Professor of Developmental Studies
(PhD, Ohio State University)

Research Interests

Early childhood intervention programs, early childhood professional development, inclusive education, young children at-risk or with disabilities

Contact Information

Child Development and Family Studies Building, Room 204
Purdue University
101 Gates Road
West Lafayette, Indiana 47907-2020

Phone: (765) 494-0942
Fax: (765) 496-1144

E-mail: kdiamond@purdue.edu

Biography
Recent Publications
Education
Courses Recently Taught
Honors
External Grants
Professional Service

Biography

Dr. Diamond's research focuses on effective approaches for teaching preschool children at-risk for later school failure because of poverty or disability.  She has collaborated with Douglas Powell on three projects that seek to improve children’s early literacy and language development through innovative models of professional development with Head Start teachers. Project Literacy investigated effects of expert coaching and workshops with teachers on classroom and child outcomes. The Professional Development in Early Reading examines effects of two different approaches to expert coaching, and the recently funded Classroom Links to Vocabulary and Phonological Sensitivity Skills project is developing and testing the use of technologically-mediated supports for pre-kindergarten teachers to promote key early literacy skills. These projects are supported by grants from the U.S. Department of Education. A third current project, funded by NICHD, examines the effectiveness of an early childhood curriculum for supporting preschool children’s school readiness skills. This project, Children’s School Success, is being implemented in sites across the U.S., in collaboration with colleagues at the University of Maryland, Indiana University, University of Kansas, and San Francisco State University.

For many years, Dr. Diamond has also been interested in the development of young children's attitudes toward children with disabilities.  Currently, her research focuses on relations between preschool children's cognitive development and their ideas about including peers with disabilities in play activities. This project, Understanding young children’s ideas about disabilities, is supported with Hatch funds.

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Recent Publications

Diamond, K.E., & Tu, H. (2009). Relations between classroom context, physical
   disability and preschool children's inclusion decisions. Journal of Applied
   Developmental Psychology, 30, 75-81.

Diamond, K.E., Gerde, H.K., & Powell, D.R. (2008). Development in early literacy
   skills during the pre-kindergarten year in Head Start: Relations between growth
   in children's writing and understanding of letters. Early Childhood Research
   Quarterly, 23, 467-478.

Diamond, K.E., Hong, S-Y., & Tu, H. (2008). Context influences preschool children’s
   decisions to include a peer with a physical disability in play. Exceptionality, 16,
   141-155.

Diamond, K.E., Hong, S-Y., & Baroody, A. (2007). Promoting young children’s social
   competence in early childhood programs. To appear in W.H. Brown, S.L. Odom, &
   S.R. McConnell (Eds.), Social competence of young children: Risk, disability, and
   evidence-based practices (2nd Edition). (pp.165-184). Baltimore: Paul H. Brookes.

Thompson, B., Diamond, K.E., McWilliam, R., Snyder, P., & Snyder, S. (2005).
   Evaluating the quality of evidence from correlational research for evidence-based
   practice. Exceptional Children, 71, 181-194.

Diamond, K.E., & Huang, H. (2005). Preschoolers' ideas about disabilities. Infants and
   Young Children, 18, 37-46.

Diamond, K.E., & Kontos, S. (2004). Families’ resources and accommodations: Toddlers
   with Down syndrome, cerebral palsy and developmental delay. Journal of Early
   Intervention, 26, 253-265.

Diamond, K.E., & Kontos, S. (2004). 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, 26, 253-265.

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.

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.

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.

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.

Diamond, K., & Carpenter, C. (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., & 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.

Innes, F., & Diamond, K. (1999). Relationships between mothers' comments, children's
   ideas, and children's interactions with children with disabilities. Topics in Early
   Childhood Special Education, 19, 103-111.

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

Diamond, K., 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.

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

Powell, D.R., & Diamond, K. (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. (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. (1994). Evaluating preschool children's sensitivity to developmental
   differences. Topics in Early Childhood Special Education, 14, 49-63.

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

Diamond, K., 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., & 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., & 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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Education

• Ph.D., 1974, Department of Psychology, The Ohio State University.
• M.S., 1972, Department of Human Development, Cornell University.
• B.A., 1970, Department of Psychology, University of Rochester.

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Courses Recently Taught

CDFS 408: Curriculum Applications of Atypical Development
CDFS 601: Advanced Child Development
CDFS 630: Intervention Research in Early Childhood Education

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Honors

Outstanding Reviewer, American Educational Research Association, 2007.

Gamma Sigma Delta Research Award of Merit, Purdue University, 2004.

Mary L. Matthews Outstanding Undergraduate Teaching Award, School of Consumer and Family Sciences, Purdue University, 1994.

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External Grants

Powell, D.R. (Principal Investigator), & Diamond, K.E. (Co-Principal Investigator). Classroom links to vocabulary and phonological sensitivity skills. Institute of Education Sciences. $1,700,000, 10/1/07-9/30/10.

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.

Powell, D.R. (Principal Investigator), & Diamond, K.E (Co-Principal Investigator). Teacher Quality: Professional Development in Early Reading. Institute of Education Sciences, $1,418,091, 10/1/04–9/30/07.

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.

Kontos, S., & Diamond, K.E. (Co-Principal Investigators). An evaluation of Indiana’s First Steps Early Intervention Program. 1995-1999, State of Indiana, $200,000.

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Professional Service

Grant Review Panels
Member, Institute of Education Sciences Reading Panel, February, October, 2004.
Chair, Education Centers Review Panel, Institute of Education Sciences, U.S. Department of Education, October 2006.
Chair, Special Education Research Review Panel, Institute of Education Sciences, U.S. Department of Education, October 2006.
Member, Special Education Research Review Panel, Institute of Education Sciences, U.S. Department of Education, February, October, 2007.
Editor, Early Childhood Research Quarterly (2000-2006); Editorial Board, 2006 - present.
Editorial Board, Journal of Early Intervention
Editorial Bard, Topics in Early Childhood Special Education
Editorial Board, Young Exceptional Children
Guest Reviewer, Child Development, American Educational Research Journal, NHSA Dialog, Exceptional Children

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