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Kevin J. Grimm

University of California, Davis


Publications

  1. Small, B. J., Dixon, R. A., McArdle, J. J., & Grimm, K. J. (in press). Do changes in lifestyle engagement moderate cognitive decline in normal aging? Evidence from the Victoria Longitudinal Study. Neuropsychology.
  2. Grimm, K. J. (in press). Intercept centering and time coding in latent difference score models. Structural Equation Modeling.
  3. Grimm, K. J., An, Y., McArdle, J. J., Zonderman, A. B., & Resnick, S. M. (in press). Recent changes leading to subsequent changes: Extensions of multivariate latent difference score models. Structural Equation Modeling.
  4. Marceau, K. Ram, N., Houts, R. M., Grimm, K. J., Susman, E. J. (in press). Individual differences in boys’ and girls’ timing and tempo or puberty: Modeling development with nonlinear growth models. Developmental Psychology.
  5. Downer, J. T., Lopez, M. L., Grimm, K. J., Hamagami, F., Pianta, R. C., Howes, C. (in press). Observations of Teacher-Child Interactions in Classrooms Serving Latinos and Dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings. Early Childhood Research Quarterly.
  6. Shiyko, M., P., Ram, N., & Grimm, K. J. (in press). An overview of growth mixture modeling: A simple nonlinear application in OpenMx. In R. H. Hoyle (Ed.), Handbook of Structural Equation Modeling (pp. xx-xx). New York: Guilford Press.
  7. Woods, C. M., & Grimm, K. J. (in press). Testing for nonuniform differential item functioning with multiple indicator multiple cause models. Applied Psychological Measurement.
  8. Skibbe, L. E., Grimm, K. J., Bowles, R. P., & Morrison, F. J. (in press). Literacy growth in the academic year versus summer from preschool through second grade: Differential effects of schooling across four skills. Scientific Study of Reading.
  9. Grimm, K. J., & Ram, N. (in press). Growth curve modeling from an SEM perspective. In T. Little, B. Laursen, & N. Card (Eds.), Handbook of developmental research methods (pp. xx-xx). New York: Guilford Publications.
  10. Ram., N., Grimm, K. J., Gatzke-Kopp, L. M., Molenaar, P. C. M. (in press). Longitudinal mixture models and the identification of archetypes: Action-adventure, mystery, science fiction, fantasy, or romance? In T. Little, B. Laursen, & N. Card (Eds.), Handbook of developmental research methods (pp. xx-xx). New York: Guilford Publications.
  11. Song, H., Cai, H., Brown, J. D., & Grimm, K. J. (in press). Detecting and evaluating differential item functioning of the Rosenberg Self-Esteem Scale in the U.S. and China: Measurement bias matters. Asian Journal of Social Psychology.
  12. Grimm, K. J., & Widaman, K. F. (in press). Construct validity. In H. Cooper (Ed.), Handbook of research methods in psychology (pp. xx-xx). Washington, DC: American Psychological Association.
  13. Ferrer, E., & Grimm, K. J. (in press). Issues in collecting longitudinal data. In H. Cooper (Ed.), Handbook of research methods in psychology (pp. xx-xx). Washington, DC: American Psychological Association.
  14. Grimm, K. J., Ram, N., & Hamagami, F. (in press). Nonlinear growth curves in developmental research. Child Development.
  15. Curby, T. W., Grimm, K. J., & Pianta, R. C. (in press). Stability and change in early childhood classroom interactions during the first two hours of a day. Early Childhood Research Quaterly.
  16. Grimm, K. J., & Ram, N. (in press). Modeling change over time. In G. Tenenbaum, R. Eklund, & A. Kamata (Eds.), Handbook of measurement in sport and exercise psychology (pp. xx-xx). Champaign, IL: Human Kinetics.
  17. Guyer, A. E., Choate, V. R., Grimm, K. J., Pine, D. S., & Keenan, K. (2011). Emerging depression is associated with face memory deficits in adolescent girls. Journal of the American Academy of Child and Adolescent Psychiatry, 50, 180-190.
  18. Grimm, K. J., Ram, N., & Estabrook, R. (2010). Nonlinear structured growth mixture models in Mplus and OpenMx. Multivariate Behavioral Research, 45, 887-909.
  19. Blandon, A. Y., Calkins, S. D., Grimm, K. J., Keane, S. P., & O’Brien, M. (2010). Testing a developmental cascade model of emotional and social competence and early peer acceptance. Development and Psychopathology, 22, 737-748.
  20. McArdle, J. J., & Grimm, K. J. (2010). An empirical example of change analysis by linking longitudinal item response data from multiple tests. In A. von Davier (Ed.), Statistical models for test equating, scaling, and linking (pp. 71-88). New York: Springer Science + Business Media.
  21. Grimm, K. J., McArdle, J. J., & Widaman, K. F. (2010). Family-level variance in verbal ability change. In K. Trzesniewski, M. B. Donnellan, & R. E. Lucas (Eds.), Secondary data analysis: An introduction for psychologists. Washington, DC: American Psychological Association.
  22. Grimm, K. J., Steele, J. S., Mashburn, A. J., Burchinal, M., & Pianta, R. C. (2010). Early behavioral associations of achievement trajectories. Developmental Psychology, 46, 976-983.
  23. Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46, 1008-1017.
  24. Grimm, K. J., & Widaman, K. F. (2010). Residual structures in latent growth curve modeling. Structural Equation Modeling, 17, 424-442. Mplus Scripts
  25. McArdle, J. J., & Grimm, K. J. (2010). Five steps in latent curve and latent change score modeling with longitudinal data. In K. van Montfort, J. Oud, & A. Satorra (Eds.), Longitudinal research with latent variables (pp. 245-274). Heidelberg, Germany:Springer-Verlag.
  26. Barrett, F. S., Grimm, K. J., Robins, R., Wildschut, T., Sedikides, C., & Janata, P. (2010). Music-Evoked nostalgia: Affect, memory, and personality. Emotion, 10, 390-403.
  27. Ram, N., & Grimm, K. J. (2009). Growth mixture modeling: A method for identifying differences in longitudinal change among unobserved groups. International Journal of Behavioral Development, 33, 565-576. Mplus Scripts
  28. Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contribution of 'hot' and 'cool' executive function to children's academic achievement and classroom behavior. Early Childhood Research Quarterly, 24, 337-349.
  29. Grimm, K. J., & Ram, N. (2009). Nonlinear growth models in Mplus and SAS. Structural Equation Modeling,16, 676-701. Mplus & SAS Scripts
  30. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Brock, L. L., & Nathanson, L. (2009). The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958-972.
  31. Grimm, K. J., & Ram, N. (2009). A second-order growth mixture model for developmental research. Research in Human Development, 2-3, 121-143. Mplus Scripts
  32. McArdle, J. J., Grimm, K. J., Hamagami, F., Bowles, R. P., & Meredith, W. (2009). Modeling lifespan growth curves of cognition using longitudinal data with multiple samples and changing scales of measurement. Psychological Methods, 14, 126-149.
  33. Cameron Ponitz, C., Rimm-Kaufman, S.E., Grimm, K. J., & Curby, T. W. (2009). How kindergarten classroom quality contributes to reading achievement: The critical role of behavioral engagement. School Psychology Review, 38, 102-120.
  34. Grimm, K. J., Pianta, R. C., & Konold, T. (2009). Longitudinal multitrait-multimethod models for developmental research. Multivariate Behavioral Research, 44, 233-258. Mplus Scripts
  35. Widaman, K. F., & Grimm, K. J. (2009). Invariant or not invariant, that is the question. Measurement, 7, 8-12.
  36. Skibbe, L. E., Grimm, K. J., Stanton-Chapman, T., Justice, L. M., Pence, K. L., & Bowles, R. P. (2008). Reading trajectories of children with language impairment from preschool to fifth grade. Language, Speech, and Hearing Services in Schools, 39, 475-486.
