Shannon Lipscomb

Shannon Lipscomb head shot

Shannon Lipscomb
Associate Dean for Research and Professor of Human Development and Family Sciences
Shannon.Lipscomb@osucascades.edu
541-322-3137

Edward J. Ray Hall 209E
1500 SW Chandler Avenue
Bend, OR 97702
United States

Credentials
Ph.D. in Human Development and the Family Science, University of California, Davis
B.A. in Psychology, with Minor in Spanish, Whitman College
Curriculum Vitae
Shannon Lipscomb CV
Biography

Shannon Lipscomb is a professor of human development and family sciences (HDFS) and the associate dean for research for Oregon State University-Cascades. She teaches undergraduate courses in HDFS and mentors both undergraduate and graduate students in research.

Dr. Lipscomb is a developmental scientist who examines mechanisms for nurturing resilience with children and families facing adversity and/or trauma. She conducts both basic research on adversity and resilience, and applied research to identify and strengthen factors that build resilience within individuals, relationships, and communities. Dr. Lipscomb has particular expertise in early learning environments (e.g., preschool, child care) and early childhood development. She collaborates with community partners, collective impact initiatives, and academic colleagues. Her research provides evidence for prevention and early intervention to improve conditions and opportunities for children, families, and teachers, particularly those most impacted by inequities and trauma.

At OSU
In the News
My Publications
Presentations
Grants


At OSU

Research Blog: The Connect Research Group

Dr. Lipscomb conducts research to identify effective ways of building resilience among young children and families facing adversity. Key areas of focus include: (1) the role of early childhood education in the lives of children involved in child welfare, foster care, and/or impacted by trauma; (2) the interplay between children's risks and their early experiences on development, and (3) early childhood programs and systems.

The Early Learning System Initiative (ELSI)

ELSI’s purpose is to develop and implement a statewide center that works with partners to support tailored and coordinated ongoing professional learning opportunities that meet the diverse needs of Oregon’s early educator workforce. The initiative aims to: 1) Amplify access to respectful, effective and equitable professional learning opportunities, 2) Support early educators who care for children from historically marginalized populations, 3) Listen and respond to workforce needs with high quality training. Note: the Roots of Resilience intervention developed by Dr. Lipscomb and team, is now being scaled-up with trainings of trainers, workshops and online courses through ELSI in Spanish and English.

Early Childhood Core of the Hallie Ford Center for Healthy Children and Families

The Early Childhood Core focuses on optimizing children's development and well-being in families, early care and educational settings, and communities.

Current Projects

The Community Belonging Measurement (CBM) Project
PIs: Shannon Lipscomb, Ph.D. & Brianne Kothari (OSU subaward) and Jackilyn Shannon (OHSU PI)
Funding: Central Oregon Health Council and the United Way of Central Oregon
This project aims to measure belonging and resilience in Central Oregon (Crook, Deschutes, Jefferson, Northern Klamath Counties, and the Confederated Tribes of Warm Springs) to provide information that is useful for the creation, revision, and/or expansion of public health programs throughout the region. A community-engaged and equity-focused approach was used to collected survey and focus group data from Central Oregonians. Findings are currently being co-interpreted with community partners. Stay tuned!

Sharing Research Results with Families using a Trauma-Informed Lens. 
PIs: Molly Kile, Sc.D. and Shannon Lipscomb, Ph.D.
Funding: National Institutes of Health (2023-2024)
Award number: R01 ES029497-01A1 Bioethics Supplement
This project will develop trauma-informed health messaging and report back strategies to research participants by engaging with the existing cohort of young children (preschool-kindergarten) and their parents. We will assess parent preferences to thoughtfully inform development of health messaging and report design. This research will focus on developing and improving messaging to support families, and that could be utilized in a future behavioral intervention to accelerate research translation for children’s environmental health.

Flame Retardants and Children’s School Readiness Study
PIs: Molly Kile, Sc.D. and Shannon Lipscomb, Ph.D.
Funding: National Institutes of Health (2019-2024)
Award number: R01 ES029497-01A1
This interdisciplinary study aims to improve our understanding of children’s exposures to flame retardant compounds, as well as to examine the interplay between flame retardants and adverse social experiences on children’s neuro-cognitive, executive functioning, and behavioral development. The study recruits 600 children aged 4-8 years in preschool and follow them for 3 years until they graduate from first grade. Recruitment occurs in two waves (2020-2021 and 2021-2022). The primary aims are: (1) assess exposure to OPFRs and BDE among a diverse group of children to improve our understanding of factors that contribute to inter- and intra-individual variability, (2) examine the exposure-response relationship between OPFRs and children’s development between ages 4-8 years, and examine the potential for sex to modify these associations, and (3) examine the moderating influences of social stressors on the association between flame retardant exposures and children’s development.

Measuring Resilience to Support Collective Impact with TRACEs (Trauma, Resilience, and Adverse Childhood Experiences) of Central Oregon
Co-PIs: Shannon Lipscomb, PhD and Brianne Kothari, PhD
Funding: United Way of Deschutes County 2018-2021
Through a partnership between TRACEs of Central Oregon, Oregon State University-Cascades, and Better Together of the High Desert Education Service District this project launched shared measurement of resilience throughout Central Oregon. TRACEs partners are engaged in shared measurement across sectors such as health, education, and social services. The goals are to use shared measures to understand our communities, continuously improve conditions to nurture resilience, track progress, and celebrate successes.
"Central Oregon Embraces Shared Measurement: Positive Factors to Promote Resilience," Trauma Informed Oregon Blog, 2018

Recent Projects

Roots of Resilience: Teachers Awakening Children’s Healing
PI: Shannon Lipscomb, Ph.D.
Funding: Institute of Education Sciences, U.S. Department of Education, 2015-2020
Award number: R305A150107
Roots of Resilience is a professional development program to help early childhood teachers promote resilience with children impacted by trauma. Early childhood trauma poses a serious threat to the well-being of children, families, and communities. With the majority of children attending early care and education prior to kindergarten, the opportunity to help them start school ready to succeed is profound. Roots of Resilience provides professional supports (workshops, online course, video-based coaching) to help early childhood professionals nurture resilience in themselves, and in the children and families they serve. Initial results indicate that Roots of Resilience is feasible for teachers, and helps them to use trauma-responsive practices and to feel confident that they are making a difference in children’s lives. Additional research is underway.


In the News

Notable OSU College of Public Health and Human Sciences grants in FY 2020 include "Children's Flame Retardant Exposures Measured by Passive Wristbands: Sex Specific Associations, Social Adversity, and Socio-Cognitive Development." The grant awards a total of $3,841,145 for five years, led by PI Molly Kile, Associate Professor and Shannon Lipscomb, Associate Professor.

OSU-Cascades researchers test program to help traumatized children, The Bulletin, May 12, 2019

Flame retardant chemicals may affect social behavior in young children, OSU News and Research Communications, March 9, 2017

Preschoolers' motor skill development connected to school readiness, ScienceDaily, October 13, 2016

Oregon State researcher gets $1.5 million grant to assist preschoolers who've experienced trauma, Oregon Live, The Oregonian, July 9, 2015

Largest research award in OSU-Cascades history focuses on preschool children, July 1, 2015

C.O. child behavior study tackles provocative topic, KTVZ.com, October 28, 2013

OSU-Cascades study: Genes tied to early behavior woes, KTVZ.com, October 25, 2013

Genes May Contribute to Preschool Behavior Problems, PsychCentral, October 25, 2013

Some children genetically prone to behavioral problems in child care, preschool settings, News Medical, October 25, 2013

Behavior problems in preschool and child care centers may be an issue of genes, OSU News, October 24, 2013

Behavior Problems In Preschool And Child Care Centers May Be An Issue Of Genes, Albany Tribune, October 24, 2013

Genes Interact With Parental Care in Producing Childhood Behavioral Problems, Study Suggests, Science Daily, October 24, 2013

Behavior problems in preschool and child care centers may be an issue of genes, Eurek Alert, October 24, 2013

Over-reactive parenting linked to problem behavior in toddlers

Study: Freaking out at your kids isn't a good thing, SFGate, February 23, 2012

Study: Parent's reaction makes temper tantrums worse, Click On Detroit, February 23, 2012

Angry Parents Harm Children's Behaviour, The British Psychological Society, February 23, 2012

Toddlers with angry parents may have more temper tantrums, US News Health, February 22, 2012

Omamas Take 5: Jeremy Lin's success offers parenting perspective, puzzles power math skills, OregonLive/The Oregonian, February 21, 2012

Your kid is melting down. Why its important to keep your cool, The Globe and Mail, February 21, 2012

Over-reactive Parenting Linked to Negative Emotions and Problem Behavior in Toddlers, Science Daily, February 21, 2012


My Publications

Refereed Journal Articles  

* notes students who worked under my supervision during the research process.
+ notes research from a student thesis or dissertation that I co-chaired.

  1. Merculief, A., Lipscomb, S.T., McClelland, M., Tsethlika, M., & Geldhof, J. (2023). Cultural and language socialization as resilience-promoting factors for executive function in the context of neighborhood risk for American Indian/ Alaska Native preschool children. Frontiers in Psychology, 14. doi.org/10.3389/fpsyg.2023.1279336.
     
