Kevin J. Grimm
TitleCited byYear
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.
SE Rimm-Kaufman, TW Curby, KJ Grimm, L Nathanson, LL Brock
Developmental psychology 45 (4), 958, 2009
5402009
The contributions of ‘hot’and ‘cool’executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten
LL Brock, SE Rimm-Kaufman, L Nathanson, KJ Grimm
Early Childhood Research Quarterly 24 (3), 337-349, 2009
5102009
Fine motor skills and early comprehension of the world: two new school readiness indicators.
D Grissmer, KJ Grimm, SM Aiyer, WM Murrah, JS Steele
Developmental psychology 46 (5), 1008, 2010
4942010
Methods and measures: Growth mixture modeling: A method for identifying differences in longitudinal change among unobserved groups
N Ram, KJ Grimm
International Journal of Behavioral Development 33 (6), 565-576, 2009
4792009
Music-evoked nostalgia: affect, memory, and personality.
FS Barrett, KJ Grimm, RW Robins, T Wildschut, C Sedikides, P Janata
Emotion 10 (3), 390, 2010
3642010
Relationships between hyperglycemia and cognitive performance among adults with type 1 and type 2 diabetes
DJ Cox, BP Kovatchev, LA Gonder-Frederick, KH Summers, A Mccall, ...
Diabetes care 28 (1), 71-77, 2005
3122005
Using simple and complex growth models to articulate developmental change: Matching theory to method
N Ram, K Grimm
International Journal of Behavioral Development 31 (4), 303-316, 2007
2382007
Nonlinear growth curves in developmental research
KJ Grimm, N Ram, F Hamagami
Child development 82 (5), 1357-1371, 2011
2192011
Kindergarten classroom quality, behavioral engagement, and reading achievement.
CC Ponitz, SE Rimm-Kaufman, KJ Grimm, TW Curby
School Psychology Review 38 (1), 2009
2182009
Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach
LL Brock, TK Nishida, C Chiong, KJ Grimm, SE Rimm-Kaufman
Journal of School Psychology 46 (2), 129-149, 2008
2132008
Individual differences in boys' and girls' timing and tempo of puberty: Modeling development with nonlinear growth models.
K Marceau, N Ram, RM Houts, KJ Grimm, EJ Susman
Developmental psychology 47 (5), 1389, 2011
1762011
Growth modeling: Structural equation and multilevel modeling approaches
KJ Grimm, N Ram, R Estabrook
Guilford Publications, 2016
1722016
Do changes in lifestyle engagement moderate cognitive decline in normal aging? Evidence from the Victoria Longitudinal Study.
BJ Small, RA Dixon, JJ McArdle, KJ Grimm
Neuropsychology 26 (2), 144, 2012
1722012
Longitudinal associations between reading and mathematics achievement
KJ Grimm
Developmental Neuropsychology 33 (3), 410-426, 2008
1542008
Modeling life-span growth curves of cognition using longitudinal data with multiple samples and changing scales of measurement.
JJ McArdle, KJ Grimm, F Hamagami, RP Bowles, W Meredith
Psychological methods 14 (2), 126, 2009
1512009
Nonlinear growth models in M plus and SAS
KJ Grimm, N Ram
Structural Equation Modeling 16 (4), 676-701, 2009
1442009
Observations of teacher–child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings
JT Downer, ML López, KJ Grimm, A Hamagami, RC Pianta, C Howes
Early Childhood Research Quarterly 27 (1), 21-32, 2012
1382012
Testing a developmental cascade model of emotional and social competence and early peer acceptance
AY Blandon, SD Calkins, KJ Grimm, SP Keane, M O'Brien
Development and Psychopathology 22 (4), 737-748, 2010
1252010
Recent changes leading to subsequent changes: Extensions of multivariate latent difference score models
KJ Grimm, Y An, JJ McArdle, AB Zonderman, SM Resnick
Structural equation modeling: a multidisciplinary journal 19 (2), 268-292, 2012
1212012
Language Impairment, Parent—Child Shared Reading, and Phonological Awareness A Feasibility Study
LM Justice, J Kaderavek, R Bowles, K Grimm
Topics in Early Childhood Special Education 25 (3), 143-156, 2005
1192005
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Articles 1–20