Selected Publications

Ahmed, S. F., Montroy, J. J., Skibbe, L. E., Bowles, R., & Morrison, F. J. (2023). The timing of executive function development is associated with growth in math achievement from preschool through second grade. Learning and Instruction 83, 101713. https://doi.org/10.1016/j.learninstruc.2022.101713

Ahmed, S. F., Chaku, N., Waters, N. E., Ellis, A., & Davis-Kean, P. E. (2023). Developmental cascades and educational attainment. Advances in Child Development and Behavior. https://doi.org/10.1016/bs.acdb.2022.10.006

Grammer, J. K., & Ahmed, S. F. (2023). Informing the development of school-based strategies to promote children’s executive function skills: Considerations, challenges, and future directions. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12368

Koepp*, A. E., Watts, T. W., Gershoff, E. T., Ahmed, S. F., Davis-Kean, P., Duncan, G. J., Kuhfeld, M., & Vandell, D. L. (2023). Behavioral regulation problems during childhood prospectively predict adult outcomes: Conceptual replication and extension of Moffitt et al. (2011) using cohorts from the U.S. and the U.K. Developmental Psychology https://doi.org/10.1037/dev0001533

Ribner, A., Ahmed, S. F., Miller-Cotto, D., & Ellis, A. (2023). The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades. Early Childhood Research Quarterly. 64(3), 84–93. https://doi.org/10.1016/j.ecresq.2023.02.004

Ahmed, S. F., Ellis, A., Ward*, K., Chaku, N., & Davis-Kean, P. (2022). Working memory development from early childhood to adolescence using two nationally representative samples. Developmental Psychology. 58(10), 1962–1973. https://doi.org/10.1037/dev0001396

 Ahmed, S. F., Skibbe, L. E., McRoy*, K., Tatar*, B. H., & Scharphorn, L. (2022). Strategies, recommendations, and validation of remote executive function tasks for use with young children. Early Childhood Research Quarterly 60(3), 336–347. https://doi.org/10.1016/j.ecresq.2022.03.002

Ahmed, S. F., Kuhfeld, M., Watts, T.W., Davis-Kean, P., & Vandell, D. L. (2021). Preschool executive function and adult outcomes: A developmental cascade model. Developmental Psychology, 57(12), 2234–2249. https://doi.org/10.1037/dev0001270

 Kim., M, Bousselot, T., & Ahmed, S. F. (2021). Executive functions and science achievement during the five-to-seven-year shift. Developmental Psychology, 57(12), 2119–2133. https://doi.org/10.1037/dev0001261

Ellis, A., Ahmed, S. F., Zeytinoglu, S., Isbell, A., Calkins S. D., Leerkes E. M, Grammer, J. K., Gehring, W., Morrison, F. J. & Davis-Kean, P. (2021). Reciprocal associations between executive function and math achievement: A conceptual replication of Schmitt et al., 2017. Journal of Numerical Cognition 7(3), 453–472. https://doi.org/10.5964/jnc.7047

Ahmed, S. F., Grammer, J. K., & Morrison, F. J. (2021). Cognition in context: Validating group-based executive function assessments in young children. Journal of Experimental Child Psychology, 208:105131. https://doi.org/10.1016/j.jecp.2021.105131

Kim, M., Ahmed, S. F., & Morrison, F. J. (2021). Kindergarten and first grade schooling effects on executive function and academic skill development: Evidence from a school cutoff design. Frontiers in Psychology, 11:607973. https://doi.org/10.3389/fpsyg.2020.607973

 Waters*, N. E., Ahmed, S. F., Tang, S., Morrison, F. J., & Davis-Kean, P. (2021). Pathways from socioeconomic status to early academic achievement: The role of specific executive functions. Early Childhood Research Quarterly 54(1), 321–331. https://doi.org/10.1016/j.ecresq.2020.09.008

 Woods, A., Ahmed, S. F., Katz, B., & Morrison, F. J. (2020). How stable is early academic performance? Using cluster analysis to classify low achievement and EF. Journal of Learning Disabilities. 52(7). https://doi.org/10.1177/0022219419881632

Ahmed*, S. F., Tang, S., Waters*, N. E., & Davis-Kean, P. (2019). Executive function and academic achievement: Longitudinal relations from early childhood to adolescence. Journal of Educational Psychology. 111(3), 446-458. https://doi.org/10.1037/edu0000296