The Orelena Hawks Puckett Institute is a not-for-profit organization engaging in activities that enhance and promote healthy child, parent, and family functioning. Our goal is to foster adoption of evidence-based practices that build on the capacities and strengths of children, parents, families, communities, and public and private organizations. This is accomplished using different approaches and strategies that draw from a wealth of knowledge and experiences for improving efforts directed at supporting and strengthening family functioning.
Our research-to-practice activities emphasize positive aspects of behavior that support and strengthen child, parent, and family development.
The Puckett Institute is dedicated to the advancement of policies and practices that are respectful and sensitive to cultural, racial, ethnic, and socioeconomic diversity.
Recently Published:
Multilevel linear modelling of the response-contingent learning of young children with significant developmental delays. Raab, M., Dunst, C. J., & Hamby, D. W. February 2018
Practitioner-informed improvements to early childhood intervention performance checklists and practice guides. Dunst, C. J., Hamby, D. W., Wilson, L. L., Espe-Sherwindt, M., & Nelson, D.E. July 2017
Research foundations for evidence-informed early childhood intervention performance checklists. Dunst, C. J. August 2017
Parents' social validity appraisals fo early childhood intervention practice guides. Dunst, C. J. July 2017
Family socioeconomic status and ethnicity, acculturation and enculturation, and parent beliefs about child behavior learning methods, and parenting roles. Dunst, C. J., Hamby, D.W., Raab, M., & Bruder, M.B. May 2017
Procedures for developing evidence-informed performance checklists for improving early childhood intervention practices. Dunst, C. J. March 2017
Contrasting approaches to the response-contingent learning of young children with significant delays and their social-emotional consequences. Dunst, C. J., Raab, M., & Hamby, D.W. March 2017
Early childhood practitioner judgements of the social validity of performance checklists and parent practice guides. Dunst, C. J. March 2017
Predictors of the social validity judgements of early childhood intervention performance checklists and practice guides. Dunst, C. J. & Hamby, D.W. January 2017
Efficacy trial of contrasting approaches to the response-contingent learning of young children with significant developmental delays and multiple disabilities. Raab, M., Dunst, C. J., & Hamby, D.W. June 2017
Interest-based everyday child language learning. Dunst, C. J., Raab, M., & Hamby, D.W. July 2016
Review of single participant studies investigating the relationship between the interests and social-communication behavior of young child with autism spectrum disorder. Dunst, C. J. & Hamby, D.W. June 2016
Effects of cumulative family risk factors on american students' academic performance. Dunst, C. J. & Hamby, D.W. February 2016.
A case study approach to secondary reanalysis of a quantitative research synthesis of adult learning practices studies. Dunst, C. J. & Hamby, D.W. October 2015.
Professional-family help giving relationships in family support programs. Dunst, C. J. October 2015.
Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes.
Dunst, C. J., Bruder, M. B., & Hamby, D. W. June 2015.
Meta-analysis of the effectiveness of four adult learning methods and strategies. Dunst, C. J., Trivette, C.M., & Hamby, D. W. 2011.
Meta-analysis of the effectiveness of four adult learning methods
and strategies: Supplemental tables and references. Dunst, C. J., Trivette, C.M., & Hamby, D. W. 2011.
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