For a more complete list of publications, visit the following publication sites:
Ramey, C.T., & Ramey, S.L. (2019). Reframing policy and practice deliberations: Twelve hallmarks of strategies to attain and sustain early childhood gains. In: A.J. Reynolds, J.A. Temple (Ed.), Sustaining early childhood learning gains: Program, school, and family influences. Cambridge University Press.
Luo Y, Hétu S, Lohrenz T, Hula A, Dayan P, Ramey SL, Sonnier-Netto L, Lisinski J, LaConte S, Nolte T, Fonagy P, Rahmani E, Montague PR, Ramey C. (2018). Early childhood investment impacts social decision-making four decades later. Nature Communications 9(1): 4705.
Ramey CT, Ramey SL. (2017). Re-framing Early Childhood Care and Education. In: K. Dodge (Ed.), Pre-Kindergarten: The State of Scientific Knowledge. (pp. 93-98):Washington, DC & Durham, NC: Brookings Institute & Duke University.
Ramey SL, Ramey CT. (2016). Stress and resilience in families. In: D. Couchenour & J.K. Chrisman (Ed.), The SAGE Encyclopedia of Contemporary Early Childhood Education. (pp. 1304-1308):Thousand Oaks, CA: SAGE Publications, Inc.
Bickel WK, Moody L, Quisenberry AJ, Ramey CT, Sheffer CE. (2014). A competing neurobehavioral decision systems model of SES-related health and behavioral disparities. Preventative Medicine 68: 37-43.
Ramey SL, Lanzi RG, Ramey CT. (2014). Family resilience to promote positive child development, strong and flexible families, and intergenerational vitality. In: Arditti JA (Ed.), Family problems: stress, risk, & resilience. (pp. 185-199):Hoboken, NJ: Wiley/Blackwell.
Ramey CT, Sparling JJ, Ramely SL. (2014). Interventions for students from impoverished environments. In: Mascolo J, Flanagan D, Alfonso VC (Ed.), Essentials of planning, selecting and tailoring interventions for unique learners. (pp. 415-48):Hoboken, NJ: John Wiley & Sons, Inc.
Ramey CT. (2014). Preventing intellectual disabilities starting in infancy: Results from randomized controlled Abecedarian trials. Global Education Review 2(4): 1-20.
Ramey CT, Sparling JJ, Ramey SL. (2012). Abecedarian: The ideas, the approach, and the findings. Los Altos, CA: Sociometrics Corporation.
Campbell FA., Pungello E, Kainz K, Burchinal M, Yi P, Wasik BH, Barbarin O, Sparling JJ, Ramey CT. (2012). Adult outcomes as a function of an early childhood educational program: An Abecedarian project follow-up. Developmental Psychology 48: 1033-43.
Ramey SL, Ramey CT. (2012). Understanding the developmental influences of the family environment. In: Mayes LC, Lewis M (Ed.), The environment of human development: A handbook of theory and measurement. (pp. 222-42):New York, NY: Cambridge University Press.
Pungello, E.P., Kainz, K., Burchinal, M., Wasik, B.H., Sparling, J.J. Ramey, C.T., & Campbell, F.A. (2010). Early educational intervention, early cumulative risk, and the early home environment as predictors of young adult outcomes within a high-risk sample. Child Development 81: 410-426.
Ramey S.L., & Ramey C.T. (2007). Establishing a science of professional development for early education programs: The Knowledge Application Information Systems (KAIS) theory of professional development. In: L.M. Justice & C. Vukelich (Ed.), Achieving excellence in preschool language and literacy instruction. (pp. 41-63):New York: Guilford Press.
Ramey, C.T., Ramey, S.L., & Lanzi, R.G. (2006). Children’s health and education. In: I. Sigel & A. Renninger (Ed.), The handbook of child psychology. (pp. 864–892):Hoboken, NJ: Wiley & Sons.
Ramey, C.T. & Ramey, S.L. (2006). Early learning and school readiness: Can early intervention make a difference? In: N.F. Watt, C.C. Ayoub, R.H. Bradley, J.E. Puma, & W.A. Lebeouf (Ed.), The crisis in youth mental health: Critical issues and effective programs. Early intervention programs and policies. (pp. 291-317):Westport: Praeger Press.
Ramey, C.T., & Ramey, S.L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly 50: 471-491.