  2. Lipscomb, S. T., Brody, B., Pratt, M., & Frazier, T. (in-press). Applying a tri-learner model of extension collaboration. The Journal of Extension.
     
  3. Lipscomb, S.T., Swander, W., & Mason, E. (2023). Building cultures of care in schools. Journal of Contemporary School Psychology. DOI
    10.1007/s40688-023-00481-5. 
     
  4. Lewis, H., Lipscomb, S. T., Hatfield, B., Weber, R., Green, B., & Patterson, L. (2023). Family-teacher relationships and child engagement in early care and Education. Societies, 13. Published online March, 2023. doi.org/10.3390/soc13030067
     
  5. Schmitt, S. A., Mihalec-Adkins, B., Lipscomb, S. T., Pratt, M., & Horvath, G. (2022). Longitudinal relations among child care stability during the prekindergarten year and behavior problems. Children and Youth Services Review, 138. Published online July, 2022 https://www.sciencedirect.com/science/article/pii/S019074092200158X
     
  6. Lipscomb, S. T., Lewis, H., Abshire, C., Banks, K., Jaderholm, C., Jaramillo, J., & Kothari, B. (2022). Profiles of adverse childhood experiences and family processes during early childhood. Journal of Applied Developmental Psychology, 81. 10.1016/j.appdev.2022.101441.
     
  7. Lipscomb, S. T., Lewis, H.*, Abshire, C.*, Banks, K.*, Jaderholm, C.*, Jaramillo, J.*, & Kothari, B. (2022). Profiles of Adverse Childhood Experiences and Family Processes during Early Childhood. Journal of Applied Developmental Psychology.
     
  8. Kothari, B. H., Fischer, C., Mullican, N., Lipscomb, S. T., & Jaramillo, J. (2022). Nurturing resilience through collaboration: Experiences from community organizations serving children and families facing adversity during COVID-19. Journal of Community and Applied Social Psychology. http://doi.org/10.1002/casp.2612
     
  9. Kothari, B., Chandler, K., Waugh, A., McElvaine, K., Jaramillo, J., & Lipscomb, S. T., (2021). Retention of child welfare caseworkers: The role of case complexity and workplace support. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2021.106039.
     
  10. Lipscomb, S. T., Chandler, K., Abshire, C.*, Jaramillo, J.*, & Kothari, B. (2021). Early childhood teachers’ self-efficacy and professional support predict work engagement. Early Childhood Education Journal. Doi: 10.1007/s10643-021-01182-5. Epub ahead of press: http://link.springer.com/article/10.1007/s10643-021-01182-5.
     
  11. Lipscomb, S. T., Hatfield, B., Goka-Dubose, E., Lewis, H.*, & Fisher, P. A. (2021). Impacts of Roots of Resilience professional development for early childhood teachers on young children's protective factors. Early Childhood Research Quarterly, 56, pp 1-14. https://doi.org/10.1016/j.ecresq.2021.02.002
     
  12. Kothari, B., Godlewski, B. Lipscomb, S. T., Jaramillo, J. (2021). Educational resilience among youth in foster care. Psychology in the Schools, doi.org/10.1002/pits.22478
     
  13. Lipscomb, S. T., Hatfield, B., Lewis, H.*, Goka-Dubose, E., & Abshire, C*. (2021). Adverse Childhood Experiences and children’s development in early care and education programs. Journal of Applied Developmental Psychology, 72, 101218, doi.org/10.1016/j.appdev.2020.101218.
     
  14. Lipscomb, S. T., Hatfield, B., Lewis, H.*, Goka-Dubose, E., & Fisher, P. (2019). Strengthening children’s roots of resilience: trauma-responsive early learning. Children and Youth Services Review, 107, 104510.  https://doi.org/10.1016/j.childyouth.2019.104510.
     
  15. Lipscomb. S. T., Goka-Dubose, E., Hur, R. E., Henry, A.* (2019). Adverse childhood experiences, and instability in children’s care and parents’ work, Children and Youth Services Review. doi.org/10.1016/j.childyouth.2019.05.008.
     
  16. Lipscomb, S. T., Miao*, A., Finders*, J., Hatfield, B., Kothari, B., & Pears, K. (2019). Identifying social determinants linked with community-level school readiness. Prevention Science. doi.org/10.1007/s11121-019-01002-8.
     
  17. Schmitt, S. A., Mihalec-Adkins, B., Pratt, M. E., & Lipscomb, S. T. (2018). Teacher-child relationships as a protective factor for children living in non-parental care experiencing residential mobility. Journal of Applied Developmental Psychology, 58, 28-37. doi.org/10.1016/j.appdev.2018.08.005.
     
  18. Kothari, B. H., Godlewski, B., McBeath, B., McGee, M., Waid, J., Lipscomb, S. T., Bank, L. (2018). A longitudinal analysis of school discipline events among youth in foster care. Children and Youth Services Review, 93, 117-125. doi.org/10.1016/j.childyouth.2018.07.017.
     
  19. Lipscomb, S. T., Becker*, D., Laurent, H. M., Neiderhiser, J. M., Shaw, D. S., Natsuaki, M. N., Reiss, D., Fisher, P. A. & Leve, L. D. (2018). HPA activity moderates effects of parenting on children’s skills for success in school. Infant and Child Development, 27, e2083. doi.org/10.1002/icd.2083
     
  20. Schmitt, S. A., Pratt, M. & Lipscomb, S. T. (2017). Residential mobility predicts behavioral problems for children living in nonparental care during the transition to kindergarten. Children and Youth Services Review, 77, 101-109. doi.org/10.1016/j.childyouth.2017.04.010
     
  21. Lipscomb, S. T., McClelland, M., MacDonald, M., Anderson, K., Cardenas, A., & Kile, M (2017). Cross-sectional study of social behaviors in preschool children and exposure to flame retardants, Environmental Health. [Epub ahead of print]. PMCID: PMC5343384
     
  22. MacDonald, M., Lipscomb, S. T., McClelland, M., Duncan*, R., Becker*, D., & Kile, M. (2016). Preschoolers’ fine and gross motor skills differentially predict executive function and social behavior. Research Quarterly for Exercise and Sport. DOI:  10.1080/02701367.2016.1229862
     
  23. Kile, M. L., Scott, R., O’Connell, S. G., Lipscomb, S. T., MacDonald, M., McClelland, M., & Anderson, K. (2016). Using silicone wristbands to evaluate young children’s exposure to 41 flame retardants. Environmental Science, 147, 365-72.
     
  24. Pratt*+, M., McClelland, M., Swanson, J., & Lipscomb, S. T. (2016). Family risk profiles and early childhood compliance: understanding emerging self-regulation with a person-centered approach. Early Childhood Research Quarterly, 36, 462–474.
     
  25. Schmitt, S. A. & Lipscomb, S. T. (2016). Longitudinal effects of residential mobility on early academic skills for children living in poverty. Early Childhood Research Quarterly, 36, 190-200.
     
  26. Lipscomb, S. T., Schmitt*, S. A., & Pratt*, M., (2015). Professional development scholarships increase qualifications of diverse providers. Journal of Early Childhood Teacher Education, 36, 232-249.
     
  27. Meloy, B., Lipscomb, S. T., & Baron, M. (2015). Linking state child care and child welfare policies and populations: implications for children, families, and policymakers. Children and Youth Services Review, 57, 30-39.
     
  28. Pratt*+, M., Lipscomb, S. T., & McClelland, M. (2015). Caregiver responsiveness during preschool supports cooperation in Kindergarten: moderation by children’s early compliance. Early Education and Development, 27, 421-439.
     
  29. Pratt*, M., Lipscomb, S. T., & Schmitt*, S. A. (2015). The effect of Head Start on parenting outcomes for children living in non-parental care. Journal of Child and Family Studies, 24, 2944-2956.
     
  30. Lipscomb, S. T., Schmitt*, S. A., Pratt*, M., Acock, A., & Pears, K. (2014). Living in non-parental care moderates effects of prekindergarten experiences on externalizing behavior problems in school. Children and Youth Services Review, 40, 41-50.
     
  31. Lipscomb, S. T., Laurent, H., Neiderhiser, J. M., Shaw, D. S., Natsuaki, M. N., Reiss, D., & Leve, L. D. (2014). Genetic vulnerability interacts with parenting and early care and education to predict increasing externalizing behavior. International Journal of Behavioral Development, 38, 70-80.
     
  32. Lipscomb, S. T. (2013). Increasing access to quality child care for children from low-income families: Families' experiences. Children and Youth Services Review, 35, 411-419.
     
  33. Lipscomb, S. T., Pratt*, M., Schmitt*, S. A., Pears, K C., & Kim, H. P. (2013). School readiness in children living in non-parental care: impacts of Head Start. Journal of Applied Developmental Psychology, 34, 28-37.
     
  34. Ontai, L. G., Lipscomb, S. T., Sitnick, S., Hatton, H., Lamp, C. (2013). Healthy, Happy Families evaluation: Integrating parenting education into child obesity prevention with low-income parents of young children. The Forum for Family and Consumer Issues, 18.
     
  35. Lipscomb, S. T., Lewis*, K. M., Masyn, K. E., & Meloy, M. E. (2012). Child care assistance for families involved in the child welfare system: predicting child care subsidy use and stability. Children and Youth Services Review, 34, 2454-2463.
     
