FACULTY VITA SUMMARY

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					                              FACULTY VITA SUMMARY


Karen E. Diamond, Ph.D.
Professor of Early Childhood Education and Exceptional Needs
Appointed August 1991

1. Academic Record

    Ph.D.           The Ohio State University, 1974, Psychology

    M.S.            Cornell University, 1972, Human Development and Family Studies

    B.A.            University of Rochester, 1970, Psychology

2. Professional Experience

     2000-present            Professor of Developmental Studies
                             Director, Child Development Laboratory School
                             Department of Child Development and Family Studies
                             Purdue University, West Lafayette, IN
     1995-2000               Associate Professor of Developmental Studies
                             Director, Child Development Laboratory School
                             Department of Child Development and Family Studies
                             Purdue University, West Lafayette, IN
     1991-1995               Assistant Professor of Developmental Studies
                             Director, Child Development Laboratory School
                             Department of Child Development and Family Studies
                             Purdue University, West Lafayette, IN
     1991-1991               Visiting Assistant Professor
                             Center on Human Development, College of Education
                             University of Oregon, Eugene, OR
     1985-1991               Director, Center for Child Study
                             Lecturer in Education
                             Skidmore College, Saratoga Springs, NY 12866
     1975-1985               Director, New Family Project
                             Skidmore College, Saratoga Springs, NY 12866




*Supervise Only
**Summer School Assignment
3. Teaching Assignments [Limit to years noted below]

     Academic Year         Course Prefix/Number/*Title                         Credit Hours

     2000-2001             CDFS 406 Curriculum in Early Childhood              4 Credit Hrs.
                           Education
                           CDFS 530 Theory and Practice in Early Childhood     3 Credit Hrs
                           Education
     1999-2000             CDFS 406 Curriculum in Early Childhood              4 Credit Hrs.
                           Education
                           CDFS 444 Working with Parents in Early              2 Credit Hrs
                           Childhood
     1998-1999             CDFS 406 Curriculum in Early Childhood              4 Credit Hrs
                           Education
     1997-1998             CDFS 406 Curriculum in Early Childhood              4 Credit Hrs
                           Education
                           CDFS 530 Theory and Practice in Early Childhood     3 Credit Hrs
                           Education

4. Selected/Current Publications and Scholarly Activities

Diamond, K.E., & Huang, H. (in press). Preschoolers’ ideas about disabilities. Infants and
   Young Children.

Diamond, K.E., & Kontos, S. (in press). Relationships between children’s developmental
   needs, families’ resources and families’ accommodations: Infants and toddlers with Down
   syndrome, cerebral palsy and developmental delay. Journal of Early Intervention.

Diamond, K.E. & Kensinger, K. (2002). Vignettes from Sesame Street: Preschooler’s
   ideas about children with Down syndrome and physical disability. Early Education
   and Development, 13, 409-421.

Kontos, S., & Diamond, K.E. (2002). Measuring the quality of early intervention
   services for infants and toddlers. International Journal of Disability, Development
   and Education, 49, 337 - 351.

Diamond, K.E. (2001). Relationships among young children’s ideas, emotion
   understanding and social contact with classmates with disabilities. Topics in Early
   Childhood Special Education, 21, 104-113.

Diamond, K.E. & Stacey, S. (2000). The other children at preschool: Experiences of
    typically developing children in inclusive programs. Young Exceptional Children
    Monograph Series No. 2: Natural Environments and Inclusion, 59-68.
[reprinted in Copple, C. (Ed.) (2003). A world of difference (pp. 135-139). Washington,
    D.C.: NAEYC].




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Diamond, K.E. & Carpenter, E. (2000). The influence of inclusive preschool programs on
   children’s sensitivity to the needs of others. Journal of Early Intervention, 23, 81-91.

Diamond, K.E. & Cooper, D. (2000). Children’s perspectives on the roles of teachers and
   therapists in inclusive early childhood programs. Early Education and Development, 11,
   203-216.

