Office: Math/Psychology 338
Lab: Sondheim 402
Ph.D. – University of Delaware, 2000
Area of Study:
Social development in infancy and early childhood.
Dr. Schultz focuses on social and emotional development in infancy and early childhood and prevention programs that support this development. He’s assistant director of the UMBC Home Visiting Training Certificate program and interested in the evaluation of this program and home visiting services. He’s also interested in how young children think about their social worlds that place them at risk for conflicts, such as how they interpret provocations and others’ emotions.
Child Developmental Psychology (PSYC 200)
Aggression & Antisocial Behavior (PSYC 342)
The Development of Aggressive and Disruptive Behaviors (PSYC 400)
Social Development (PSYC 781)
Biological, Cognitive, and Developmental Bases of Behavior (PSYC 602)
Graduate Research and Training Opportunities:
YES: Accepting new ADP graduate students for Fall 2020.
Dr. Schultz’ graduate students play critical roles in his ongoing projects.This includes working as research assistants on the UMBC Home Visiting Training and Certificate Program and team managers for studies assessing young children’s social and emotional intelligence and thinking patterns.
Undergraduate Research and Training Opportunities:
YES: Undergraduate opportunities available.
Each semester Dr. Schultz typically has 5-15 undergraduate research assistants on his intervention and evaluation team.If interested in joining his team in the upcoming semester, send him an e-mail (email@example.com) during the pre-registration period.
Graduate Program Affiliation(s):
Applied Developmental Psychology
Schultz, D., Groth, E., Vanderwalde, H., Shannon, K., Shuttlesworth, M., & Shanty, L. (2017). Assessment of hostile and benign intent attributions in early childhood: Can we elicit meaningful information? Social Development. DOI: 10.1111/sode.12274
Schultz, D., & Vanderwalde, H. (2012). Parenting Young Children. In James A. Bank (Ed.) Encyclopedia of Diversity in Education. SAGE Publications.
Schultz, D., Ambike, A., Stapleton, L. M., Domitrovich, C. E., Schaeffer, C. M., & Bartels, B. (2010). Development of a questionnaire assessing teacher perceived support for and attitudes about social and emotional learning. Early Education & Development, 21, 865-885.
Schultz, D., Logie, S., Ambike, A., Bohner, K., Stapleton, L., Vanderwalde, H., Min, C., & Betkowski, J. A. (2010). The development and validation of a video-based assessment of young children’s social information processing. Journal of Abnormal Child Psychology, 38, 601-613.
Schultz, D., Izard, C. E., Stapleton, L. M., Buckingham, S., & Bear, G. A. (2009). Children’s social status as a function of emotionality and attention control. Journal of Applied Developmental Psychology, 30, 169-181.
Schultz, D., Ambike, A., Buckingham-Howes, S., & Cheah, C. S. L. (2008). Experimental analysis of preschool playmate preferences as a function of smiles and sex. Infant and Child Development, 17, 503-507.
Schultz, D., Izard, C. E., & Bear, G. A (2004). Children’s emotion processing: Relations to emotionality and aggression. Development & Psychopathology, 16, 371-387.