Prof. (Cathy) Huaqing Qi

Department of Educational Specialties

University of New Mexico, USA

Professor

Email: hqi@unm.edu

Qualificatons

Ph.D., Peabody College, Vanderbilt University

M.Ed., Peabody College, Vanderbilt University

M.Ed., Belmont University

Publications (Selected)

1. Hsiao, Y. Y., Qi, C. H., Dale, P. S., Bulotsky-Shearer, R., & Wang, Q. (2023). Measuring Behavior Problems in Children from Low-Income Families: A Rasch Analysis of the Child Behavior Checklist for Ages 1½–5. Journal of Psychoeducational Assessment, 41(5), 526-541.
2. Hsiao, Y. Y., Qi, C. H., Hoy, R., Dale, P. S., Stump, G. S., Davison, M. D., & Xia, Y. (2021). Hierarchy and Reliability of the preschool language scales–fifth edition: Mokken scale analysis. Journal of Speech, Language, and Hearing Research, 64(10), 3983-3994.
3. Qi, C. H., Bulotsky, R. S., & Barton, E. E. (2020). Examining the relation between language skills and challenging behavior. Topics in Early Childhood Special Education, 40(3), 128-130.
4. Bulotsky Shearer, R. J., Bichay-Awadalla, K., Bailey, J., Futterer, J., & Qi, C. H. (2020). Teacher–child interaction quality buffers negative associations between challenging behaviors in preschool classroom contexts and language and literacy skills. Topics in Early Childhood Special Education, 40(3), 159-171.
5. Davis, A. N., & Qi, C. H. (2020). A longitudinal examination of language skills, social skills, and behavior problems of preschool children from low-income families. Topics in Early Childhood Special Education, 40(3), 172-186.
6. Davis, A. N., & Qi, C. H. (2022). Associations between maternal depressive symptoms and child internalizing problems. Early Child Development and Care, 192(5), 697-709.
7. Dunn Davison, M., Qi, C. H., & Kaiser, A. P. (2021). Enhanced milieu teaching strategies for preschool children with autism spectrum disorder. Young Exceptional Children, 24(4), 191-199.
8. Bulotsky-Shearer, R. J., Fernandez, V. A., Bichay-Awadalla, K., Bailey, J., Futterer, J., & Qi, C. H. (2020). Teacher-child interaction quality moderates social risks associated with problem behavior in preschool classroom contexts. Journal of Applied Developmental Psychology, 67, 101103.
9. Bichay-Awadalla, K., Qi, C. H., Bulotsky-Shearer, R. J., & Carta, J. J. (2020). Bidirectional relationship between language skills and behavior problems in preschool children from low-income families. Journal of Emotional and Behavioral Disorders, 28(2), 114-128.
10. Qi, C. H., Van Horn, M. L., Selig, J. P., & Kaiser, A. P. (2020). Relations between language skills and problem behaviour in preschool children. Early Child Development and Care.
11. Qi, C. H., Zieher, A., Lee Van Horn, M., Bulotsky-Shearer, R., & Carta, J. (2020). Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families. Early Child Development and Care, 190(14), 2278-2290.
12. Davison, M. D., & Qi, C. H. (2017). Language teaching strategies for preschool English learners. Perspectives of the ASHA Special Interest Groups, 2(1), 170-178.
13. Qi, C. H., Barton, E. E., Collier, M., & Lin, Y. L. (2018). A systematic review of single-case research studies on using video modeling interventions to improve social communication skills for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 33(4), 249-257.
14. Qi, C. H., Barton, E. E., Collier, M., Lin, Y. L., & Montoya, C. (2018). A systematic review of effects of social stories interventions for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 33(1), 25-34.

Profile Details

https://coehs.unm.edu/faculty-staff/profiles/qi-cathy.html

https://www.researchgate.net/profile/Cathy-Qi-3