His primary scientific interests are in Developmental psychology, Cognition, Child development, Cognitive development and Language development. His work carried out in the field of Developmental psychology brings together such families of science as Social relation and Cohort study. His research in Cognition intersects with topics in Structural equation modeling, Reading comprehension and Competence.
His Child development study combines topics in areas such as Coaching, Parent training and Early childhood. The concepts of his Language development study are interwoven with issues in Curriculum, Nonverbal communication, Head start, Medical education and Teacher education. His work deals with themes such as Surgery and Traumatic brain injury, which intersect with Pediatrics.
His main research concerns Developmental psychology, Cognition, Clinical psychology, Traumatic brain injury and Pediatrics. Paul R. Swank has researched Developmental psychology in several fields, including Social relation and Cognitive development. His study brings together the fields of Cohort study and Cognition.
He has included themes like Intervention and Psychiatry in his Clinical psychology study. While the research belongs to areas of Traumatic brain injury, he spends his time largely on the problem of Injury prevention, intersecting his research to questions surrounding Suicide prevention and Occupational safety and health. His Language development research incorporates elements of Early childhood and Nonverbal communication.
Paul R. Swank mainly focuses on Clinical psychology, Traumatic brain injury, Developmental psychology, Injury prevention and Psychological intervention. His work on Psychometrics as part of general Clinical psychology research is often related to Social engagement, thus linking different fields of science. His work deals with themes such as Longitudinal study, Audiology, Working memory, Diffusion MRI and Prospective cohort study, which intersect with Traumatic brain injury.
His biological study focuses on Early childhood. His Injury prevention study combines topics in areas such as Social relation, Physical therapy, Occupational safety and health and Traumatic stress. His research in Parenting styles focuses on subjects like Cognitive development, which are connected to Parent training, Child development and Affect.
His primary scientific interests are in Traumatic brain injury, Developmental psychology, Clinical psychology, Injury prevention and Intervention. His Traumatic brain injury study integrates concerns from other disciplines, such as Working memory, Corpus callosum and Fractional anisotropy, Diffusion MRI. His study in Developmental psychology is interdisciplinary in nature, drawing from both Psychological intervention, Parent training and Curriculum.
Paul R. Swank interconnects Immersion, Treatment modality, Virtual reality and Public speaking in the investigation of issues within Clinical psychology. His biological study deals with issues like Audiology, which deal with fields such as Social relation. In his study, Special education, Foster care, Nursing, Randomized controlled trial and Young adult is inextricably linked to Coaching, which falls within the broad field of Intervention.
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Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills.
Susan H. Landry;Karen E. Smith;Paul R. Swank.
Developmental Psychology (2006)
Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary?
Susan H. Landry;Karen E. Smith;Paul R. Swank;Mike A. Assel.
Developmental Psychology (2001)
Patterns of adjustment among children of battered women.
John H. Grych;Ernest N. Jouriles;Paul R. Swank;Renee McDonald.
Journal of Consulting and Clinical Psychology (2000)
Early Maternal and Child Influences on Children's Later Independent Cognitive and Social Functioning
Susan H. Landry;Karen E. Smith;Paul R. Swank;Cynthia L. Miller-Loncar.
Child Development (2000)
A Responsive Parenting Intervention: The Optimal Timing Across Early Childhood for Impacting Maternal Behaviors and Child Outcomes
Susan H. Landry;Karen E. Smith;Paul R. Swank;Cathy Guttentag.
Developmental Psychology (2008)
Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk.
Susan H. Landry;Karen E. Smith;Cynthia L. Miller-Loncar;Paul R. Swank.
Developmental Psychology (1997)
The Role of Early Parenting in Children's Development of Executive Processes
Susan H. Landry;Cynthia L. Miller-Loncar;Karen E. Smith;Paul R. Swank.
Developmental Neuropsychology (2002)
Effect of erythropoietin and transfusion threshold on neurological recovery after traumatic brain injury: a randomized clinical trial
Claudia S. Robertson;H. Julia Hannay;Jose-Miguel Yamal;Shankar Gopinath.
Effectiveness of Comprehensive Professional Development for Teachers of At-Risk Preschoolers
Susan H. Landry;Jason L. Anthony;Paul R. Swank;Pauline Monseque-Bailey.
Journal of Educational Psychology (2009)
Enhancing Early Literacy Skills for Preschool Children Bringing a Professional Development Model to Scale
Susan H. Landry;Paul R. Swank;Karen E. Smith;Michael A. Assel.
Journal of Learning Disabilities (2006)
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