaluate the use of two sets of practices, including those recommended for involving students and people with disabilities.

View Article and Find Full Text PDF

Leisure engagement has risen as a salient societal issue during the COVID-19 pandemic, not only because it provides a pathway for people to continue meeting their physical, cognitive, and social-emotional needs, but also due to the phenomenal juxtaposition of general increases in leisure time and unparalleled constraints. This study reports the results of the first investigation of U.S.

View Article and Find Full Text PDF

A secondary data analysis of 33,093 children and adolescents age 6-17 years (12% with disabilities) from a 2016-2017 National Survey of Children's Health nonrepresentative sample aimed to identify (a) unique clusters of sociodemographic characteristics and (b) the relative importance of disability status in predicting participation in daily physical activity (PA) and sports. Exploratory classification tree analyses identified hierarchical predictors of daily PA and sport participation separately. Disability status was not a primary predictor of daily PA.

View Article and Find Full Text PDF

Considerable research has examined interventions that facilitate school readiness skills in young children. One intervention, (RLPL Tominey and McClelland, 2011; Schmitt et al., 2015), includes music and movement games that aim to foster self-regulation skills.

View Article and Find Full Text PDF

A randomized controlled trial was used to examine the impact of an attachment-based, teacher-child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3-4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU).

View Article and Find Full Text PDF

Supportive and close relationships that young children have with teachers have lasting effects on children's behavior and academic success, and this is particularly true for children with challenging behaviors. These relationships are also important for children's developing stress response system, and children in child care may be more likely to display atypical cortisol patterns at child care. However, warm, supportive relationships with teachers may buffer these negative effects of child care.

View Article and Find Full Text PDF

Visuomotor integration (VMI), or the ability to copy designs, and 2 measures of executive function were examined in a predominantly low-income, typically developing sample of children (n = 467, mean age 4.2 years) from 5 U.S.

View Article and Find Full Text PDF

A PHP Error was encountered

Severity: Notice

Message: fwrite(): Write of 34 bytes failed with errno=28 No space left on device

Filename: drivers/Session_files_driver.php

Line Number: 272

Backtrace:

A PHP Error was encountered

Severity: Warning

Message: session_write_close(): Failed to write session data using user defined save handler. (session.save_path: /var/lib/php/sessions)

Filename: Unknown

Line Number: 0

Backtrace: