Faculty Directory
Penny Hauser-Cram
Retired Professor
Penny Hauser-Cram
Ed.D.
Contact
Email: penny.hauser-cram@bc.edu
Education
- Ed.D., Harvard University
Research Interests
Longitudinal investigations of children, youth, and families; children and adolescents with developmental disabilities; children and adolescents living in poverty; effects of early education
Dr. Hauser-Cram is not currently accepting Ph.D. students.
Department
Profile
Penny Hauser-Cram has spent more than 30 years researching children’s wellbeing, including longitudinal investigations of children, youth, and families—particularly those who are impoverished or have developmental disabilities. Her expertise comprises early childhood education, special education, poverty, and student motivation.
Hauser-Cram has taught at the Lynch School since 1990. She is currently an advisor for a project that investigates teacher practice and preschoolers’ mathematical learning at the Educational Development Center. She is also on the advisory board for Leadership Education in Neurodevelopmental and Related Disabilities at Boston Children’s Hospital.
In 2012, the American Psychological Association, Division 33, honored her outstanding contributions in the field by naming her a fellow.
Among dozens of other publications, Hauser-Cram co-authored a groundbreaking longitudinal study that showed family dynamics are as important to promoting development in children with disabilities as they are to all children. She also contributed to a project that documents the benefits of school systems that provide high-quality education during the first five years of life.
She maintains editorial roles for Early Childhood Research Quarterly and has been an ad hoc reviewer since 2000 for five journals, including Developmental Psychology.
Select Publications
Books/Monographs
- Hauser-Cram, P., Nugent, J.K., Thies, K.M., & Travers, J.F. (2014). Development of Children and adolescents. Hoboken, NJ: Wiley.
- Hauser-Cram, P. Warfield, M.E., Shonkoff, J. P., & Krauss, M. W. with Sayer, A. & Upshur, C.C. (2001). Children with disabilities: A longitudinal study of child development and parent well-being. Monographs of the Society for Research in Child Development, 66 (3, Serial No. 266).
Journal Articles
- Hauser-Cram, P., & Woodman, A.C. (2016). Trajectories of internalizing and externalizing behavior problems in children with developmental problems in children with developmental disabilities. Journal of Abnormal Child Psychology, 44(4), 811-821.
- Mitchell, D.B., Szczerepa, A., & Hauser-Cram, P. (2016). Spilling over: Partner parenting stress as a predictor of family cohesion in parents of adolescents with developmental disabilities. Research in Developmental Disabilities, 49-50, 258-267. doi: 10.1016/ridd.2015.12.007
- Heyman, M., & Hauser-Cram, P. (2015). Negative life events predict performance on an executive function task in young adults with developmental disabilities. Journal of Intellectual Disability Research, 59(8), 746-754.
- Litt, J.S., Glymour, M., Hauser-Cram, P., Hehir, T., & McCormick, M.C. (2015). The effect of the Infant Health and Development Program on special education use at school age. The Journal of Pediatrics, 166(2), 457-462. doi: 10.1016/j.jpeds.2014.09.066
- Woodman, A.C., Mawdsley, H.P., & Hauser-Cram, P. (2015). Parenting stress and child behavior problems within families of children with developmental disabilities: Transactional relations across 15 years. Research in Developmental Disabilities, 36, 264-276. doi: 10.1016/j.ridd.2014.10.011
- Mitchell, D.B., Hauser-Cram, P., & Crossman, M. (2014). Relationship dimensions of the 'Down syndrome advantage'. Journal of Intellectual Disability Research, 59(6), 506-518. doi: 10.1111/jir.12153
- Hauser-Cram, P., Woodman, A.C., & Heyman, M. (2014). Early mastery motivation as a predictor of executive function in young adults with developmental disabilities. Journal of the American Association on Intellectual and Developmental Disabilities, 119(6), 536-551. doi: 10.1352/1944-7588-119.6.536
Book Chapters
- Hauser-Cram, P., Heyman, M., & Bottema-Beutel, K. (2017). Early childhood education and care for children with disabilities. In E. Votruba-Drzal & E. Dearing (Eds.), Handbook of early childhood development programs practices and policies: Theory-based and empirically-supported strategies for promoting young children's growth in the U.S (pp. 211-236). Hoboken, NJ: Wiley.
- Hauser-Cram, P., Warfield, M.E., Shonkoff, J.P., Krauss, M.W., Sayer, A., Upshur, C.C., & Heyman, M. G-A. (2014). Children with disabilities: A developmental-contextual perspective. In H.B. Weiss, H. Kreider, M.E. Lopez, & C. Chapman-Nelson (Eds.), Preparing educators to engage families: Case studies using an ecological systems framework (pp. 8-11). Thousand Oaks, CA: Sage.
- Hauser-Cram, P., Cannarella, A., Tillinger, M. & Woodman, A. (2013). Disabilities and development. In R.M. Lerner, A. Easterbrooks, & J. Mistry (Vol. Eds.), Handbook of psychology, Vol. 6, Developmental psychology (2nd ed.) (pp. 547-569). Hoboken, NJ: Wiley.
- Hauser-Cram, P., & Mitchell, D.B. (2012). Early childhood education. In S. Graham (Vol. Ed.), Handbook of educational psychology, Vol. 3. Applications to teaching and learning (pp. 3-22. Washington, DC: American Psychological Association.
- Hauser-Cram, P., Howell-Moneta, A.N., & Young, J.M. (2011). Dyadic interaction between mothers and children with Down syndrome or Williams syndrome: Empirical evidence and emerging agendas. In J. Burack, R.M. Hodapp, G. Iarocci, & E. Zigler (Eds.), Oxford Handbook of intellectual disabilities and development (2nd ed., pp. 318-333). New York: Oxford University Press.