Publications

Stack of six colorful, leather bound books

Stack of six colorful, leather bound books

Congratulations to Virginia Tech Center for Autism Research affiliates and co-authors on these 2020 publications!

"Access to Autism Spectrum Disorder Services for Rural Appalachian Citizens" in the Journal of Appalachian Health:  (affiliates) Angela Scarpa, Angela Dahiya, Denis Gracanin, Jordan Albright, Alyssa Gatto, Jen Scott; (co-authors) Laura Jensen, Sharon Ramey, L. Maria Ingram, Lisa Ruble

 

"Sluggish Cognitive Tempo in Autism Spectrum Disorder, ADHD, and Their Comorbidity: Implications for Impairment" in the Journal of Clinical Child and Adolescent Psychology:  (affiliates) Tyler McFayden, Angela Scarpa, Angela Dahiya, Thomas H. Ollendick; (co-author) Matthew A. Jarrett, Susan W. White

 

 

 

Most recent publications, alphabetical by Affiliate's last name:

Achenie, L., Scarpa, A., Factor, R., Wang, T, Robins, D., McCrickard, D.S. (advance online publication). A Machine Learning Strategy for Autism Screening in Toddlers. Journal of Developmental and Behavioral Pediatrics. doi: 10.1097/DBP.0000000000000668

Azano, A. P., Downey, J., & Brenner, D. (2019). Preparing pre-service teachers for rural schools. Oxford Research Encyclopedia of Education (Ed. J. Lampert). New York: Oxford University Press. (Published first online)

Ruday, S., & Azano, A. P. (2019). Arguments that matter: A place-based approach to teaching argument writing to rural students. Journal of Teaching Writing, 34(1), 1-29.

El-Abd, M., Callahan, C., & Azano, A. (2019). Predictive factors of literacy achievement in young gifted children in rural schools. Journal of Advanced Academics (published online first).

Azano, A. P., & Azano, E. (2018). Drawing on love (A dialogue). English in Australia, 53(2), 4-7.

Eppley, K., Azano, A. P., Brenner, D., & Shannon, P. (2018). What counts as evidence in rural schools?: Evidence-based practice and practice-based evidence for diverse settings. The Rural Educator, 39(2), 33-37.

Gartstein, M.A., Hancock, G.R., Potapova, N.V., Calkins, S.D., & Bell, M.A. (accepted).  Modeling development of frontal electroencephalogram (EEG) asymmetry: Sex differences and links with temperament.  Developmental Science.

Blankenship, T. L., Slough, M. A., Calkins, S. D., Deater-Deckard, K., Kim-Spoon, J., & Bell, M.A. (2019). Attention and executive functioning in infancy: Links to childhood executive function and reading achievement. Developmental Science, e12824.

Brito, N.H., Fifer, W.P., Amso, D., Barr, R., Bell, M.A., Calkins, S., Flynn, A., Montgomery-Downs, H.E., Oakes, L.M., Richards, J.E., Samuelson, L.M., & Colombo, J. (2019). Beyond the Bayley: Neurocognitive assessments of development during infancy and toddlerhood. Developmental Neuropsychology, 44, 220-247.

Broomell, A.P.R., Savla, J., & Bell, M.A. (2019).  Infant electroencephalogram coherence and toddler inhibition are associated with social responsiveness at age 4.  Infancy, 24, 43-56.

Diaz, A., Swingler, M.S., Tan, L., Smith, C.L., Calkins, S.D., & Bell, M.A. (2019). Infant frontal EEG asymmetry moderates the association between maternal behavior and toddler negative affectivity.  Infant Behavior and Development, 55, 88-99.

Kim-Spoon, J., Deater-Deckard, K., King-Casas, B., Calkins, S., & Bell, M. A. (2019). Commonality between executive functioning and effortful control related to adjustment. Journal of Applied Developmental Psychology, 60, 47-55.

Kraybill, J.H., Kim-Spoon, J., & Bell, M.A. (2019). Infant attention and age 3 executive function.  Yale Journal of Biology and Medicine, 92, 3-11.

Blankenship, T.L., Broomell, A.P.R., & Bell, M.A. (2018).  Semantic future thinking and executive functions at age 4:  The moderating role of frontal activation.  Developmental Psychobiology, 60, 608-614.

