Dr. Brittany Rhoades Cooper

Brittany Cooper

Assistant Professor, Human Development

509-335-2896

Johnson Tower 510, Pullman

Curriculum Vitae

Education/Training
  • Ph.D., Human Development and Family Studies, Pennsylvania State University, 2009
  • M.S., Human Development and Family Studies, Pennsylvania State University, 2005
  • B.A., Psychology, University of Arizona, 2002
Professional Experience

Present
Assistant Professor, Department of Human Development, Washington State University

2009-2012
Evaluation Research Specialist, Evidence-based Prevention and Intervention Support Center (EPISCenter), Pennsylvania State University

Research Associate, Prevention Research Center, Pennsylvania State University

Research Scientist, Methodology Center, Pennsylvania State University

2005-2007
Prevention and Methodology Pre-doctoral Fellow, National Institute on Drug Abuse (NIDA)

Areas of Emphasis
  • Early Childhood Development
  • Social-emotional Development and Self-regulation
  • Prevention Science
  • Dissemination and Implementation Science, Translational Research
  • Finite Mixture Models (e.g., Latent Class Analysis)
Research Interests

Grounded in a contextual view of human development, my program of research focuses on both the generation of basic prevention research knowledge and the translation of this knowledge for effective prevention practice and policy aimed at improving the mental, emotional, and behavioral health of children, families, and communities. Specifically, my research examines how risk and protective factors at multiple ecological levels, including family, peer, school, and community, interact to predict children’s developmental outcomes. This basic research forms the basis for the development of effective family and school-based prevention programs aimed at promoting healthy development. Once a prevention program has been proven effective, the ultimate goal is widespread dissemination and scale-up, and therefore my research also focuses on the identification and examination of the program, organizational, and community barriers which hinder the successful delivery of preventive interventions under natural conditions. The common thread that connects these areas of research is my aim to produce theory-driven research knowledge with clearly identified applications in the practice and policy of real-world prevention.

Current Funding
  • A randomized trial of Letting Go and Staying Connected, an interactive parenting intervention to reduce risky behaviors among students transitioning to college. National Institute on Drug Abuse, National Institutes of Health. R01DA039247.  ($2,458,440) PI: Laura G. Hill. Co-Is: Matt Bumpus, Richard Catalano, Brittany Cooper, and Kevin Haggerty (9/15/2016-7/31/2021).
  • Student success through transformational change: Creating connection to values and purpose. Washington State University. ($7,120,267) Joint PIs: Laura G. Hill, Samantha Swindell, and Denise Yost. Co-I: Brittany Cooper (7/1/2016-6/30/2021).
  • Evaluation of the Community Prevention and Wellness Initiative (CPWI). Washington Department of Social and Health Services/Division of Behavioral Health and Recovery. ($177,000) Joint PIs: Brittany Cooper, Laura G. Hill (1/2016-6/2017).
  • Parental notification following student substance use violations. Pilot Grant Support Program for Research on Alcohol & Drug Abuse, Washington State University. ($26,040) PI: Matt Bumpus. Co-Is: Brittany Cooper, Laura Hill (8/2016-7/2017)
Selected Publications

Cooper, B.R., Barale, K., Funaiole, A.F., Power, T.G., & Combe, A. (2016). Participant and household characteristics associated with graduation from the Expanded Food and Nutrition Education Program. Journal of Nutrition Education and Behavior, 48(7), 453-460. doi: 10.1016/j.jneb.2016.04.004

Weybright, E.H., Cooper, B.R., Bumpus, M., Hill, L.G., Agley, J. (2016). Moving beyond drinking to have a good time: A person-centered approach to identifying reason typologies in legal-aged college student drinkers. Prevention Science, 17, 679-688. doi: 10.1007/s11121-016-0658-z

Cooper, B.R., Shrestha, G., Hyman, L., & Hill, L. (2016). Adaptations in a community-based parenting intervention: Replication of two coding schemes. Journal of Primary Prevention, 37, 33-52. doi: 10.1007/s10935-015-0413-4

Lanza, S.T., & Cooper, B.R. (2016). Latent class analysis for developmental research. Child Development Perspectives, 10(1), 59-64. doi: 10.1111/cdep.12163

Ullrich-French, S., Cox, A.E., & Cooper, B.R. (2016). Examining combinations of social physique anxiety and motivation regulations using latent profile analysis. Measurement in Physical Education and Exercise Science, 20(1), 63-74. doi: 10.1080/1091367X.2015.1107571

Moore, J.E., Cooper, B.R., Domitrovich, C.E., Morgan, N., Cleveland, M.J., Shah, H., Jacobson, L., & Greenberg, M.T. (2015). The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children. Early Childhood Research Quarterly, 32, 127-138. doi: 10.1016/j.ecresq.2015.03.004

Cooper, B.R., Bumbarger, B.K., & Moore, J.E. (2015). Sustaining evidence-based prevention programs: Correlates in a large-scale dissemination initiative. Prevention Science, 16(1), 145-157. doi: 10.1007/s11121-013-0427-1

Cooper, B.R., & Lanza, S.T. (2014). Who benefits most from Head Start? Using latent class moderation to examine differential treatment effects. Child Development, 85(6), 2317-2338. doi: 10.1111/cdev.12278

Cooper, B.R., Moore, J.E., Powers, C.J., Cleveland, M., & Greenberg, M.T. (2014) Patterns of early reading and social skills associated with academic success in elementary school. Early Education and Development, 25(8), 1248-1264. doi: 10.1080/10409289.2014.932236

Lanza, S.T., Cooper, B.R., & Bray, B.C. (2014). Population heterogeneity in the effect of multiple risk factors for delinquency. Journal of Adolescent Health, 54(3), 319-325. doi: 10.1016/j.jadohealth.2013.09.007

Domitrovich, C.E., Morgan, N., Moore, J.E., Cooper, B.R., Shah, H. Jacobson, L., & Greenberg, M.T. (2013). One versus two years: Does length of exposure to an enhanced preschool program impact the academic functioning of disadvantaged children at kindergarten? Early Childhood Research Quarterly, 28(4), 704-713. doi: 10.1016/j.ecresq.2013.04.004

Moore, J.E., Bumbarger, B.K., & Cooper, B.R. (2013). Examining adaptions of evidence-based programs in natural contexts. Journal of Primary Prevention, 34(3), 147-161. doi: 10.1007/s10935-013-0303-6

Lanza, S.T., & Rhoades, B.L. (2013). Latent class analysis: An alternative perspective on subgroup analysis in prevention and treatment. Prevention Science, 14(2), 157-168. PMCID: PMC3173585 doi: 10.1007/s11121-011-0201-1

Denham, S.A., Kalb, S., Way, E., Warren-Khot, H., Rhoades, B.L., &  Bassett, H.H. (2013). Social and emotional information processing in preschoolers: Indicator of early school success? Early Child Development and Care, 183(5), 667-688. doi: 10.1080/03004430.2012.682728

Jones, D., Feinberg, M., Cleveland, M., & Cooper, B.R. (2012). A multi-domain approach to understanding risk for underage drinking: Converging evidence from 5 data sets. American Journal of Public Health, 102(11), 2080-2087. doi: 10.1007/s11121-012-0281-6