  36. Lipscomb, S. T., Leve, L. D., Shaw, D., Neiderhiser, J. M., Scaramella, L. V., Ge, X., et al., (2012). Negative emotionality and externalizing problems in toddlerhood: Overreactive parenting as a moderator of genetic influences. Development and Psychopathology, 24, 167-179.
     
  37. Lipscomb, S. T. & Pears, K. C. (2011). Patterns and predictors of early care and education for children in foster care. Children and Youth Services Review, 33, 2303-2311.
     
  38. Lipscomb, S. T., Leve, L. D., Harold, G., Neiderhiser, J. M. Shaw, D., Ge, X., & Reiss, D. (2011). Trajectories of parenting and child negative emotionality during infancy and toddlerhood: A longitudinal analysis. Child Development, 82, 1661-1675.
     
  39. Williams, S. T. & Mastergeorge, A. M., & Ontai, L. (2010). Caregiver involvement in infant peer interactions: Scaffolding in a social context. Early Childhood Research Quarterly, 25, 251-266.
     
  40. Williams, S. T. & Ontai, L., & Mastergeorge, A. M. (2010).  The development of peer interaction in infancy: Exploring the dyadic processes. Social Development, 19, 348-368.
     
  41. Conger, K. J., Williams, S. T., Little, W., Masyn. K. E., & Schebloski, B. (2009).  Development of mastery during adolescence: The role of family problem solving. Journal of Health and Social Behavior, 50, 99-114.
     
  42. Ontai L., Ritchie L., Williams S. T., Young T., Townsend M. S. (2009).  Guiding family- based obesity prevention efforts in children, Part 1: What determinants do we target?    International Journal of Child and Adolescent Health, 2, 19-30.
     
  43. Townsend M.S., Young T., Ontai L., Ritchie L., Williams S. T. (2009). Guiding family-based obesity prevention efforts in children, Part 2: What behaviors do we measure? International Journal of Child and Adolescent Health, 2, 31-38.
     
  44. Ontai, L. L., Williams, S. T., Lamp, C., Smith, D., & The Family with Young Children Workgroup (2007). An integrative approach to addressing childhood overweight: Inclusion of parenting information in nutrition education programs. Journal of Extension, 45.
     
  45. Williams, S. T., Conger, K. J., & Blozis, S. A. (2007).  The development of interpersonal aggression: The importance of parents, siblings, and family economics. Child Development, 78, 1526-1542.
     
  46. Williams, S. T., Ontai, L., & Mastergeorge, A. M. (2007).  Reformulating infant and toddler social competence with peers.  Infant Behavior and Development, 30, 353-365.

Manuscripts Under Review

  1. Lewis, H*+., Lipscomb, S. T., Hatfield, B., & Jaderholm, C. (2021). Early Childhood Teachers’ Relationships with Families When Children Experience Adversity.

 

Presentations

Refereed Presentations

The first author was the presenter.

* notes students who worked under my supervision during the research process.
+ notes research from a student thesis or dissertation that I co-chaired.
# notes that the last author is the senior author/Principal Investigator

  1. Jäderholm, C., Camilla Dohlman, C., Greene, K., Phelps, B*., Kothari, B., Lipscomb, S. T., Shannon, J. (2023, October). Measuring Belonging in Central Oregon: A Community-Engaged Survey Approach. Oregon Public Health Association Annual Meeting, Corvallis, OR. (Lipscomb co-authored)
     
  2. Camilla Dohlman, C., Greene, K., Phelps, B*., Jäderholm, C., Lipscomb, S. T., Kothari, B., & Shannon, J. (2023, November – accepted). A Community-Engaged Approach to Measure Belonging. American Public Health Association Annual Meeting, Atlanta, GA. (Lipscomb co-authored)
     
  3. Merculief*+, A. Lipscomb, S. T., McClelland, M., Kile, M., & Geldhof, J. (2023, November – accepted). Disparities in PBDE and OPFR Flame Retardant Exposure: Influences on Early Childhood Executive Function and Community Resilience-Promoting Factors. American Public Health Association Annual Meeting, Atlanta, GA. (Lipscomb mentored first author and co-authored)
     
  4. Merculief*+ A., Lipscomb, S. T., & McClelland, M. (March, 2023). Examining risk and resilience in the built and social neighborhood environment for American Indian/Alaska Native preschool children. In M. Tsethlikai (Chair). Exploring Protective Factors for Indigenous Children in the Midst of Economic, Environmental, and Social Stressors. Biennial Conference of the Society for Research in Child Development, Salt Lake City, UT. (Lipscomb mentored first author and co-authored)
     
  5. Chen, Q., Merculief*, A., Kile, M., McClelland, M., Lipscomb#, S. T. (March, 2023). Educator Well-being During the Covid-19 Pandemic. Flash Talk Session. Biennial Conference of the Society for Research in Child Development, Salt Lake City, UT. (Lipscomb senior author)
     
  6. Merculief* A., Chen, Q., Foster, S., Ozenbaugh, I., Bradetich, A., Carlson, S., Braithwaite, P., McClelland, M., & Lipscomb#, S. T. (2022, June). Early Childhood Teacher Experiences of Workplace Support and Self-reported Distress During the COVID-19 Pandemic. [Poster Presentation]. National Research Conference on Early Childhood, virtual conference. (Lipscomb mentored group of student and postdoc authors, and co-authored but did not present)
     
  7. Schmitt, S., Mihalec-Adkins, B., Lipscomb. S. T., Pratt, M., & Horvath. G. (2022). Longitudinal Relations among Early Care and Education Stability During the Prekindergarten Year and Behavior Problems. In Baumgartner , J. (Chair) Factors Contributing to Children's Development. Paper Symposium at the Annual Meeting of the American Educational Research Association, San Diego, CA. (Lipscomb co-authored)
     
  8. Lipscomb, S. T., Hatfield, B., Lewis*, H., Goka-Dubose, E. Jaderholm*, C. (2021, April). Variation in Responses to Professional Development on Trauma and Resilience: a Mixed Methods Approach. Poster Presentation at the Biennial Meeting of the Society for Research in Child Development, Virtual.
     
  9. Abshire, C*. & Lipscomb#, S. T. (2021, April). Early childhood teachers’ ACEs and workplace supports predict indicators of workplace well-being. In Jeon, L., & Roberts, A. (Chairs). A Holistic Approach to Early Childhood Educators’ Well-being and Work Environments. Paper Symposium at the Biennial Meeting of the Society for Research in Child Development, Virtual. (Lipscomb mentored first author; senior author)
     
  10. Hatfield, B., Lipscomb, S. T., Sills*, A. (2021, April). Classroom, teacher, and peer interactions: Associations with preschool children’s salivary cortisol. In Hatfield, B. (Chair). Unpacking the Nuances of Teacher-Child Interactions: Direct and Indirect Effects on Child Outcomes. Paper Symposium at the Biennial Meeting of the Society for Research in Child Development, Virtual. (Lipscomb co-authored)
     
  11. Lipscomb, S. T., Hatfield, B., Lewis, H., Goka-Dubose, E., & the Roots of Resilience Research Team (2019). Roots of Resilience: Professional Development for Early Childhood Teachers in Trauma-Responsive Care. In Kothari, B. (Chair), & Blakeslee, J. (Co-Chair) Relationship- Oriented Interventions to Promote Resilience among Children and Youth who have Experienced Adversity. Society for the Study of Human Development Conference, Portland, OR.
     
  12. Lipscomb, S. T., Lewis*, H., Hatfield, B., Qadir, E., & Hiler, C. (2019, October). Do Teacher- Child Relationships Moderate Effects of Adverse Childhood Experiences on Social and Behavioral Skills and Problems in Preschool? Poster Presentation at the Society for the Study of Human Development Conference, Portland, OR.
     
  13. Lewis*+, H., Lipscomb, S. T., & Hatfield, B., (2019, October). Adverse Childhood Experiences and Family-Teacher Relationships in Early Care and Education. Poster Presentation at the Society for the Study of Human Development Conference, Portland, OR.
     
  14. Sills*, A., Lipscomb, S. T., & Hatfield, B. (2019, October). Parenting, Household Chaos, and Children’s Stress System Activity as Predictors of Externalizing Behaviors in Preschool. Poster Presentation at the Society for the Study of Human Development Conference, Portland, OR.
     
  15. Lipscomb, S. T., Weber, B., Green, B., & Patterson, L. (2019, March). Identifying Commonality in Observed Quality across Home- and Center-Based Early Learning Programs. In Jeon, L., (Chair). New Insights on Quality and Access in Early Care and Education: Lessons from QRIS Data, Biennial Conference of the Society for Research in Child Development, Baltimore, MD.
     
  16. Goka-Dubose, E., Bickhaus*, L., Hatfield, B., & Lipscomb#, S. T. (2018, June). Quality of Implementation in Video-based Coaching Program for Early Childhood Teachers. Poster Presentation at the National Research Conference on Early Childhood, Washington DC.
     
  17. Lewis*, H., Lipscomb, S. T., Hatfield, B., Green, B., & Weber, B. (2018, June). Family- Teacher Partnerships and Child Engagement in Early Child Care and Education. Poster Presentation at the National Research Conference on Early Childhood, Washington DC.
     