  37. Grimm, K. J. (2008). Longitudinal associations between reading and mathematics. Developmental Neuropsychology, 33, 410-426.
  38. Brock, L. L., Nishida, T. K., Chiong, C., & Grimm, K. J., Rimm-Kaufman, S. E. (2008). Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the responsive classroom approach. Journal of School Psychology, 46, 129-149.
  39. Dohrmann, K. R., Nishida, T. K., Gartner, A., Lipsky, D.K., & Grimm, K. J. (2007). High school outcomes for students previously in a public Montessori program. Journal of Research in Childhood Education, 22, 205-217.
  40. Grimm, K. J. (2007). Multivariate longitudinal methods for studying developmental relationships between depression and academic achievement. International Journal of Behavioral Development, 31, 328-339. Mplus Scripts
  41. Ram, N., & Grimm, K. J. (2007). Using simple and complex growth models to articulate developmental change: Matching method to theory. International Journal of Behavioral Development, 31, 303-316. Mplus & SAS Scripts
  42. Zhang, Z., Hamagami, F., Wang, L., Grimm, K. J., & Nesselroade, J. R. (2007). Bayesian analysis of longitudinal data using growth curve models. International Journal of Behavioral Development, 31, 374-383.
  43. Grimm, K. J. & McArdle, J. J. (2007). A dynamic structural analysis of the potential impacts of major context shifts on lifespan cognitive development. In T. D. Little, J. A. Bovaird & N. A. Card (Eds.), Modeling contextual effects in longitudinal studies (pp. 363-386). Mahwah, NJ: Erlbaum.
  44. Grimm, K. J., McArdle, J. J., & Hamagami, F. (2007). Nonlinear growth mixture models in research on cognitive aging. In K. van Montfort, H. Oud, & A. Satorra (Eds.), Longitudinal models in the behavioral and related sciences (pp. 267-294). Mahwah, NJ: Erlbaum.
  45. Chow, S. M., Grimm, K. J., Fujita, F., & Ram, N. (2007). Exploring cyclic change in emotion using item response models and frequency-domain analysis. In A. Ong & M. van Dulmen (Eds.), Oxford handbook of methods in positive psychology (pp. 362-379). Oxford, England: Oxford University Press.
  46. King, D., King, L., McArdle, J. J., Grimm, K. J., Jones, R. T., & Ollendick, T.H. (2006). Characterizing time in longitudinal trauma research. Journal of Traumatic Stress, 19, 205-215.
  47. Ram, N., Chow, S. M., Bowles, R. P., Wang, L., Grimm, K. J., Fujita, F., & Nesselroade, J. R. (2005). Examining interindividual differences in cyclicity of pleasant and unpleasant affect using spectral analysis and item response modeling. Psychometrika, 70, 773-790.
  48. Justice, L. M., Kaderavek, J., Bowles, R. P., & Grimm, K. J. (2005). Language impairment, parent-child shared reading, and phonological awareness: A feasibility study. Topics in Early Childhood Special Education, 25, 143-156.
  49. Bowles, R. P., Grimm, K. J., & McArdle, J. J. (2005). A structural factor analysis of vocabulary knowledge and relations to age. Gerontology: Psychological Sciences, 60B, P234-P241.
  50. Grimm, K. J. & McArdle, J. J. (2005). A note on the computer generation of structural expectations. In F. Dansereau & F. Yammarino (Eds.) Multi-level issues in strategy and research methods (Volume 4 of Research in multi-level issues) (pp. 335-372). Amsterdam: JAI Press/Elseiver. Maple Scripts
  51. Cox, D. J., Kovatchev, B. P., Gonder-Frederick, L. A., Summers, K., McCall, A., Grimm, K. J., & Clarke, W. L. (2005). Relationships between hyperglycemia and cognitive performance among adults with type 1 and type 2 diabetes. Diabetes Care, 28, 71-77.

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