Blankenship, T.L., Keith, K., Calkins, S.D., & Bell, M.A. (2018). Behavioral performance and neural areas associated with memory processes contribute to math and reading achievement in 6-year-old children. Cognitive Development, 45, 141-151.

Crandall, A.A., Ghazarian, S.R., Deater-Deckard, K., Bell, M.A., & Riley, A.W. (2018).  The interface of maternal cognitions and executive function in parenting and child conduct problems.  Family Relations, 67, 339-353.

Diaz, A., Blankenship, T.L., & Bell, M.A. (2018). Episodic memory in middle childhood: Age, brain electrical activity, and self-reported attention. Cognitive Development, 47, 63-70.

Joyce, A.W., Friedman, D.R., Wolfe, C.D., & Bell, M.A. (2018).  Executive attention at age 8: Concurrent and longitudinal predictors and individual differences. Infant and Child Development, 27, e2066.

Liu, R., Blankenship, T.L., Broomell, A.P.R., Garcia-Meza, T., Calkins, S.D., & Bell, M.A. (2018). Executive function mediates the association between toddler negative affectivity and early academic achievement.  Early Education & Development, 29, 641-654. **to be reprinted in: Moving Forward in the Study of Temperament and Early Education Outcomes: Mediating and Moderating Factors (Routledge, 2020) ISBN: 978-0-367-36189-1

Liu, R., Calkins, S.D., & Bell, M.A. (2018).  Fearful inhibition, inhibitory control, and maternal negative behaviors during toddlerhood predict internalizing problems at age 6.  Journal of Abnormal Child Psychology, 46, 1665-1675.

MacNeill, L., Ram, N., Bell, M.A., Fox, N.A., & Perez-Edgar, K. (2018).  Trajectories of infants’ biobehavioral development: Timing and rate of A-not-B performance gains and EEG maturation. Child Development, 89, 711-724.

Marcano, J.L., Bell, M.A., & Beex, A.A. (2018). Classification of ADHD and non-ADHD subjects using a universal background model.  Biomedical Signal Processing and Control, 39, 204-212.

Perry, N.B., Dollar, J.M., Calkins, S.D., & Bell, M.A. (2018). Developmental cascade and transactional associations among biological and behavioral indicators of temperament and maternal behavior.  Child Development, 89, 1735-1751.

Whedon, M., Perry, N.B., Calkins, S.D., & Bell, M.A. (2018). Cardiac vagal regulation in infancy predicts executive function and social competence in preschool: Indirect effects through language.  Developmental Psychobiology, 60, 595-607.

Bell, M.A., Blankenship, T.L., Broomell, A.P.R., & Patton, L.K. (2018).  Brain development. In M. Bornstein (Ed.), The SAGE encyclopedia of lifespan human development. Thousand Oaks, CA: SAGE Publications. http://dx.doi.org/10.4135/9781506307633.n108

Bell, M.A., Broomell, A.P.R., & Patton, L.K. (2018).  Emotion regulation.  In M. Bornstein (Ed.), The SAGE encyclopedia of lifespan human development (pp. 732-734). Thousand Oaks, CA: SAGE Publications. http://dx.doi.org/10.4135/9781506307633.n274

Blankenship, T.L. & Bell, M.A. (2018).  Academic achievement.  In M. Bornstein (Ed.), The SAGE encyclopedia of lifespan human development.  Thousand Oaks, CA:  SAGE Publications. http://dx.doi.org/10.4135/9781506307633.n9

Broomell, A.P.R., & Bell, M.A. (2018).  Inhibition.  In M. Bornstein (Ed.), The SAGE encyclopedia of lifespan human development.  Thousand Oaks, CA:  SAGE Publications. http://dx.doi.org/10.4135/9781506307633.n434

McPherson, T., Berger, D.S., Sankaraleengam, A., Frohlich, F. (2019). Active and Passive Rhythmic Music  Therapy Interventions Differentially Modulate Sympathetic Autonomic Nervous System Activity;  Oxford, Journal of Music Therapy THZ 007; June 8, 2019, https://doi.org/10.1093//jmt/thz007