Diamond, K.E., Reagan, A., & Bandyk, J. (2000). Families’ conceptions of kindergarten
   readiness: The influence of race, ethnicity, and children’s development. Journal of
   Educational Research, 94, 93-100.

Okagaki, L. & Diamond, K.E. (2000). Research in Review: Responding to cultural and
    linguistic differences in the beliefs and practices of families with young children.
    Young Children, 55, 74-80.
[reprinted in Copple, C. (Ed.) (2003). A world of difference (pp. 9-15). Washington, D.C.:
    NAEYC].

Innes, F. & Diamond, K.E. (1999). Typically developing children’s interactions with
   peers with disabilities: Relationships between mothers’ comments and children’s
   ideas about disabilities. Topics in Early Childhood Special Education, 19, 103-111.

Musser, L. & Diamond, K.E. (1999). The Children’s Attitudes Toward the Environment
  Scale for Preschool Children. Journal of Environmental Education, 30(2), 23-30.

Diamond, K.E. & Veen, L. (1998, Spring/Summer). Going outside to learn. National
   Organization of Child Development Laboratory Schools, 31(Summer), 1-3.

Odom, S. L., & Diamond, K. E. (1998). Inclusion of young children with special needs in
   early childhood education: The research base. Early Childhood Research Quarterly, 13,
   3-26.

Okagaki, L., Diamond, K.E., Kontos, S. & Hestenes, L. (1998). Correlates of young
   children’s interactions with classmates with disabilities. Early Childhood Research
   Quarterly, 13, 67-86.

Diamond, K.E., Hestenes, L., Carpenter, E., & Innes, F. (1997). Relationships between
   enrollment in an inclusive class and preschool children’s ideas about people with
   disabilities. Topics in Early Childhood Special Education, 17, 520-536.

Diamond, K.E., & Hestenes, L. (1996). Preschool children’s conceptions of disabilities: The
   salience of disability in children’s ideas about others. Topics in Early Childhood Special
   Education, 16, 458-475.

Short-DeGraff, M. A, & Diamond, K.E. (1996). Intergenerational program effects on social
   responses of elderly adult day care members. Educational Gerontology, 22, 467-482.




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Diamond, K.E. (1995). Inclusion: What does it mean for Laboratory Schools? Bulletin of
   the National Organization of Child Development Laboratory Schools, 26(Spring), p.
   3-4.

Powell, D.R., & Diamond, K.E. (1995). Approaches to parent-teacher relationships in U.S.
   early childhood programs during the twentieth century. Journal of Education, 177(3), 71-
   94.

Diamond, K.E. (1994). Factors in preschool children’s social problem-solving strategies for
   peers with and without disabilities. Early Childhood Research Quarterly, 9, 195-205.

Diamond, K.E. (1994). Evaluating preschool children’s sensitivity to developmental
   differences. Topics in Early Childhood Special Education, 14, 49-63.

Diamond, K.E. (1994). Supporting parents who have a child with a disability. Childhood
   Education, 70, 168-170.

Diamond, K.E., & Hestenes, L. (1994). Preschool children’s understanding of disability:
   Experiences leading to the elaboration of the concept of hearing loss. Early Education and
   Development, 5, 301-309.

Diamond, K.E., Hestenes, L., & O’Connor, C. (1994). Research in Review. Integrating young
   children with disabilities into preschool: Problems and promise. Young Children, 49, 68-75.

Diamond, K.E., & LeFurgy, W. (1994). Measuring the attitudes of parents of preschool
   children toward integration. Early Education and Development, 5, 69-77.

Diamond, K.E. (1993). Preschool children’s concepts of disability in their peers. Early
   Education and Development, 4, 123-129.

Diamond, K.E. (1993). The role of parents’ observations and concerns in screening for
   developmental delays in young children. Topics in Early Childhood Special Education, 13,
   68-81.

Diamond, K.E., LeFurgy, W., & Blass, S. (1993). Attitudes of typical preschool children
   toward their peers with disabilities: A year-long study in four integrated classrooms.
   Journal of Genetic Psychology, 154, 215-222.

