Child, family, school, and neighbourhood/community factors that promote early school readiness, transition, and success; early childhood assessment; family and community-based services for preschool and school-age children, youth and their families; family-school-health professional relationships; family-school-professional communication for students with chronic health and special needs; and interdisciplinary practice.
Ford, L., Kozey, M., & Negreiros, J. (2012). Cognitive assessment in early childhood: Theoretical and practice perspectives. In D.P Flanagan & P.L Harrison (Eds), Contemporary intellectual assessment: Theory, Research and Practice (3rd ed). (pp. 585-622). New York: Guilford Press.
Locke, S., McGrew, K.S., & Ford, L. (2012). A multiple group confirmatory factor analysis of the structural invariance of the Cattell-Horn-Caroll Theory of Cognitive Abilities across matched Canadian and US samples. WMF Press Bulletin, No. 1. Retrieved from the Woodcock-Munoz Foundation website: http://woodcock-munoz-foundation.org/press/pressbulletins.html
Goelman, H., Ford, L., Pighini, M., Dahinten, S., Harris, S., Synnes, A., Tse, L., Ball, J., and Hayes, V. (2011). What we learned about identification and screening. In H. Goelman, J. Pivik, & M. Guhn (Eds), The CHILD Project: New approaches for research in child development: Rules, rituals, and realities. New York: MacMillan.
Ford, L., Swart, S., Negreiros, J., Lacroix, S., and McGrew, K.S. (2010). Use of the Woodcock-Johnson III NU Tests of Cognitive Abilities and Tests of Achievement with Canadian Populations. Woodcock-Johnson III:Assessment Service Bulletin No.12. Rolling Meadows, IL: Riverside Publishing.
Jimenez, J,E., Siegel, L., O’Shananan, I, & Ford, L, (2009). The relative roles of IQ and cognitive processes in reading disabilities.Educational Psychology, 29 (1), 27-43.
Ford, L., & Negreiros, J. (2009). Teacher Training. In J. Schoader, et.al, (Eds). Creating communities for young children: A toolkit for change. UBC Press.
Goelman, H. and the CHILD Project. (2008). Three Complementary Community-based Approaches to the Early Identification of Young Children at Risk for Developmental Delays/Disorders. Infants and Young Children, Journal of the International Society for Early Intervention. 21 (4). 306-323.
Lapointe, V.R., Ford, L, & Zumbo, B. (2007). Examining the relationship between neighborhood environment and school readiness for kindergarten children. Early Education and Development, 3, 473-496.
Heiney, S. P., McWayne, J., Ford, L. & Carter, C. (2006). Measurement in group interventions for women with breast cancer. Journal of Psychosocial Oncology, 24(4), 89-106.
Ford, L. & Amaral, D. (2006).Research on parent involvement: Where we’ve been, where we need to go. School Leadership Journal, 1(6). 1-20.
Kearns, T, Linney, J.A., & Ford, L. (2005). African American student representation in special education programs. Journal of Negro Education, 74, 297-310.
Phelps, L., McGrew, K., Kopnik, S, & Ford, L (2005). The General (g), Broad and Narrow CHC Stratum Characteristics of the WJ III and WISC-III Tests: A Confirmatory Cross-Battery Investigation. School Psychology Quarterly. 20(1), 66-88.
Ford, L., & Tusing, M.E. (2004). Linking ability measures for young children to contemporary theories of cognitive ability. International Journal of Testing. 4(2). 91-114.
Wandersman, A., Flaspohler, P., Ace, A., Ford, L., Chinman, M., & Imm. P. (2003). PIE ala Mode.:Mainstreaming evaluation and accountability in each program and every county of a statewide school readiness initiative. American Evaluation Journal. [invited paper for special issue on mainstreaming evaluation].
Ford, L, (2003). Assessing Preschool Children. In R. W. Woodcock, K. McGrew, N. Mather, & F. J. Schrank. Diagnostic Supplement to the Woodcock-Johnson-III. Itasca, IL: Riverside Publishing.
Ford, L., Tusing, M.E., & Maricle, D. (2003). Assessment of Preschool Age children with the WJIII. In F..Schrank & Flanagan. D. (Eds). The Woodcock-Johnson III: Clinical use and interpretation. San Diego: Academic Press.
Ford, L., Keith, T., Floyd, R., Fields, C., & Schrank, F. J. (2003). WJIII and children with ADHD. In F. Schrank & Flanagan. D. (Eds). The Woodcock-Johnson III: Clinical use and interpretation. San Diego, CA: Academic Press.
McGrew, K., Ford, L., & Woodcock, R.W. (2001). The Woodcock-Johnson- -Third Edition (WJ III)): Description and application with adolescents and adults. In A. Kaufman, N. Kaufman, & E. Lichetenberg (Eds.), Clinical Assessment with Adolescents and Adults (2nd ed.). New York: John Wiley.
Rivera, B.M. & Ford, L. (1998). Parental perceptions of child development among low-income Mexican American families. Journal of Child and Family Studies, 7.
Challenge or Opportunity: Exploring Family, School, and Community Perspectives on Young Children From Culturally and Linguistically Diverse Backgrounds (Funded by the UBC Hampton Funds). We are examining kindergarten transition practices for young children from culturally and linguistically diverse backgrounds with an emphasis on practices that consider child and family strengths instead of vulnerabilities.
Nobody Asked Me Studies. Along with colleagues at the University of Northern Iowa faculty and students in our lab are examining the the process of communicating assessment results with students, families and educators.
The KID (Kids with Inflammatory Bowel Disease) Studies. The projects examine the experiences children and youth with inflammatory bowel disease (IBD) such as Crohn’s with a particular emphasis on the impact of this chronic health condition on their school and schooling experience. We anticipate expanding these studies to children with other chronic health conditions including celiac diseases and its impact on school and schooling.
The Kids in Communities Study (KICS): An Examination of Community Level Effects on Child Developmental Outcomes. (Funded by Australian Research Council). This project headed by Dr. Sharon Goldfeld at the University of Melbourne and a team of researchers across Australia and Canada. It is a three year project targeting 10 sites across Australia with the aim of identifying modifiable community level factors that have an influence on children’s health and developmental outcomes and that facilitate or mitigate the wellbeing of young children in areas of advantage and disadvantage across Australia. It is our hope to apply some of the findings to our work in communities in British Columbia.
Environmental Impacts on Early School Readiness in British Columbia: Classroom, Family, Neighborhood and Community Perspectives – SPACES: The Children’s Environments Project. The SPACES Project is a series of interconnected studies designed to examine the environmental factors that promote early school success. The focus for the study is on children, families, schools, and neighborhoods demonstrating high degrees of vulnerability. In our first year our projects focused on children’s perceptions of safety and neighbourhood parent-child play in South Asian immigrant families, children’s play spaces, and the development of a neighbourhood observation measure.
Early Childhood Assessment Projects. We have a series of on-going studies examining use, theoretical underpinnings, and characteristics (including technical properties) of cognitive and social-emotional assessment tools commonly used with children in early childhood. Studies examine the application of Cattell-Horn-Carroll (CHC) theory to preschool cognitive measures, the role of basic concepts in early childhood assessment measures, technical, theoretical, and cultural considerations in early childhood assessment and cross-national norms.
Early Development Instrument (EDI) Validation Studies With a team of collaborators at HELP. We are conducting ongoing research on the validity of the EDI including better understanding the constructs measured by the EDI, the inter-rater reliability and the reliability and validity of electronic versions of the EDI (eEDI).