  18. Lewis*, H., Longway*, K., Bulosan, C., Sills*, A., Hatfield, B., & Lipscomb#, S. T. (2018, June). Participant Engagement and Feasibility in the Roots of Resilience Online Course: Supporting Early Childhood Teachers to Nurture Resilience. Poster Presentation at the National Research Conference on Early Childhood, Washington DC.
     
  19. Lewis*, H., Longway, K., Bulosan, C., Sills*, A., Hatfield, B., & Lipscomb#, S. T. (2018, May). Participant Engagement and Feasibility in the Roots of Resilience Online Course: Supporting Early Childhood Teachers to Nurture Resilience. Poster Presentation at the Oregon Parenting Education Conference, Corvallis, OR.
     
  20. Henry*, J., Goka-Dubose, E., Bickhause*, L., Hatfield, B., & Lipscomb#, S. T. (2017, May). Teachers Awakening Children’s Healing: Piloting Strength-Based Coaching Online in the Roots of Resilience Program. Poster Presentation at the Oregon Parenting Education Conference, Corvallis, OR.
     
  21. Lewis*, H., Bulosan*, C., Hope*, S., Longway*, K., Goka-Dubose, E., Hatfield, B., & Lipscomb#, S. T. (2017, May). Roots of Resilience Program: An Overview of the Online Course and Lessons Learned. Poster Presentation at the Oregon Parenting Education Conference, Corvallis, OR.
     
  22. Duncan*, R., Lipscomb, S. T., Geldhof, J., & Acock, A. (2017, April). A Person-Centered Approach for Predicting 5th Grade Literacy Proficiency among Low-Income Children. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.
     
  23. Hur, R., Lipscomb, S. T., Lewis*, H., Goka-Dubose, E., Henry*, J. & (2017, April). Challenges in Teacher-Parent Relationships for Children Experiencing Adversity. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.
     
  24. Lipscomb, S. T., Goka-Dubose, E., Henry*, J., & Hur, R. (2017, April). Instability Related to Early Care and Education May Pose Barrier to Supporting Families Facing Adverse Childhood Experiences (ACEs). Poster presented at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.
     
  25. Schmitt, S., Pratt, M., & Lipscomb, S. T. (2017, April). Teacher-child relationships for highly mobile children living in non-parental care. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.
     
  26. Kile, M. L., Lipscomb S. T., MacDonald M., McClelland M., Scott R., O’Connell S. G., Anderson K. (2016). Assessing preschool children’s exposure to flame retardants, using silicone wristbands, and links with teacher-rated social behaviors. International Society for Exposure Science, Ultrech, NL.
     
  27. Lipscomb, S. T., Miao*, A., Finders*, J., Hatfield, B., Pears, K., Kothari, B., and the Oregon School Readiness Consortium (2016, July). School Readiness at the Community Level: children’s scores across schools, districts, and counties. The Administration for Children and Family’s National Research Conference on Early Childhood, Washington, DC.
     
  28. Lipscomb, S. T., Weber, R., Green, B., & Patterson, L. (2016, July). Variability in Teacher- Child Interactions Within Early Learning Programs: Unpacking Differences across Classrooms/Groups. The Administration for Children and Family’s National Research Conference on Early Childhood, Washington, DC.
     
  29. Kothari, B. H., McGee, M., Godlewski, B., McBeath, B., Bank, L., & Lipscomb, S. (2016, June). A Longitudinal Analysis of Discipline among Youth in Foster Care. Paper presented at the Society for Prevention Research annual conference, San Francisco, CA.
     
  30. Schmitt, S. A., Lipscomb, S. T., & Pratt, N. (November, 2015). The role of housing instability and family services for children living in non-parental care. Paper presented at the fall research conference for the Association for Public Policy Analysis and Management, Miami, FL.
     
  31. Rohlman, D., Kincl, L., Kile, M. L., Frey, G., Lipscomb, S. T., MacDonald, M., McClelland, M., & Anderson, K. (2015, April). Reporting community-based participatory research to communities. Northwest Environmental Health Conference, Portland, OR.
     
  32. Lipscomb, S. T., Becker*, D., Laurent, H., Leve, L., Neiderhiser, J., Natsuaki, M., Shaw, D., Reiss, D., & Fisher, P. (2015, March). Children’s stress system activity moderates effects of teacher-child relationships on success in early elementary school. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Philadelphia, PA.
     
  33. Pratt*+, M., McClelland, M., & Lipscomb. S. T. (2015, March). Understanding the relation between multiple risks and early self-regulation. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Philadelphia, PA.
     
  34. Schmitt, S., & Lipscomb. S. T. (2015, March). Housing instability and academic trajectories for children in Head Start. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Philadelphia, PA.
     
  35. Becker*, D., Lipscomb#, S. T., (2014, November). Stress system activity as a moderator of parenting on children’s skills for success in school. Poster presented at the Special Topic Meeting of the Society for Research in Child Development: New Conceptualizations in the Study of Parenting-At-Risk, San Diego, CA.
     
  36. Lipscomb, S. T., Machala, M., Sundborg, S. A., Gebstadt, B., Keys, S., Armington, A., Rennekamp, D., Sektnan, M., Kingston, S., Bovbjerg, V. (2014, October). Strengthening families. Paper presentation at the Oregon Public Health Association Annual Conference, Corvallis, OR.
     
  37. Tepfer, A., Anderson, K., Kile, M., Lipscomb, S. T., McClelland, M. & MacDonald, M. (2014, October). Motor skill proficiency and school readiness in at-risk preschool children, National Federation of Adapted Physical Activity, Ann Arbor, MI.
     
  38. Pratt*+, M. E. Lipscomb, S. T., & McClelland, M., (2014, April). How children’s characteristics moderate effects of early care and education: An illustration with self-regulation development. Poster presented at the Special Topic Meeting of the Society for Research in Child Development: Strengthening Connections among Child and Family Research, Policy and Practice, Alexandria, VA.
     
  39. Przybyla, J., Kile, M., McDonald, M., McClelland, M., Lipscomb, S. T., & Anderson, K. (2014, April). Detection of 41 flame retardants in a Pacific Northwest sample of preschool aged children. 6th Annual Northwest Environmental Health Conference, Portland, OR.
     
  40. Tepfer, A., Anderson, K., Kile, M., Lipscomb, S. T., McClelland, M. & MacDonald, M. (2013, July). Motor skill performance & school readiness. National Consortium for Physical Education for Individuals with Disabilities, Washington, DC.
     
  41. Pratt*, M. E. Lipscomb, S. T., & Schmitt*, S. A. (2013, April). The effect of Head Start on family services and parenting outcomes in a non-parental care sample. Poster presented at the meeting of the Society for Research in Child Development, Seattle, WA.
     
  42. Tracy*+, A. & Lipscomb, S. T. (2013, April). Supporting early childhood teachers: improving the teacher-child relationship for children exhibiting challenging behavior. Poster presented at the meeting of the Society for Research in Child Development, Seattle, WA.
     
  43. Lipscomb, S. T., Pratt*, M., Schmitt*, S. A., Pears, K C., & Kim, H. P. (2012, June). Early care and education for children living in non-parental care: Implications for school readiness. Paper presented at the biennial Head Start Research Conference, Washington, D.C.
     
  44. Lipscomb, S. T., & Pears, K. C. (2011, October). Child care and early education for children living in foster care. Poster presentation at the American Public Health Association Conference, Washington, D.C.
     
  45. Lipscomb, S. T., & Pears, K. C. (2011, June). Early care and education for children in foster care. Poster presentation at the National Conference on Child and Family Policies and Programs, Boston, MA.
     
  46. Williams, S. T., Thompson, R. A., Masyn, K. E., & Ontai, L. (2007, March). School readiness as a developmental process. Poster presented at the biennial meeting of the Society for Research in Child Development, Boston, MA.
     
  47. Williams, S. T., Conger, K. J., & Blozis, S. (2007, March). Interpersonal aggression during adolescence: Developmental pathways and the importance of parents, siblings, and family economics. Paper presented at the biennial meeting of the Society for Research in Child Development, Boston, MA.
     
  48. Lipscomb, S. T., Ontai, L., & Mastergeorge, A. M. (2006, June). Developmental trajectories of social reciprocity among infant peers: Contributions from child care providers and peers. Paper presented at the International Conference on Infant Studies, Kyoto, Japan.
     
  49. Lipscomb, S. T., Ontai, L., Masyn, K. E., & Thompson, R. A. (2006, April). School readiness as a developmental process: Methodological approaches. Poster presented at the Child Care Policy Research Consortium meeting, Silver Springs, MD.
     
  50. Conger, K. J., Lipscomb, S. T., Little, W., Masyn. K. E., & Schebloski, B. (2006, March). Family interactions and adolescent mastery: The role of problem solving. Paper presented at the Society for Research on Adolescence meeting, San Francisco, CA.
     
  51. Lipscomb, S. T. (2000, April). The media and body image: Erasing the harmful ideals. Paper presented at the Western Psychological Association meeting, Portland, OR and the Whitman College Research Conference, Walla Walla, WA.

