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Brittany N. Thompson
George Mason University
5Publications
1H-index
4Citations
Publications 5
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#1Brittany N. Thompson (GMU: George Mason University)H-Index: 1
#2Thalia R. Goldstein (GMU: George Mason University)H-Index: 11
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#1Robert Pasnak (GMU: George Mason University)H-Index: 14
#2Brittany N. Thompson (GMU: George Mason University)H-Index: 1
Last.K. Marinka Gadzichowski (Argosy University)
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AbstractKnowing what kinds of patterns are easy for children to recognize early in their kindergarten year, and what kinds are difficult, can be a useful guide for patterning instruction. Hence, th...
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#1Brittany N. Thompson (GMU: George Mason University)H-Index: 1
#2Thalia R. Goldstein (GMU: George Mason University)H-Index: 11
Abstract Pretend play is a central component of child development, but causal inferences about its effects are difficult to make due to inconsistencies in definitions and measurement. A thorough analysis of how pretense is measured, coherences and disagreements in measurement strategies, and the behaviors involved in pretend play is needed. We review 199 empirical articles where pretend play was measured and propose a new hierarchical developmental progression of pretend play, rooted in developm...
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#1Brittany N. Thompson (GMU: George Mason University)H-Index: 1
#1Brittany N. Thompson (GMU: George Mason University)H-Index: 1
#2Adam Winsler (GMU: George Mason University)H-Index: 33
Parents and teachers provide complimentary information in the assessment of preschoolers so it is important to understand parent–teacher agreement, especially for children with autism. Parents and teachers rated an ethnically diverse sample of preschoolers with autism (N = 257; 67% Latino) on the Devereux Early Childhood Assessment (LeBuffe and Naglieri in Devereux Early Childhood Assessment: User’s guide, Kaplan Press, Lewisville, 1999). Correlations between parent and teacher ratings were mode...
4 CitationsSource
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