Shannon Lipscomb is an Assistant Professor of Human Development and Family Science at Oregon State University-Cascades Campus. Dr. Lipscomb examines children's development of school readiness, and the effects of children’s experiences at home and in child care and early education settings to their development. Her work focuses on children’s self-regulation skills that facilitate later school success, and on vulnerable populations of children, including those involved in the Child Welfare system. Dr. Lipscomb also conducts applied research on the effectiveness of policies and programs that strive to improve the quality of child care and early learning in Oregon, and to increase access to quality care for children from vulnerable populations.

Memberships

Hallie Ford Center for Children and Families, Early Childhood Core:
http://health.oregonstate.edu/hallie-ford

Oregon Child Care Research Partnership
http://health.oregonstate.edu/sbhs/family-policy-program/occrp-information

National Child Care Policy Research Consortium
http://www.acf.hhs.gov/programs/occ/research/index.htm#ccprc

Dr. Lipscomb teaches undergraduate courses in Research Methods, Grant Writing/Program Development, and Families and Poverty. She also mentors graduate students in research on early childhood development, and early care and education, and home environments.

Selected Publications

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.
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.
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.
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.
Williams, S. T. & Ontai, L., & Mastergeorge, A. M. (2010).  The dyadic process of early peer interaction: a person-centered and variable-centered approach. Social Development, 19, 348-368.
Williams, S. T., Ontai, L., & Mastergeorge, A. M. (2007).  Reformulating infant and toddler social competence with peers.  Infant Behavior and Development, 30, 353-365.

Selected Presentations and Invited Addresses

Lipscomb, S. T. (2012, February). “It’s Not All ABCs: What Makes Preschool a Path to Success?” It’s in the Bag Lecture Series, Oregon State University-Cascades.
Lipscomb, S. T. (2011, November). “Early Care and Education for Children Involved in Child Welfare: Patterns, Predictors, and School Readiness Outcomes.” Invited presentation at the Annual Meeting of the National Child Care Policy Research Consortium.
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.
Lipscomb, S. T. (2010, October). “How Does Financial Support for Quality Child Care Affect Low-Income Families?” Invited presentation at the Oregon Child Care Researchers Roundtable.
Lipscomb, S. T. & Norris, D. (2010, October). “Evaluation of the Education Quality Investment Partnership (EQUIP)” Invited presentation at the Oregon Child Care Researchers Roundtable.
Williams, S. T. (2009, October). “Providing Information on Child Care to Parents: Preliminary Findings from Oregon”. Invited address to the National Child Care Policy Research Consortium. Washington D.C.
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.