Invited Presentations

  1. Kile, M., & Lipscomb, S. T. (Co-Presented; Invited-2023). The Interplay Study: Examining the Effect of Flame Retardants and the Home Environment on Children’s Neuro-Cognitive and Behavioral Development. Partnership for Environmental Public Health: Social Stress and Susceptibility. Webinar. National Institute of Environmental Health Sciences, January 30, 2023.
     
  2. Lipscomb, S. T., Hatfield, B., Goka-Dubose, E., & Lewis*, H. (Invited Opening Plenary- 2020, November). Impacts of Roots of Resilience professional development program on young children’s engagement and learning. In Lipscomb, S. T. (Chair and Invited Session Developer), Gilliam, W., Jones Harden, B., & Kwon, K-A. Moving Toward Trauma-Informed Systems and Programs in Early Childhood: Strategies and Interventions to Support the Wellbeing of Young Children Impacted by Trauma. National Research Conference on Early Childhood, Administration for Children and Families, U.S. Department of Health and Human Services, Washington, DC (Virtual)
     
  3. Lipscomb, S. T., Hatfield, B., Goka-Dubose, E., & Lewis, H. (Invited-2020, October). Nurturing Quality with a Trauma-Lens through Professional Development: Impacts of Roots of Resilience. Oregon Child Care Researchers Roundtable (Virtual)
     
  4. Lipscomb, S. T., & the Roots of Resilience Research Team (Invited-2018, October). Nurturing Children’s Roots of Resilience: Trauma-Informed Professional Development for Early Childhood Teachers and Providers. Oregon Child Care Researchers Roundtable, Edgefield, OR.
     
  5. Lipscomb, S. T., Hatfield, B., & the Roots of Resilience Research Team (Invited-2018, June). Nurturing Children’s Roots of Resilience: Professional Development for Early Childhood Teachers. In Lipscomb, S. T. (Chair). Developing and Evaluating Interventions to Address Early Childhood Trauma. National Research Conference on Early Childhood, Washington, DC.
     
  6. Lipscomb, S. T. (Invited-2018, February). Observed Quality, Structural Indicators, and Child Engagement in Centers and Home-Based Programs in Oregon. In Tonyan. H. (Chair), Defining and Measuring Child Care Quality that Reflects Diversity of Families and Setting. Plenary at the Annual Meeting of the Child Care and Early Education Policy Research Consortium, Washington DC.
     
  7. Lipscomb, S. T., Webber, R., Green, B., Gibbs, S., & Patterson, L. (Invited-2018, February). Unpacking Quality: Findings from Validation Studies of Oregon’s Quality Rating and Improvement System. In Tout. K. (Chair), Quality Rating and Improvement Systems: New Evidence and New Questions for the Future. Annual Meeting of the Child Care and Early Education Policy Research Consortium, Washington DC.
     
  8. Lipscomb, S. T. (Invited Colloqium-2017, November). Nurturing Children’s Roots of Resilience: Early Learning for Children Impacted by Trauma. Purdue University, Indiana.
     
  9. Comini, B., & Lipscomb, S. T. (Invited-2017, October). Using Data to Identify and Address Disparities in Early Learning. Oregon Child Care Researchers Roundtable, Edgefield, OR.
     
  10. Lipscomb, S. T., Goka-Dubose, E., Hur, R , & Henry*, J. (Invited-2017, March). Adverse Childhood Experiences and Instability Related to Early Care and Education. Annual Meeting of the Child Care and Early Education Policy Research Consortium, Washington DC.
     
  11. Pratt, M., & Lipscomb, S. T. (Invited-2017, March). Early Care and Education (ECE) Among Non-Parental Households. Annual Meeting of the Child Care and Early Education Policy Research Consortium, Washington DC.
     
  12. Lipscomb, S. T., Weber, R., Green, B., & Patterson, L. (Invited-2016, October). Measuring Quality: Insights from Oregon’s Quality Rating and Improvement System (QRIS) Validation Study. Oregon Child Care Researchers Roundtable, Edgefield, OR.
     
  13. Lipscomb, S. T., Weber, B., & Green, B. (Invited-2015, December). Initial evidence of links between QRIS ratings and observed program quality in Oregon. Annual Meeting of the Child Care Policy Research Consortium, Washington DC.
     
  14. Lipscomb, S. T., Miao, A., Finders, J., Hatfield, B., Pears, K., Kothari, B., and the Oregon School Readiness Consortium (Invited-2015, October). Oregon’s Kindergarten Assessment: children’s scores across schools, districts, and counties. Oregon Child Care Researchers Roundtable, Edgefield, OR.
     
  15. Lipscomb, S. T. (Invited- 2014, November). Evaluating Early Childhood Systems Change. Annual Meeting of the Child Care Policy Research Consortium, Washington DC.
     
  16. Lipscomb, S. T., Karoly, L., & Hawkinson, L. (Invited- 2014, July). QRIS validation studies: A discussion for researchers. Quality Rating and Improvement Systems (QRIS) National Meeting: Building High-Quality Systems through QRIS. Denver, CO.
     
  17. Meloy, M., Lipscomb, S. T., & Baron, M. (Invited – 2014, July). Linking state child care and child welfare policies and populations: Implications for children, families, and policymakers. Head Start’s 12th National Research Conference on Early Childhood, Washington, DC.
     
  18. Schmitt, S. A. & Lipscomb, S. T. (Invited – 2014, July). Early care and education for children living in non-parental care: Outcomes from the Head Start Impact Study. Head Start’s 12th National Research Conference on Early Childhood, Washington, DC.
     
  19. Lipscomb, S. T. (Invited-2013, October). Early care and education for children involved in child welfare: Outcomes for children and families. Oregon Child Care Researchers Roundtable, Edgefield, OR.
     
  20. Lipscomb, S. T. & Magnuson, K. (Invited-2012, July). Tiered Quality Rating and Improvement Systems (TQRIS) validation. Annual Meeting of the Quality Initiatives Research and Evaluation Consortium (INQUIRE), Washington, D.C.
     
  21. Chaudry, A., Lipscomb, S. T., Martinez-Beck, I., Robeson, W. W., & Tout, K. (Invited-2012, November). Closing plenary. Highlights across themes and reflections from HHS leadership. Annual Meeting of the National Child Care Policy Research Consortium, Washington, D.C.
     
  22. Lipscomb, S. T. (Invited-2012, November). Professional development outcomes from Oregon’s Education Quality Investment Partnership (EQUIP). Annual Meeting of the National Child Care Policy Research Consortium, Washington, D.C.
     
  23. Lipscomb, S. T., Meloy, M. E., & Finch, J. (Invited-2012, November). Linking state childcare and child welfare policies and outcomes. Annual Meeting of the National Child Care Policy Research Consortium, Washington, D.C.
     
  24. Lipscomb, S. T. (2011, November). Early care and education for children involved in child welfare: Patterns, predictors, and school readiness outcomes. Annual Meeting of the National Child Care Policy Research Consortium, Washington, D.C.
     
  25. Ashan, N., Christian, S., Lipscomb, S. T. Meloy, B., Rous, B., & Ward, H. (Invited-2011, November). Challenges and opportunities in studying special populations: A conversation about research with families at the intersection of early care and education, child welfare, and early intervention/ preschool special education. Annual Meeting of the National Child Care Policy Research Consortium, Washington, D.C.
     
  26. Lipscomb, S. T. (Invited-2011, October). Early care and education for children from vulnerable groups. Oregon Child Care Researchers Roundtable, Edgefield, OR.
     
  27. Lipscomb, S. T. (Invited-2010, October). How does financial support for quality child care affect low-income families? Oregon Child Care Researchers Roundtable, Edgefield, OR.
     
  28. Lipscomb, S. T. & Norris, D. (Invited-2010, October). Evaluation of the Education Quality Investment Partnership (EQUIP). Oregon Child Care Researchers Roundtable, Edgefield, OR.
     
  29. Williams, S. T. (Invited-2009, October). Providing information on child care to parents: Preliminary findings from Oregon. National Child Care Policy Research Consortium, Washington D.C.
     
  30. Williams, S. T. (Invited-2009, October). Community childcare initiative: Preliminary evaluation findings. Oregon Child Care Researchers Roundtable, Edgefield, OR.
     
  31. Williams, S. T. (Invited-2009, October). EQUIP preliminary evaluation framework. Oregon Child Care Researchers Roundtable, Edgefield, OR.

