Sondheim Hall 402
Accepting new students for Fall 2013
Ph.D. - University of Delaware, 2000
M.Div. - Yale University, 1993
Social development in early childhood
Dr. David Schultz focuses on the prevention of disruptive behavior in early childhood. A colleague and he developed the GOALS curriculum, a curriculum of lessons preschool teachers deliver to reduce behavior problems and promote academic behaviors (e.g., paying attention). Teachers implement this program both in Baltimore City Head Start centers and in Japan. The program also includes a website (http://goalsprogram.org/preschool) at which parents learn program concepts and techniques to use with their children at home. They are developing a parent training component for the program. Dr. Schultz also conducts basic research on ways homes and parenting styles influence how young children feel and think about their social worlds that lead children into conflicts with others. For example, he examines how children tend to interpret situations, such as if children assume another child bumped into them or left them out of a game “on purpose.”
Schultz, D., Ambike, A., Stapleton, L. M., Domitrovich, C. E., Schaeffer, C. M., & Bartels, B. (in press). Development of a questionnaire assessing teacher perceived support for and attitudes about social and emotional learning. Early Education & Development.
Schultz, D., Logie, S., Ambike, A., Bohner, K., Stapleton, L., Vanderwalde, H., Min, C., & Betkowski, J. A. (2010). The development and validation of a video-based assessment of young children’s social information processing. Journal of Abnormal Child Psychology, 38, 601-613.
Schultz, D., Grodack, A., & Izard, C. E. (2010). State and trait anger, fear, and social information processing. In M. Potegal, G. Stemmler, & C. Spielberger (Eds.) International Handbook of Anger (pp. 311-328). New York: Springer.
Schultz, D., Izard, C. E., Stapleton, L. M., Buckingham, S., & Bear, G. A. (2009). Children’s social status as a function of emotionality and attention control. Journal of Applied Developmental Psychology, 30, 169-181.
Schultz, D., Ambike, A., Buckingham-Howes, S., & Cheah, C. S. L. (2008). Experimental analysis of preschool playmate preferences as a function of smiles and sex. Infant and Child Development, 17, 503-507.
Schultz, D., Izard, C. E., & Abe, J. A. (2005). The emotions systems and the development of emotional intelligence. In R. Schulze & R. Roberts (Eds.), International handbook of emotional
intelligence. Germany: Hogrefe.
Schultz, D., Izard, C. E., & Bear, G. (2004). Children's emotion processing: Relations to emotionality
and aggression. Development & Psychopathology, 16.
Schultz, D. & Shaw, D. S. (2003). Boys' maladaptive social information processing, family emotional climate, and pathways to early conduct problems. Social Development.
Leaf, P. J., Schultz, D., & Kiser, L. J. (2003). School mental health in systems of care. In M. D. Weist (Ed.), Handbook of school mental health: Advancing practice and research (pp. 239-256). New York, NY, Kluwer Academic/Plenum Publishers.
Schultz, D., Izard, C. E., Ackerman, B. P., & Youngstrom, E. A. (2001). Emotion knowledge in
economically-disadvantaged children: Self-regulatory antecedents and relations to social maladjustment. Development and Psychopathology, 13, 53-67.