Student Publications 2011-2016

Clinical and School Psychology

Aduen, P.A., Kofler, M.J., Cox, D.J., Sarver, D.E., & Lunsford, E. (2015). Motor vehicle driving outcomes in high incidence disability: Comparison of drivers with ADHD, depression, and no known psychopathology. Journal of Psychiatric Research, 64, 59-66.

Aduen, P.A., Rich, B.A., Sanchez, L., O’Brien, K. & Alvord, M.K (2013). Resilience Builder Therapy Program addresses core social deficits and emotion regulation in high-functioning ASD youth, Journal of Psychological Abnormalities in Children. 3:118.  doi: 10.4172/2329-9525.1000118

Alea, N. & Vick, S. C. (2010). The first sight of love: Relationship-defining memories and marital satisfaction across adulthood. Memory, 17, 730-742.

Baly, M., & Cornell, D. (2011). Effects of an Educational Video on the Measurement of Bullying by Self-Report, Journal of School Violence, 10, 221-238.

Benton, A., Morin H.K., Kelley S., Scaptura S., & White T. (2013). Girlfighting: Relational aggression among middle school girls. Jefferson Public Citizens Journal, 27-32.

Bistrong, E. A., Morin, H.K. & Bradshaw, C.P. (In Press). Preventing and addressing bullying on college campuses. In C.P. Bradshaw (Ed.), Handbook of bullying prevention: A lifecourse perspective. Washington, D.C.: National Association Of Social Workers Press.

Carter, L. Williford, A., & LoCosale-Crouch, J. (in press). Exploring the teacher-child relationship: The role of a teacher’s attributions for child disruptive behavior.  Provisionally Accepted - Early Education & Development.

 Cornell, D., & Heilbrun, A. (2015). Student threat assessment and bullying prevention. In K. Heilbrun, D. DeMatteo, & N., Goldstein (Eds.). Handbook of Psychology and Juvenile Justice, (pps. 233-255). Washington, DC: American Psychological Association. 

Cox, N.B., Reeve, R.E., Cox, S.M., & Cox, D.J. (2012).  Brief Report: driving and young adults with ASD: parents’ experiences.  Journal of Autism and Developmental Disorders, DOI 10.1007/s10803-012-1470-7.     

Cox, N.B., Reeve, R.E., Cox, S.M., & Cox, D.J. (In press).  Enhancing driving performance in young adults with ASD.  Autism Spectrum Quarterly, Anticipated Summer 2012.

Cruz Aguayo, Y., Schodt, S., Guanziroli, T., LoCasale-Crouch, J., Hasbrouck, S.L., & Melo, C. (2015). Early schooling: Influences on learning and development in early grades. In Development in the Americas, pp. 85-103. Inter-American Development Bank: Washington, DC.

Folk, J., Nichols, E. B., Dallaire, D., & Loper, A. (2012) Evaluating the content and reception of messages from incarcerated parents to their children. Journal of Orthopsychiatry, 82 (4), 529-541.

Foukal, M. D., Lawrence, E. C., & Williams, J. L. (2016). Initial characteristics and mentoring satisfaction of college women mentoring youth: Implications for training. Mentoring and Tutoring: Partnership in Learning, 1-15.

Fraser, K. & Loper, A. B. (2010).  Personality features of female offenders in prison-family relationships.  Correction Compendium, 35, 1-5:13.

Hasbrouck, S.L., Phillips, K., & Downer, J. (in press). How changes in the DSM-5 will likely effect professionals working with youth.  Beyond Behavior, 30.

Hasbrouck, S.L. & Pianta, R.C. (In press). Understanding child care quality and implications for dual language learners. In K. Sanders & A. Wishard (Eds.), The culture of child care: Attachment, peers, and quality in diverse communities. Oxford University Press: New York, NY.

Heilbrun, A., Cornell, D., & Lovegrove, P. (2015).  Principal attitudes regarding zero tolerance and racial disparities in school suspension. Psychology in the Schools, 52, 489-499.

Heilbrun, A., & Cornell, D. (in press). Policies related to the prevention of bullying. In C. Bradshaw (Ed.) Handbook of Bullying Prevention: A Lifecourse Perspective. Washington, DC: National Association of Social Workers Press. 

Komarovskaya, I., Loper, A. B., Warren, J., Jackson, S. (2011).  Exploring gender differences in trauma exposure and the emergence of symptoms of PTSD among incarcerated men and women. Journal of Forensic Psychiatry and Psychology, 22, 395-410.  

Leyton-Armakan, J., Lawrence, E., Deutsch, N., Williams, J. (2012).  Examining the relationship between initial characteristics of college women mentors and mentee outcomes. J. Comm. Psych.

LoCasale-Crouch, J.C., Vitello, V., & Hasbrouck, S.L. (In press). Measuring what matters in early childhood classrooms: A focus on teacher-child interactions. Pensamiento Educativo.

Loper, A. B. & Tuerk, E. (2011).  Improving the emotional adjustment and communication patterns of incarcerated mothers: Effectiveness of a prison parenting intervention.  Journal of Child and Family Studies, 20, 89-101.

Loper, A. B. & Levitt, L. (in press).  Mental health needs of female offenders.  Correctional Mental Health:  From Theory to Best Practice. T. J. Fagan and R. K. Ax, (Eds).  New York:  Sage.

Loper, A. B., Nichols, E. B., & Novero, C. (2011).  Delinquency and violent behavior in girls: Prominent risks and promising interventions.  In M. Paludi (Ed.). The Psychology of Teen Violence. Vol. 2: Strategies for Prevention for Families and Schools.  Westport, CT: Prager.