Undergraduate Student Presentations

  1. Barwig*, A. & Lipscomb#, S. T. (2023, May). Parenting Warmth and Supportiveness and Children’s Empathy in Preschool. OSU-Cascades Student Research and Scholarship Symposium, Bend, OR (Poster Presentation). (Lipscomb primary mentor: honors thesis and Layman Fellowship)
     
  2. Barwig*, A., Bock*, G., Biboux*, K., Williams*, K., (2023, May). Undergraduate Research Experience on the Flame Retardant and Children’s School Readiness Study. OSU-Cascades Student Research and Scholarship Symposium, Bend, OR (Poster Presentation). (Lipscomb primary mentor)
     
  3. Hammer, D., & Lipscomb, S.T. (2023, May). The Effect of Physical Activity and Covid-19 on Executive Function. Oregon State University Celebrating Undergraduate Excellence (Poster Presentation) and Honor’s Thesis Defense, Corvallis, OR (Oral Presentation). (Lipscomb primary mentor: honors thesis)
     
  4. Nichols, A., & Lipscomb, S.T. (2023, May). Mother’s Anxiety Induced by Covid-19 and Children’s Executive Function. Undergraduate Honor’s Thesis Defense, Corvallis, OR (Oral Presentation). (Lipscomb primary mentor: honors thesis and Layman Fellowship)
     
  5. Dickerson, M., MacDonald, M., Lipscomb, S. T., McClelland, M., Chang, S., DeRuyter, T., Megowan, M., & Kile, M. (2023, May). The Impact of Parental and Educators’ Outlook on Children and Developmental Milestones. Oregon State University Celebrating Undergraduate Excellence (Poster Presentation). (Lipscomb co-led study upon which project was based)
     
  6. Holt, K., Anderson, K., Chang, S., DeRuyter, T., Lipscomb, S. T., Megowan, M., Kile, M. (2023, May). Correlation Between Geographical Location and Preschool Children’s Flame Retardant Exposure in the United States Based on Silicone Wristbands. Oregon State University Celebrating Undergraduate Excellence (Poster Presentation). (Lipscomb co-led study upon which project was based)
     
  7. Lukens, E., MacDonald, M., Lipscomb, S. T., McClelland, M., Chang, S., Megowan, M., & Kile, M (2023, May). Parents’ Marital Status and Oregon Preschool-Aged Child’s Behavior/Focus in the Classroom. Oregon State University Celebrating Undergraduate Excellence (Poster Presentation). (Lipscomb co-led study upon which project was based)
     
  8. Krecklow, G., Kile, M., DeRutyer, T., Chang, S., Megowan, M., MacDonald, M., McClelland, M., & Lipscomb#, S. T. (2023, May). Exploring the Association Between Parental Reading Practices and Woodcock-Johnson Letter-Word Recognition Scores in Children Ages 4-5. Oregon State University Celebrating Undergraduate Excellence (Poster Presentation). (Lipscomb co-led study upon which project was based)
     
  9. Barwig*, A. & Lipscomb#, S. T. (2022, June). Parenting Warmth and Supportiveness and Children’s Empathy in Preschool. OSU-Cascades Student Research and Scholarship Symposium, Bend, OR (Poster Presentation).(Lipscomb primary mentor: honors thesis)
     
  10. Nichols*, A. & Lipscomb#, S. T. (2021, June). Covid-19 Pandemic and Executive Function; What is the Relationship? Oregon State University Celebrating Undergraduate Excellence (Ignite Talk, virtual). (Lipscomb primary mentor: honors thesis and Layman Fellowship)
     
  11. Fastelin*, C., Lipscomb#, S. T., & Kile, M. (2021, June). How do Racial Minority Preschoolers Exhibit Resilience Factors during Early Development? Oregon State University Celebrating Undergraduate Excellence (Ignite Talk, virtual). (Lipscomb primary mentor: URSA-Engage)
     
  12. Perez*, A. & Lipscomb#, S. T., Kile, M. (2021, June). Internalizing Behavior and Resilience in Preschoolers. Oregon State University Celebrating Undergraduate Excellence (Ignite Talk, virtual). (Lipscomb primary mentor: URSA-Engage)
     
  13. Hammer, D. & Lipscomb#, S. T., Kile, M. (2021, June). Children’s Self-Regulation during the Pandemic. Oregon State University Celebrating Undergraduate Excellence (Ignite Talk, virtual). (Lipscomb primary mentor: honors thesis and URSA-Enage)
     
  14. Ramirez, M. & Lipscomb#, S. T. (2021, June). COVID-19, Poverty, and Social-Emotional Competence. Oregon State University Celebrating Undergraduate Excellence (Ignite Talk, virtual). (Lipscomb primary mentor: Layman Fellowship)
     
  15. Scott, S. & Lipscomb, #, S. T., Kile, M. (2021, June). Household Income and Preschool Academic Skills. Oregon State University Celebrating Undergraduate Excellence (Ignite Talk, virtual). (Lipscomb primary mentor: URSA-Engage)
     
  16. Sills*, A., Lipscomb, S. T#., & Hatfield, B. (2019, May). Parenting, Household Chaos, and Children’s Stress System Activity as Predictors of Externalizing Behaviors in Preschool. OSU- Cascades Student Research and Scholarship Symposium, Bend, OR.
     
  17. Bickhaus*, L., Hatfield, B., Goka-Dubose, E., Servantes*, O., & Lipscomb#, S. T. (2018, May). Teacher Engagement in Coaching and Application of Knowledge. Oregon State University Celebrating Undergraduate Excellence.
     
  18. Goka-Dubose, E., Bickhaus*, L., Servantes*, O., Hatfield, B., & Lipscomb#, S. T. (2018, June). Quality of Implementation in Video-based Coaching Program for Early Childhood Teachers. OSU-Cascades Student Research and Scholarship Symposium, Bend, OR.
     
  19. Servantes*, O., Bulosan*, C., Goka-Dubose, E., & Lipscomb#, S. T. (2017, May). Measuring Teachers’ Serve and Return Interaction in the Roots of Resilience Program. OSU-Cascades Student Research and Scholarship Symposium, Bend, OR.
     
  20. Lewis*, H., Bulosan*, C., Hope*, S., Longway*, K., Goka-Dubose, E., Hatfield, B., & Lipscomb#, S. T. (2017, May). Roots of Resilience Program: An Overview of the Online Course and Lessons Learned. OSU-Cascades Student Research and Project Symposium, Bend, OR.
     
  21. Magidow*, E., Neves*, B., Lewis*, H., Bulosan*, C., Hur, R. & Lipscomb#, S. T. (2016, May). Preschool Teachers’ Well-Being: Is there a Relationship with Children’s Adverse Childhood Experiences? OSU-Cascades Student Research and Scholarship Symposium, Bend, OR.
     
  22. Niles*, T., & Lipscomb#, S. T. (2016, May). Follow-Up after Healthy Beginning Screening. OSU-Cascades Student Research and Scholarship Symposium, Bend, OR.
     
  23. Hein*, B., & Lipscomb#, S. T. (2015, May). Racial disparities in wages among early childhood education teachers. OSU-Cascades Student Research and Scholarship Symposium, Bend, OR.
     
  24. Napoli*, L., Niles*, T., & Lipscomb#, S. T. (2015, May). Read it, Read it! An early childhood literacy initiative of the Early Learning Hub of Central Oregon. OSU-Cascades Student Research and Scholarship Symposium, Bend, OR.

Workshops

  1. Goka-Dubose, E., Rodriguez, L., & Lipscomb, S. T. (2023, June 28). Train the Trainer Workshop for Roots of Resilience. Co-sponsored by the Early Learning Systems Initiative. Online workshop: 9 participants from Jefferson, Benton, and Deschutes Counties and the Confederated Tribes of Warm Springs, OR.
     
  2. Lipscomb, S. T., Brody, B., Goka-Dubose, E., & Rodriguez, L. (2023, April 7). Nurturing Children’s Roots of Resilience. Workshop for early childhood professionals. Co-sponsored by the Malheur County Education Service District, the Early Learning Systems Initiative, and the Hallie E Ford Center Pilot Project, Oregon State University, Ontario, Oregon. 21 participants.
     
  3. Goka-Dubose, E., Rodriguez, L., & Lipscomb, S. T. (2023, June 26). Nurturing Children’s Roots of Resilience. Co-sponsored by the Early Learning Systems Initiative. Online workshop: 9 participants from Jefferson, Benton, and Deschutes Counties and the Confederated Tribes of Warm Springs, OR.
     
  4. Lipscomb, S. T., Brody, B., Goka-Dubose, E., & Rodriguez, L. (2023, April 7). Nurturing Children’s Roots of Resilience. Workshop for early childhood professionals. Co-sponsored by the Malheur County Education Service District, the Early Learning Systems Initiative, and the Hallie E Ford Center Pilot Project, Oregon State University, Ontario, Oregon. 21 participants.
     
  5. Goka-Dubose, E., Rodriguez, L., Brody, B., & Lipscomb, S. T.# (2023, April 7-8). Train the Trainer Workshop for Roots of Resilience. Co-sponsored by the Malheur County Education Service District, the Early Learning Systems Initiative, and the Hallie E Ford Center Pilot Project, Oregon State University, Ontario, Oregon. 9 participants.
     
  6. Lipscomb, S. T., Lewis, H., Abshire, C., Banks, K., & Phelps, B. (2019-2023). Roots of Resilience Online Course. Served two cohorts of early childhood teachers per year (>100 teachers thus far). Recruited with scholarships funded through local and state partnerships.
     
  7. Goka-Dubose, E. & Lipscomb, S. T. (2020-2022). Roots of Resilience Coaching. Served 13 early childhood coaches and the various teachers they serve throughout the state of Oregon.
     
  8. Goka-Dubose, E., Rodriguez, L. & Lipscomb, S. T. (2022, September). Nurturing Children’s Roots of Resilience Part 1: Resilience and Nurturing Resilience. Workshop for the Confederated Tribes of Warm Springs Head Start and Tribal Child Care staff. Warm Springs, OR. 34 participants. 
     