McPherson, T., Berger, D.S., Sankaraleengam, A., Frohlich, F. (2018). Intrinsic Rhythmicity Predicts Synchronization-Continuation Entrainment Performance; Nature/Scientific Reports 06/August/2018 www.nature.com/scientificreports

Widman A, Cohen JL, McCoy CR, Unroe KA, Glover ME, Khan AU, Bredeman T, McMahon LL, Clinton SM. Rats bred for high anxiety exhibit distinct fear-related coping behavior, hippocampal physiology, and synaptic plasticity-related gene expression. Hippocampus. 2019 Apr 17. doi: 10.1002/hipo.23092. [Epub ahead of print] PMID: 30994250

McCoy CR, Glover ME, Flynn LT, Simmons RK, Cohen JL, Ptacek T, Lefkowitz EJ, Jackson NL, Akil H, Wu X,  Clinton SM. Altered DNA Methylation in the Developing Brains of Rats Genetically Prone to High     versus Low Anxiety. The Journal of Neuroscience, 39(16):3144-3158, 2019; PMID: 30683683.

Glover ME, McCoy CR, Shupe E, Unroe KA, Jackson NL, Clinton SM. Perinatal exposure to the SSRI paroxetine increases offspring’s depression-like behavior through changes in hippocampal DNA         methylation, European Journal of Neuroscience, 2018 Dec 26. doi: 10.1111/ejn.14315. [Epub ahead of print] PMID: 30585666

Rana S, Pugh PC, Wyss MJ, Clinton SM, Kerman IA. Distinct Effects of Early-Life Experience and Trait Aggression on Cardiovascular Reactivity and Recovery, Physiology and Behavior, 199: 375-386,  2019. PMID: 30529343 [PMC in progress]

McCoy CR, Jackson NL, Brewer RL, Moughnyeh MM, Smith DL, Clinton SM. A paternal methyl donor depleted diet leads to increased anxiety- and depression-like behavior in adult rat offspring.    Bioscience Reports, 38(4) BSR20180730, 2018. PMC6153370

Dunsmore, J.C., Ashley, R.A., Zhou, Y., Swain, D.M., Factor, R.S., Broomell, A.P., Waldron, J.C., Bell, M.A., & Scarpa, A. (2019). Marching to the beat of your own drum? A proof-of-concept study assessing physiological linkage in Autism Spectrum Disorder. Biological Psychology, 144, 3745. doi: 10.1016/j.biopsycho.2019.03.001

Hernandez, E., Carmichael, K., Kilic, S., & Dunsmore, J.C. (2018). Using linguistic indirectness to    examine parent-preschooler reminiscing: Links with emotion regulation and psychosocial adjustment. Social Development. Advance online publication. doi: 10.1111/sode.12345

Booker, J.A. & Dunsmore, J.C.  (2018). Testing direct and indirect ties of self-compassion with subjective well-being.  Journal of Happiness Studies. Advance online publication. doi: 10.1007/s10902-018-0011-2

Miller-Slough, R.L. & Dunsmore, J.C.  (2018). Longitudinal patterns in parent and friend emotion socialization: Associations with adolescent emotion regulation.  Journal of Research on Adolescence. Advance online publication. doi: 10.1111/jora.12434

Hernandez, E., Smith, C.L., Day, K.L., *Neal, A., & Dunsmore, J.C. (2018). Patterns of parental emotion-related discourse and links with children’s problem behaviors: A person-centered approach. Developmental Psychology, 54, 2077 – 2089. doi: 10.1037/dev0000602

Miller-Slough, R.L., Dunsmore, J.C., Zeman, J., Sanders, W. & Poon, J.A.  (2018). Maternal and paternal reactions to child sadness predict children’s psychosocial outcomes: A family-centered approach.  Social Development, 27, 495 – 509. doi: 10.1111/sode.12244

Pace-Schott, E.F., Amole, M., Aue, T., Balconi, M., Bylsma, L.M., Critchley, H., Demaree, H.A., Friedman, B.H., Gooding, A.E.K., Gosseries, O., Jovanovic, T., Kirby, L.A.J., Kozlowska, K., Laureys, S., Lowe, L., Magee, K., Marin, M-F., Merner, A., Robinson J.L., Smith, R.C., Spangler. D., Van Overveld, M., VanElzakker, M.B. (2019). Physiological feelings.  Neuroscience & Biobehavioral Reviews, 103, 267-304.  https://doi.org/doi:10.1016/j.neubiorev.2019.05.002 (co-author listing based on alphabetical order)