Loper, A. B. & Novero, C. (2010).  Parenting programs for prisoners:  Current research and new directions.  Children of incarcerated parents. J. Poehlmann and M. Eddy (eds.), pp. 189-216. Washington DC:  The Urban Institute.

Loper, A. B., Phillips, V., Nichols, E. B., & Dallaire, D. (2013).  Characteristics and effects of the coparenting alliance between imprisoned parents and child caregivers. J. Child and Family Studies.

Loper, A. B., Whalen, M., & Will, J. (2014). Inside & out: Family life for parents in prison. In J. A. Arditti (Ed.), Family problems: Stress, risk, & resilience. Wiley-Blackwell.

Marshall, J. H., Davis, M. C., Lawrence, E. C., Peugh, J, & Toland, M. (2016). Mentors' perceived program support scale: Development and initial validation. Journal of Community Psychology, 44(3), 342-357.

Marshall, J. H., Lawrence, E. C., & Peugh, J. (2013).  College women mentoring adolescent girls: The relationship between mentor and peer support and mentee outcomes.  Mentoring & Tutoring: Partnership in Learning, 21(4), 444-462.

Novero, C.M., Loper, A.B., & Warren, J.I. (2011).  Second-generation prisoners:  Prisoners with a history of parental incarceration.  Criminal Justice & Behavior, 38, 761-778.

Mintz, T.M. & Hamre, B.K., & Hatfield, B.E. (2011). The role of effortful control in mediating the association between maternal sensitivity and children’s relationships with teachers and peers in first grade. Early Education and Development, 22, 360-387.

Morin, H.K., Bradshaw, C.P., & Berg, J. (2015) Examining the link between peer victimization and adjustment problems in adolescents: The role of connectedness and parent engagement. Psychology of Violence, 5(4), 422-432.

Morin, H.K., Bistrong, E. A., & Bradshaw, C.P. (In Press). Bullying on the college campus. In C.P. Bradshaw (Ed.), Handbook of bullying prevention: A lifecourse perspective. Washington, D.C.: National Association Of Social Workers Press.

Morin, H.K. & Bradshaw, C.P. (In Press). Relational bullying and mental health correlates. In C.P. Bradshaw (Ed.), Handbook of bullying prevention: A lifecourse perspective. Washington, D.C.: National Association Of Social Workers Press.

Nichols, E. B. & Loper, A. (2012) Incarceration in the household: Academic outcomes of adolescents with incarcerated household members. Journal of Youth and Adolescence, 41 (11), 1455-1471.

Phillips, K., & Downer, J. T. (in press). Classroom context and years of teaching experience as predictors of misalignment on ratings of preschoolers' classroom engagement.  Early Childhood and Development.

Phillips, V., & Cornell, D. (2012).  Identifying victims of bullying: Use of counselor interviews to confirm peer nominations. Professional School Counseling, 14, 123-131.

Pianta, R., & Wolcott, C. S. (2014). Pre-kindergarten for the modern age: A scalable, affordable, high-quality plan for Texas. Retrieved from:

Pudommana, J., Haak, J., & Mintz, T. (2010). Evaluating the integration of systems on effective teaching, classroom environments, and children’s pre-academic learning. In C. Howes and R.C. Pianta (Eds.), Foundations for Teaching Excellence Connecting Early Childhood Quality Rating, Professional Development, and Competency Systems in States. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.

Tolan, P., Ross, K., Arkin, N., Godine, N., & Clark, E. (2016). Toward an integrated approach to positive development: Implications for intervention. Applied Developmental Science, DOI: 10.1080/10888691.2016.1146080.

Wade, J.L., Cox, N.B., Reeve, R.E., & Hull, M. (2014). Brief report: Impact of child problem behaviors and parental broad autism phenotype traits on substance use among parents of children with ASD. Journal of Autism and Developmental Disorders. doi: 10.1007/s10803-014-2132-8

Wade, A.C., Morin, H.K., Ambrose, M., Cooper, C., & Okyay, S. (2014). “They just don’t understand”: Understanding an adult’s role in relational aggression among middle school girls. Jefferson Public Citizens Journal, 97-103.

Wade, J.L. & Reeve, R.E. (2013). Autism Spectrum Disorder and Intellectual Giftedness. In J.A. Plucker and C.M. Callahan (Eds.), Critical Issues and Practices in Gifted Education (2nd ed., pp. 77-93). Waco, TX: Prufrock Press Inc. 

Will, J. L., Loper, A. B., & Jackson, S. L. (2014). Second-generation prisoners and the transmission of domestic violence. Journal of Interpersonal Violence. Advance online publication. doi:10.1177/0886260514555127

Will, J. L., Whalen, M. L., & Loper, A. B. (2014). From one generation to the next: Childhood experiences of antisocial behavior and parental incarceration among adult inmates. Journal of Offender Rehabilitation, 53, 1-21. doi:10.1080/10509674.2014.887606

Williford, A. P. & Wolcott, C. S.  (In Press).  Student teacher relationships.  In J. Durlak, T. Gullotta, C. Domitrovich, P. Goren, & R. Weissberg (Eds.) Handbook of social emotional learning. New York: Guilford University Press.

Williford, A, Wolcott, C., Whittaker, J., & Locasale-Crouch, J. (In Press). Classroom and teacher characteristics predicting the implementation of Banking Time with preschoolers who display disruptive behaviors. Prevention Science.

Wolcott, C. S., & Williford, A. P. (2015). Teacher and teacher aide ratings of externalizing behavior: Agreement and associations with observed classroom behavior. Topics in Early Childhood Special Education, 34 (4), 211-222.