  9. Lipscomb, S. T., & Brody, B. (2021, October). Nurturing Children’s Roots of Resilience Part 2: Trauma-Lens. In partnership with Malheur Education Service District and Malheur Community Advisory Council. Online workshop: 16 participants. Malheur County, OR.
     
  10. Lipscomb, S. T., & Brody, B. (2021, April). Nurturing Children’s Roots of Resilience Part 1: Resilience and Nurturing Resilience. In partnership with Malheur Education Service District and Malheur Community Advisory. Online workshop: 32 participants. Malheur County, OR.
     
  11. Rodriguez, L. & Lipscomb, S. T. (2020, November). Alimentando Las Raices de Resiliencia de Niños con un Lente de Trauma. A 4-part online workshop in Spanish: 15 participants. Redmond, OR
     
  12. Lipscomb, S. T. & Goka-Dubose, E. (2020, August). Nurturing Children’s Roots of Resilience with a Trauma-Lens: a 4-part Series. Online workshops: 29 Participants from Jefferson, Crook and Deschutes Counties and the Confederated Tribes of Warm Springs, OR
     
  13. Goka-Dubose, E. & Lipscomb. S. T. (2020, May). Nurturing Children’s Roots of Resilience. The Healing Trauma Conference (virtual), Bend, OR.
     
  14. Lipscomb, S. T. & Goka-Dubose, E. (2019, November & December). Nurturing Children’s Roots of Resilience with a Trauma-Lens: a 2-part Series. The Children’s Learning Center, Madras, Oregon. 13 participants
     
  15. Lipscomb, S. T. (2019, October 16). Nurturing Children’s Roots of Resilience with a Trauma- Lens. Pre-Conference Workshop for Trauma-Informed Oregon, Sunriver, Oregon. 24 participants.
     
  16. Lipscomb, S. T., & Lewis, H. (2019, April 12-13). Trauma-Responsive Early Care and Education to Nurture Resilience. Workshop for Early Childhood Professionals, Sponsored by TRACEs of Central Oregon, Bend, OR. 16 participants.
     
  17. Lipscomb, S. T. (2019, April 26). Roots of Resilience: Teachers Awakening Children’s Healing. Annual Conference of the Central Oregon Chapter of the Oregon Association for the Education of Young Children, Bend, OR. 11 participants.
     
  18. Lipscomb, S. T., & Lewis, H. (2019, May 19). Understanding and Nurturing Children’s Roots of Resilience with Children and Families. Oregon Parenting Educators Conference, Corvallis, OR. 36 participants.
     
  19. Lipscomb, S. T., & Lewis, H. (2019, June 19). Developing a Trauma-Lens to Nurture Resilience: A Workshop for Professionals Serving Children and Families. Inaugural Whole Child Training Institute, Hallie Ford Center, Corvallis, OR. 53 participants
     
  20. Lipscomb, S. T. (2019, June 24-25). Nurturing Children’s Roots of Resilience: Trauma- Responsive Early Care and Education. Early Childhood Summer Institute, Oregon Department of Education, Bend, OR. 15 participants.

Community Presentations

  1. Lipscomb, S. T., Neilson, L., & Tracy, A. (2023, September). Supporting Well-being of the Oregon Early Learning Workforce: Recommendations based on Findings from the SEQUAL Survey. Learning Collaborative of the Oregon Early Learning Hubs and Child Care and Resource and Referrals, Monmouth Oregon.
     
  2. Lipscomb, S. T., Phelps*, B., & Neilson, L. (2023, September). Supporting Well-being of the Oregon Early Learning Workforce: Recommendations based on Findings from the SEQUAL Survey. Presentation to the Oregon Department of Early Learning and Care.
     
  3. Goka-Dubose, E., Rodriguez, L., & Lipscomb #, S. T. (2023, April) Integrating Roots of Resilience Coaching into Professional Supports for Early Educators. Annual Conference of the Central Oregon Chapter of the Oregon Association for the Education of Young Children, Bend, OR.
     
  4. Goka-Dubose, E., Rodriguez, L., & Lipscomb #, S. T. (2022, October). Coaching for Resilience in Early Childhood: Integrating Roots of Resilience: Coaching into Professional Supports for Early Educators. Annual Conference for Center on Early Learning & Youth Development, Monmouth, OR.
     
  5. Lipscomb, S. T. (2022, September). Culture of Care Year End Surveys and Focus Groups. Submitted to the Culture of Care Advisory and the High Desert Education Service District.
     
  6. Lipscomb. S. T. (2022, May 5). Child Care Scarcity. Presentation to the League of Women Voters, Bend, OR
     
  7. Goka-Dubose, E., Lipscomb. S. T., & Rodriguez, L. (Co-Presented, 2022, April). Coaching for Resilience in Early Childhood: Integrating Roots of Resilience Coaching into Professional Supports for Early Educators. Annual Conference of the Central Oregon Chapter of the Oregon Association for the Education of Young Children, Bend, OR.
     
  8. Howell, A., Lipscomb. S. T., Swanson, D. & Coates, K. (Co-Presented, 2022, April). Let’s Listen to Our Teachers: Creating an Early Learning Center that Prioritizes Educator Care and Vision as Best Practice. Annual Conference of the Central Oregon Chapter of the Oregon Association for the Education of Young Children, Bend, OR.
     
  9. Lipscomb, S. T., & Brody, B. (2022, April). On the Road to Recovery: Promoting Resilience with Early Educators. SciencePub. Oregon State University-Cascades in partnership with the College of Public Health and Human Science. Recording available: https://www.youtube.com/watch?v=b5tc0hxc-ZM
     
  10. Lipscomb, S. T., & Swander, W. (2022, February). Culture of Care: Year One Developmental Evaluation. Presented to the Central Oregon Health Council.
     
  11. Kile, M., Lipscomb, S. T., & McClelland, M. (Co-presented, 2020, November). Does Your Home Pass the Test? How Environmental Health in the Home Can Affect Child Development. Public Health Insider Series. Oregon State University.
     
  12. Lipscomb, S. T. & Fischetti, D. (2019, October). Trauma, Resilience, and Adverse Childhood Experiences (TRACEs). Leadership Cultivation Event for United Way of Deschutes County, Bend, OR.
     
  13. Wilhelm, K., Lipscomb, S. T., & McClure, K. (2019, October). We Are Our Childhood, City Club of Central Oregon, Bend, OR.
     
  14. Lipscomb, S. T. (2019, October). Nurturing Resilience in Ourselves and Others. Discovery Day, Oregon State University-Cascades, Bend, OR.
     
  15. Lipscomb. S. T. (2018, April). Nurturing Children’s Resilience begins with Fostering Our Own. Annual Conference of the Central Oregon Chapter of the Oregon Association for the Education of Young Children, Bend, OR.
     
  16. Lipscomb, S. T. (Invited-2017, October). Promoting Resilience for Children Facing Adversity. Grantee Meeting of the Oregon Parenting Education Collaborative, Bend, OR.
     
  17. Lipscomb, S. T. (2017, April). Turning adversity upside down: Promoting resilience in early childhood programs. Annual Conference of the Central Oregon Chapter of the Oregon Association for the Education of Young Children, Bend, OR.
     
  18. Lipscomb, S. T. (2013, January). Promoting human capital at OSU-Cascades. Presentation at OSU-Cascades, semiannual Circle of Excellence donor appreciation event, Bend, OR.
     
  19. Lipscomb, S. T. (2012, February). It’s not all ABCs. What makes preschool a path to success? It’s in the Bag, lunchtime lecture series at OSU-Cascades, Bend, OR.

 

Grants

(Back to Shannon Lipscomb)

Grants and Contracts: Currently Active

2023-2024
Kile, M. (Co-PI) & Lipscomb, S. T. (Co-PI). Bioethics Administrative Supplement to (5 R01 ES029497-01A1) Children’s flame retardant exposures measured by passive wristbands: Sex specific associations, social adversity, and socio-cognitive development (2023). National Institutes of Environmental Health Sciences. $222,495.

2023-2025
McClelland, M. (PI), Hatfield, B. (Co-PI), Tominey, S. (Co-PI), Pratt, M. (Co-PI), & Lipscomb, S. T. (Co-I). Capacity Building Center: Competency-based Training and Technical Assistance for the Early Learning Workforce, Early Learning Division, Oregon Department of Education. $8,043,696.

2022-2024
Lipscomb, S. T. (PI), Kothari, B. (Co-PI). Strengthening Measurement of Resilience and Belonging in Central Oregon. United Way of Deschutes County. $90,000.

2021-2023
Shannon, J. (Co-PI), Lipscomb. S. T. (Co-PI), & Kothari, B. (Co-PI). Resilience and Belonging Measure. Central Oregon Health Council. $349,896. Lipscomb is PI on subaward from Oregon Health Sciences University to Oregon State University.

2019-2024
Kile, M. (Co-PI), Lipscomb, S. T. (Co-PI), MacDonald, M. (Co-I), McClelland (Co- I), M., Geldhof, J. (Co-I), & Anderson, K. (Co-I). Children’s flame retardant exposures measured by passive wristbands: Sex specific associations, social adversity, and socio-cognitive development (1 R01 ES029497-01A1). National Institutes of Health. $3,674,145.