Patriquin, M.A., Hartwig, E.M., Friedman, B.H., & Porges, S.W., & Scarpa, A. (2019). Autonomic response in autism spectrum disorder: Relationship to social and cognitive functioning. Biological Psychology.145, 185-197. https://doi.org/10.1016/j.biopsycho.2019.05.004

Grant, S.S., Magruder, K.P., & Friedman, B.H. (2018). Controlling for caffeine in cardiovascular research: A critical review. International Journal of Psychophysiology, 133, 193-201. doi:10.1016/j.ijpsycho.2018.07.001

Kim MS, Choi BR, Lee YW, Kim DH, Han YS, Jeon WK, Han JS. Chronic cerebral hypoperfusion induces alterations of matrix metalloproteinase-9 and angiopoietin-2 levels in the rat hippocampus. Experimental Neurobiology.  2018 (August); 27:299-308.

Hassenfeldt, T.A., Factor, R.S., Strege, M.V., & Scarpa, A. (2019). How do Graduate Teaching Assistants perceive and understand their autistic college students? Autism in Adulthood.

Swain, D.M., Factor, R.S., Antezana, L., Muskett, A., Gatto, A.J., Radtke, S.R., Scarpa, A. (in press). Teaching Emotion Regulation to Children with Autism Spectrum Disorder: Outcomes of the Stress and Anger Management Program (STAMP). The Bulletin of the Menninger Clinic, ASD Special Issue.

Scarpa, A., Ashley, R.A., Waldron, J.C., Zhou, Y., Swain, D.M., Dunsmore, J.C., & Bell, M.A. (2018). Side by side: Modeling dyadic physiological linkage in strangers.  Emotion, 18, 615-624.

Swain, D.M., Murphy, H., Hassenfeldt, T.S., Lorenzi, J., Scarpa, A. (2019). Evaluating Response to Group CBT in Young Children with Autism Spectrum Disorder. The Cognitive Behaviour Therapist. doi: 10.1017/S1754470X19000011

Antezana, L., Factor, R.S., Condy, E.E., Strege, M.V., Scarpa, A., Richey, J.A. (2018, online advance publication). Gender differences in restricted and repetitive behaviors and interests in youth with autism. Autism Research, DOI: 10.1002/aur.2049

McFayden, T.C., Albright, J., Muskett, A.E., & Scarpa, A. (2018, advance online). Brief Report: Sex differences in ASD diagnosis: An in depth look at restricted interests and repetitive behaviors. Journal Of Autism And Developmental Disorders. doi:10.1007/s10803-018-3838-9

Rea, H., Factor, R.S., Swain, D.M., Scarpa, A. (2018, online advance publication). The Association of the Broader Autism Phenotype with Emotion-Related Behaviors in Mothers of Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-018-3785-5

Campbell, J., & Scarpa, A. (in press). Psychotherapy for Individuals with Developmental Disabilities. In J. Zimmerman, J. Barnett, L. Campbell (Eds.), Bringing Psychotherapy to the Underserved.

Waldron, J. & Scarpa, A. (in press). Psychophysiology of violence and aggression. In P. Sturmey (Ed), Wiley Handbook of Aggression and Violence, Volume 1, Chichester: Wiley. 

Patriquin, M.A., & Scarpa, A. (in press). Biological assessments. In: A. Wenzel (Ed.), The SAGE Encyclopedia for Abnormal and Clinical Psychology. Thousand Oaks, CA: SAGE Publications.

Lee, G.K., Shivers, C.M., & *Krizova, K. (In press). Needs, strain, coping, and mental health among caregivers of individuals with autism spectrum disorder: A moderated mediation analysis. Autism.  

Shivers, C.M. (In press.) Brief report: Self-reported guilt among adult siblings of individuals with intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities.

Shivers, C.M., Jackson, J., & *McGregor, C. (2019). Adjustment among typically developing siblings of individuals with autism spectrum disorder: A meta-analysis. Clinical Child and Family Psychology Review, 22(2). 172-196.