Diamond, K.E., & Squires, J. (1993). The role of parental report in the screening and
   assessment of young children. Journal of Early Intervention, 17, 107-115.

Diamond, K.E., & LeFurgy, W. (1992) Relations between mothers’ expectations and the
   performance of their infants who have developmental handicaps. American Journal of
   Mental Retardation, 97, 11-20.




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Diamond, K.E. (1990). Effectiveness of the Revised Denver Developmental Screening Test in
   identifying children at risk for learning problems. Journal of Educational Research, 83,
   152-157.

Short-DeGraff, M., Diamond, K.E., & Rolker-Dolinsky, B. (1989). Comparison of physical
   therapy majors and other college students’ attitudes toward persons with disabilities.
   Journal of Postsecondary Education and Disability, 7, 27-38.

Diamond, K.E., & LeFurgy, W. (1988). Screening for developmental handicaps: Outcomes
   from an early childhood screening program. Physical and Occupational Therapy in
   Pediatrics, 8, 43-59.

Diamond, K.E., Spiegel-McGill, P., & Hanrahan, P. (1988). Planning for school transition: An
   ecological-developmental approach. Journal of the Division for Early Childhood, 12, 245-
   252.

Diamond, K.E. (l987). Predicting school problems from preschool developmental screening: A
   four-year follow-up of the Revised Denver Developmental Screening Test and the role of
   parent report. Journal of the Division for Early Childhood, 11, 247-253.

Book Chapters:

Diamond, K. E. (2002). Social development of children with special needs. In C. Hart &
   P. Smith (Eds.), Handbook of social development (pp. 571-587). London: Blackwell.

Diamond, K.E. & Innes, F.K. (2001). Young children’s attitudes toward peers with
   disabilities. In M. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp.
   159-178). Baltimore, MD: Paul Brookes.

Kontos, S. & Diamond, K.E. (1997). Preparing practitioners to provide early intervention
   services in inclusive settings. In P. Winton, J. McCollum & C. Catlett (Eds.),
   Reforming personnel preparation in early intervention, (pp. 393-410). Baltimore:
   Brookes.

Diamond, K.E. & Spiegel-McGill, P. (1993). Shaping Ben’s future. In P.J. McWilliam and D.
   Bailey (Eds.), Working together for children and families: Case studies in early
   intervention (pp. 171-190). Baltimore, MD: Paul Brookes.

5. Selected/Current External and Internal Grants

Odom, S. (Principal Investigator) & Diamond, K.E. (Co-Principal Investigator). Children’s
   School Success: Effectiveness of early childhood programs, curriculum and interventions in
   promoting school readiness. Grant No. R01HD046091-01 National Institutes of Health -
   National Institutes of Child Health and Human Development, $4,500,000, 9/26/03 –
   08/31/08.




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Powell, D.R (Principal Investigator) & Diamond, K.E. (Co-Principal Investigator). Early
   Childhood Educator Professional Development Program. U.S. Department of
   Education, $1,076,523, 2001-2003.


6. Selected/Current University Related Assignments, Activities, and Service

   Chair, Developmental Studies Graduate Program, Department of Child Development
      & Family Studies
   Member, Graduate Committee, Department of Child Development & Family Studies
   Member, Early Childhood Education & Exceptional Needs Undergraduate Program,
      Department of Child Development & Family Studies
   Member, Faculty Search Committee, Department of Child Development & Family
      Studies

7. Selected/Current Professional and Academic Association Memberships

   American Educational Research Association
   American Psychological Association
   Council on Exceptional Children, Division for Early Childhood
   National Association for the Education of Young Children
   Society for Research in Child Development

8. Selected/Current Professional Assignments, Activities, and Service

   Editor, Early Childhood Research Quarterly
   Editorial Board, Journal of Early Intervention
   Editorial Advisory Board, Topics in Early Childhood Special Education
   Ad hoc Reviewer, NHSA Dialog, Child Development
   Administrative responsibilities as Director of Child Development Laboratory School




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