Benjamin Bayly, Ph.D.

Benjamin Bayly, Ph.D.

  • Assistant Professor in Family Studies, Child, and Youth Development
  • Academic Lead, Penn State Better Kid Care
207 Ferguson Building
University Park, PA 16802

Areas of Expertise

  • Prevention Science
  • Risk and Protective Factors in Childhood and Adolescence
  • Early Childhood Education
  • Program Implementation and Evaluation
  • Latent Variable Models
  • Time-varying Effect Models

Websites

Education

  • Ph.D., Prevention Science, Washington State University, 2017
  • Postdoctoral Fellow, Prevention and Methodology Training Program (PAMT), Penn State University, 2019

Recent Publications

Zhang, Z.Z., Bayly, B.L. (2024). Patterns of early childhood adversity and neighborhood deprivation predict challenges in adolescence: A UK birth cohort study. The Journal of Development and Psychopathology.

Welsh, J. A., Bierman, K. L., Jacobson, L. N., Mincemoyer, C. C., Gest, J., Jones, D. E., Matt, L., & Bayly, B. L. (2024). Supporting SEL in childcare centers with curriculum enrichment and an adapted professional development model. Social and Emotional Learning: Research, Practice, and Policy.

Bayly, B. L., Krehbiel, M., Wise, E. Lodl, K. & Anthony, C. (2023). Who benefits and when: Understanding differential treatment effects of an online professional development program. Journal of Professional Development, Learners and Learning, 6(1).

Bayly, B.L., Cooper, B.R., & Rhoades, K (2023). Head Start’s impact on long-term school success: Assessing variation across latent classes of family risk. Child & Youth Care Forum, 52(3), 1-21.

Bayly, B. L., Dizon, E., Shrestha, G., Smith, C. L., Tekle, S., & Rhoades Cooper, B. (2022). Leveraging self-determination theory to understand which preschool teachers benefit most from a professional development intervention. Journal of Early Childhood Teacher Education, 43(2), 194-212.

Hunter, L. J., Bayly, B. L., Bierman, K. L., Welsh, J. A., & Gest, J. M. (2022). Predicting school readiness program implementation in community-based childcare centers. Frontiers in Psychology, 13.

Bayly, B. L., & Bierman, K. L. (2022). Profiles of dysregulation moderate the impact of preschool teacher–student relationships on elementary school functioning. Early Education and Development, 33(1) 164-182.

Bayly, B.L., Escott, R., Nicewonger, N., Campana, C. (2022). Building collaborative partnerships to support infant-toddler teachers through an evidence-informed coaching initiative. Zero to Three, 42(4) 72-78.

Bayly, B.L., Hung, Y.W., & Cooper, D.K. (2021). Age-varying associations between child maltreatment, depressive symptoms, and frequent heavy episodic drinking. Journal of Youth and Adolescence, 51(5), 927-939.

Bayly, B. L., & Vasilenko, S. A. (2021). An ecological latent class model of adolescent risk and protective factors: Implications for substance use and depression prevention. International Journal of Behavioral Development, 45(4), 335-367.

Bayly, B.L., & Bierman, K.L., Jacobsen, L. (2021). Teacher, center, and neighborhood characteristics associated with variations in preschool quality in childcare centers. Child & Youth Care Forum, 50, 779-803.

Cooper, D. K., Bámaca-Colbert, M., Layland, E. K., Simpson, E. G., & Bayly, B.L. (2021). Puerto Ricans and Mexican immigrants differ in their psychological responses to patterns of lifetime adversity. PLoS ONE, 16(10).

Escott, R., Anthony, C., & Bayly, B.L. (2021). We see you! Supporting the professional growth of infant and toddler care providers. Childcare Exchange.

Bayly, B. L., & Bumpus, M. F. (2020). Patterns and implications of values similarity, accuracy, and relationship closeness between emerging adults and mothers. Journal of Moral Education, 49(4), 496-511.

Bayly, B.L., & Bumpus, M. (2020). Predictors and Implications of Values Clarity in First-Year College Students. College Student Journal, 53(4), 397-404.

Jeffords, J. R., Bayly, B. L., Bumpus, M. F., & Hill, L. G. (2020). Investigating the Relationship Between University Students’ Psychological Flexibility and College Self-Efficacy. Journal of College Student Retention: Research, Theory & Practice, 22(2), 351-372.

Bayly, B. L., & Bumpus, M. F. (2019). An exploration of engagement and effectiveness of an online values affirmation. Educational Research and Evaluation, 25(5-6), 248-269.

Hust, S. J., Rodgers, K. B., & Bayly, B.L. (2017). Scripting sexual consent: Internalized traditional sexual scripts and sexual consent expectancies among college students. Family Relations, 66(1), 197-210.

Bayly, B.L., & Gartstein, M. (2013). Mother's and father's reports on their child's temperament: Does gender matter?. Infant Behavior and Development, 36(1), 171-175.

Funding

Do Children Displaying Different Profiles of Cognitive and Behavioral Self-Regulation Respond Differently to Early Education Programs? Eunice Kennedy Shriver National Institute of Child Health and Human Development, 1R03HD098445-01. PI: Bayly, B.L.

Equipping a New Generation of Infant-Toddler Leaders through a Sustainable Peer Coaching Model. The William Penn Foundation. PI: Bayly, B.L.

Promoting Physical Activity among Preschool Children with Autism Spectrum Disorder: Expanding the Capacity of Teachers and Caregivers to Engage Children in Active Play. Pottstown Health and Wellness Foundation. PI: Bayly, B.L.

Graduate Student Opportunities

Dr. Bayly is currently recruiting a master's and/or PhD student for enrollment in the Education, Development, and Community Engagement graduate program for fall 2025.