Shivers, C.M., *Sonnier-Netto, L., & Lee, G.K. (2019). Needs and experiences of family caregivers of individuals with autism spectrum disorder across the lifespan. Journal of Policy and Practice in Intellectual Disabilities, 16(1). 21-29.

Shivers, C.M., *McGregor, C., & *Hough, A. (2019). Self-reported stress among adolescent siblings of individuals with autism spectrum disorder and Down syndrome. Autism, 23(1). 112-122.

Lee, G.K. & Shivers, C.M. (2018). Factors related to the physical and mental health of caregivers of individuals with autism spectrum disorder across the lifespan. Journal of Applied Research in Intellectual Disabilities. Advance online publication. doi: 10.1111/jar.12556

Shivers, C.M., & *McGregor, C.M. (2018) Brief Report: Sibling feelings toward individuals with or without autism or intellectual disability. Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s10803-018-3694-7

Simplican, S.C., & Shivers, C.M. (2019). Capacity, guardianship, and disability. In Heller, T., Harris, S.P., Gill, C., and Gould, R.P. (Eds.) Disability in American Life: an Encyclopedia of Concepts, Policies, and Controversies.

Bowers, S., Ernst, J.V., & Williams, T.O. (In Press). Trends in elementary education STEM teacher development. Journal of STEM Education: Innovations and Research.

Bettini, E., Gilmour, A. F., Williams, T. O., & Billingsley, B. S. (In Press) Predicting special and general educators’ intent to continue teaching using conservation of resources theory. Exceptional Children.

Williams, T.O., Peterson, B., & Ernst, J.V. (In Press). Technology and engineering education teacher commitment: An analysis of educator supports and demands. Journal of Technology Studies.

Bowen, B. D., Williams, T. O., Napoleon, L., Jr., & Marx, A. (2019). Teacher preparedness: A comparison of alternatively and traditionally certified technology education teachers. Journal of Technology Education 30(2), 75-89.

Billingsley, B.B., Bettini, E., & Williams, T.O. (In Press). Teacher diversity in special and general education: Composition and distribution of teachers of color across schools. Remedial and Special Education.

Mullins, R., Williams T.O., & Hicks, D., Mullis, S.B. (2019). Can we meet our mission? Examining the professional development of social studies teachers to support students with disabilities and emergent bilingual learners. The Journal of Social Studies Research.

Williams, T.O., Ernst, J.V., & Rossi, L. (2018). Teaching Credentials in the Inclusive STEM Classroom. Journal of STEM Education: Innovations and Research, 19(4), 27-31.

Besterman, K., Ernst, J.V., & Williams, T.O. (2018). Developments in STEM Educators’ Preparedness for English Language Learners in the United States. Contemporary Issues In Education Research (CIER), 11(4), 165-176.

Williams, T. O., Ernst, J. V., & Clark, A. C. (2018). Profile of workforce development educators: A comparative credential, composition, and characteristic analysis.  Journal of Technology Studies, 44(1), 14-27.

Besterman, K., Williams, T.O., & Ernst, J.V. (2018). STEM teachers’ preparedness for English language learners. Journal of STEM Education: Innovations and Research, 19(3), 33-40.

Bettini, E.E., Billingsley, B., Walraven, C., & Williams, T.O. (2018). Special educators of color are underrepresented across states: A challenge for leaders. The Journal of Special Education Leadership, 31(1), 3-16.

Williams, T.O., Billingsley, B.B., & Banks, A. (2018). Incidences of student-on-teacher threats and attacks: A comparison of special and general education teachers. Journal of Special Education Leadership, 31(1), 39-49.

Ernst, J.V, Williams, T.O, Clarke, A., Kelly, D. P., & Sutton, K. (2018). K-12 STEM educator autonomy:  An investigation of school influence and classroom control. Journal of STEM Education: Innovations and Research, (18)5, 37-41.

Zhu, H., Caspers, P., Morris, J. S., Wu, X. and Mueller, R. (2018). A unified analysis of Zhu, structured sonar-terrain data using Bayesian functional mixed models, Technometrics, 60(1):112–123, doi:10.1080/00401706.2016.1274681.