Grants and Contracts: Previous

2021-2023
Lipscomb, S. T. (Co-PI) & Kile, M. (Co-PI). Research Supplement to Promote Diversity in Health-Related Research. Supplement to 1 R01 ES029497-01A1 to support doctoral student Alexis Merculief. National Institutes of Health. $138,483.

2022-2023
McClelland, M. (PI), Hatfield, B. (Co-PI), Tominey, S. (Co-PI), Pratt, M. (Co-PI), &  
Lipscomb, S. T. (Co-I).  Capacity Building Center – Early Learning Workforce. Early Learning Division, Oregon Department of Education. $14,868,474.

2020-2021
Brody, B. (Co-PI), Pratt, M. (Co-PI), & Lipscomb, S. T. (Co-PI). Examining Campus-Extension Partnerships to Strengthen Dissemination and Implementation of Evidence-Based/Evidence-Informed Programs. Hallie Ford Center, Oregon State University. $11,988.

2020
Lipscomb, S. T. (PI). Early Learning Hub Scholarships for Roots of Resilience Online Course. Early Learning Hub of Central Oregon, High Desert Education Service District. $5,224.

2019-2021
Lipscomb, S. T. (PI). Roots of Resilience Professional Development for the Oregon Parenting Education Collaborative. Oregon Parenting Education Collaborative, with funding from the Oregon Department of Human Services. $30,000.

2019-2021
Lipscomb, S. T. (PI). Early Learning Culture of Care: Trauma-Informed, Resilience- Nurturing Professional Development for Early Childhood Teachers. High Desert Education Service District. $20,000.

2019-2024
Kile, M. (Co-PI), Lipscomb, S. T. (Co-PI), MacDonald, M. (Co-I), McClelland (Co- I), M., Geldhof, J. (Co-I), & Anderson, K. (Co-I). Children’s flame retardant exposures measured by passive wristbands: Sex specific associations, social adversity, and socio-cognitive development (1 R01 ES029497-01A1). National Institutes of Health. $3,674,145.

2019-2021
Lipscomb, S. T. (PI). Early Learning Culture of Care: Trauma-Informed, Resilience- Nurturing Professional Development for Early Childhood Teachers. High Desert Education Service District. August 2019-August 2021. $20,000. Approved for funding.

2019-2022
Lipscomb, S. T. (PI). Culture of Care Data and Evaluation. High Desert Education Service District. $20,000.

2018-2020
Kothari, B. (PI), Bakos, Y. (Co-PI), & Lipscomb, S. T. (Co-I). Software Systems for Social Innovation (SS4SI) Lab & Foster-Community-Connect. Co-funded by Faculty Executive Committee, Oregon State University-Cascades ($2,000) and TRACEs of Central Oregon ($2,000).

2017-2020
Lipscomb, S. T. (PI), Kothari, B. (Co-PI). Trauma, Resilience, Adverse Childhood Experiences (TRACEs) Outcomes and Impacts. United Way of Deschutes County.
Year 1: $59,702
Year 2: $100,000

2015-2020
Lipscomb, S. T. (PI), Hatfield, B., (Co-I), Fisher, P. (Co-I), Berry, M. (Co-I). Using online learning and coaching to increase the competency of early childhood teachers to impact school readiness for children exposed to trauma, U.S. Department of Education, Institute for Education Sciences, Early Learning, Goal 2 Development and Innovation, $1,499,997

2019
Lipscomb, S. T. (PI). Healthy Beginnings Evaluation. High Desert Education Service District. $14,933.

2017-2018
Kothari, B., (PI) & Lipscomb, S. T. (Co-I). Resilience-Promoting Measures Toolkit. United Way of Deschutes County. $5,500.

2016-2018
Weber, B. (PI), Hatfield, B., (Co-PI), Lipscomb, S. T. (Co-I), Grobe, D. (Co-I). Evaluating Child Care and Development Block Grant in Oregon, Oregon Department of Education, with funding from the U.S. Department of Health and Human Services, Office of Planning, Research, and Evaluation, $68,000

2016
Lipscomb, S. T. (PI). Analysis of Data for the Regional Health Assessment Enhancement: Early Learning, Education, and Wellness. Central Oregon Early Learning Hub, $3,300.

2015
Lipscomb, S. T. (PI), & Kothari, B. (Co-I). Evaluation Plan for Central Oregon Early Learning Hub, Deschutes County Early Learning Division, $10,800.

2015
Lipscomb, S. T. (Co-PI), Pears, K. (Co-PI), Hatfield (Co-I), & Kothari, B. (Co-I). Community Analysis of Oregon Kindergarten Assessment Scores, Oregon School Readiness Consortium, with funding from the Ford Family Foundation, $1,500. Part of a larger contract (PI: McClelland), “Oregon School Readiness Consortium”.

2014-2015
Weber, R. (PI) & Lipscomb, S. T. (Co-I). Logic Model of Professional Development of Oregon’s Early Learning Workforce: Foundation for Kindergarten Readiness of Oregon’s Children. Oregon Department of Education, Early Learning Division. $4,140 Part of a larger contract (PI: Weber) titled, “Research Partnership and Validation Study”.

2014
Lipscomb, S. T. (PI). Theory of Change and Evaluation Plan for Early Learning Hub, Deschutes County Early Learning Division, $5,400.

2013-2014
Bovbjerg, V. (Co-PI), Lipscomb, S. T. (Co-PI), & Rennekamp, D. (Co-PI). Evaluation of Project Launch – Deschutes County, State of Oregon, with funding from the federal Substance Abuse and Mental Health Services Administration, $72,004.

2013-2017
Weber, R. (Co-PI) & Lipscomb, S. T. (Co-PI). Validation Study of Oregon’s Tiered Quality Rating and Improvement System, Oregon Department of Education, with funding from the federal Race to the Top Early Learning Challenge Grant. Project is structured as a 4 year project with annual contracts, with an estimated total budget of $1.1 million over the 4 years. This is part of a larger contract (PI: Roberta Weber, OSU) titled, “Research Partnership and Validation Study”.

2012-2013
Kile, M. (Co-PI), Lipscomb, S. T. (Co-PI), McClelland, M. (Co-PI), & MacDonald, M. (Co-PI). Flame Retardants and Children’s School Readiness, Hallie Ford Center, Oregon State University, $7,000.

2012-2013
Kile, M. (Co-PI), Lipscomb, S. T. (Co-PI), McClelland, M. (Co-PI), & MacDonald, M. (Co-PI). Flame Retardants and Home Environment on Children’s School Readiness, Environmental Health Science Center, Oregon State University, $25,000.

2012-2013
Bovbjerg, V. (Co-PI), Lipscomb, S. T. (Co-PI), & Rennekamp, D. (Co-PI).
Evaluation of Project Launch – Deschutes County, State of Oregon, with funding from the federal Substance Abuse and Mental Health Services Administration, $54,116.

2011-2012
Bovbjerg, V. (Co-PI), Lipscomb, S. T. (Co-PI), & Rennekamp, D. (Co-PI).
Evaluation of Project Launch – Deschutes County, State of Oregon, with funding from the federal Substance Abuse and Mental Health Services Administration, $84,536.

2011
Lipscomb, S. T. (PI). A New Look at Out-of-Home Child Care for High-Risk Children: Child Care Use, Quality, and Foster Children’s Psychosocial Functioning, General Research Fund, Oregon State University, $9,766.

2009-2012
Lipscomb, S. T. (PI). Evaluation of Oregon’s Education Quality Investment Partnership, Child Care Division, Employment Department, State of Oregon,
$83,000. Awarded to S.T. Lipscomb as Independent Consultant /Owner of Dynamic Research and Evaluation.

2007-2011
Lipscomb, S. T. (PI). Evaluation of Community Child Care Initiative, Mount Hood Community College in Partnership with the Portland Children’s Levy and Child Care Resource and Referral of Multnomah County, $124,280. Awarded to S.T. Lipscomb as Independent Consultant /Owner of Dynamic Research and Evaluation.

2005-2007
Lipscomb, S. T. (Doctoral Student Investigator). A New Model of School Readiness: A Multifaceted Developmental Approach, National Child Care Bureau Research Scholars Dissertation Grant, Administration for Children and Families.

2005-2006
Lipscomb, S. T. (Co-PI). The Family Connection Program Grant, Yolo County Children and Families Commission, Davis, CA.

2003-2005
Lipscomb, S. T. (PI). Peer Interaction Study, Jastro Shields Research Grant, University of California, Davis.

Mentored Student-Focused Grants and Fellowships (Awarded)

Miao, A. (Fellow) & Lipscomb. S. T. (Academic Mentor). State Policy Postdoctoral Fellowship,
The Society for Research in Child Development. 2018-2019. Estimated $83,000 to Fellow.
$5,000 to academic mentor.

Sills, A. (Student Recipient). Layman Fellowship, Oregon State University-Cascades. Awarded 2018-2019. $2,500. Lipscomb mentored from conceptualization through implementation.

Servantes, O. (Student Recipient). Undergraduate Research and Scholarship Award (URSA), Oregon State University. 2017-2018. $1,000 Lipscomb mentored from conceptualization through implementation.