All Publications

  • Teachers' Perceptions of Students' Executive Functions: Disparities by Gender, Ethnicity, and ELL Status JOURNAL OF EDUCATIONAL PSYCHOLOGY Garcia, E. B., Sulik, M. J., Obradovic, J. 2019; 111 (5): 918–31

    View details for DOI 10.1037/edu0000308

    View details for Web of Science ID 000473023000010

  • The effects of peers’ executive functions on students’ executive functions in middle childhood AERA Open Finch, J. E., Garcia, E., Sulik, M., Obradović, J. 2019; 5 (1): 1-14

    View details for DOI 10.1177/2332858419829438

  • Teachers' rankings of children's executive functions: Validating a methodology for school-based data collection. Journal of experimental child psychology Sulik, M. J., Obradovic, J. 2018; 173: 136–54


    We developed a novel, vignette-based ranking procedure to simultaneously collect teacher-reported executive function (EF) data for all students in a classroom. This ranking measure is an improvement over existing Likert-type rating scales because it can be completed more quickly and with comparatively little effort by teachers. Data for this validation study were drawn from a large, school-based study of third, fourth, and fifth graders (N = 813 from 33 classrooms in eight schools) in which ranking data and direct assessments of EF were collected. Using a subsample of students for whom teachers' ratings of EF and school records data were also collected (N = 311), we demonstrated that teachers' rankings of EF showed high convergent validity with teachers' ratings of EF and that both teacher-reported measures showed similar convergent validity with direct assessments of EF and similar predictive validity with respect to students' scores on standardized English/language arts and math achievement tests. Using data from the larger sample (N = 813), we conducted a simulation study demonstrating that the impact of missing data on the association between the rankings and the direct assessments of EF is minimal. Based on these results, the ranking procedure is a methodological innovation that enables the collection of relatively high-quality teacher-reported EF data for all students in a classroom quickly and with minimal burden on teachers. This vignette-based assessment method could be adapted to other domains of non-academic skills. We discuss varied uses of the ranking method for researchers and practitioners.

    View details for PubMedID 29723753

  • Visual-Motor Integration, Executive Functions, and Academic Achievement: Concurrent and Longitudinal Relations in Late Elementary School EARLY EDUCATION AND DEVELOPMENT Sulik, M. J., Haft, S. L., Obradovic, J. 2018; 29 (7): 956–70
  • Introduction to the Special Section on Executive Functions and Externalizing Symptoms JOURNAL OF ABNORMAL CHILD PSYCHOLOGY Sulik, M. J. 2017; 45 (8): 1473–75

    View details for PubMedID 28990116

  • Assessing students' executive functions in the classroom: Validating a scalable group-based procedure Journal of Applied Developmental Psychology Obradović, J., Sulik, M. J., Finch, J. E., Tirado-Strayer, N. 2017
  • Parent and Child Trauma Symptoms During Child-Parent Psychotherapy: A Prospective Cohort Study of Dyadic Change. Journal of traumatic stress Hagan, M. J., Browne, D. T., Sulik, M. n., Ippen, C. G., Bush, N. n., Lieberman, A. F. 2017; 30 (6): 690–97


    Five randomized controlled trials have shown that child-parent psychotherapy (CPP) improves trauma symptoms in children. Less is known about parent symptoms or moderators of symptom change. In a sample of 199 parent (81% biological mother; 54% Latina/o) and child (aged 2 to 6 years; 52% male; 49% Latina/o) dyads who participated in an open treatment study of CPP, this study investigated whether parent and child symptoms similarly decreased during treatment and whether improvement was moderated by parent, child, and treatment characteristics. Parents completed baseline and posttreatment interviews regarding exposure to traumatic events, posttraumatic stress symptomatology (PTSS), and other mental health indices. Latent difference score analysis showed that PTSS significantly decreased by more than 0.5 SD for parents and children. The PTSS improvement in parents was associated with reductions in child avoidance, r = .19, p = .040, and hyperarousal, r = .33, p < .001. Girls showed a greater reduction than boys in reexperiencing, β = -.13, p = .018, and hyperarousal, β = -.20, p = .001. Contrary to expectations, parent and child improvement in PTSS was greater for those with fewer parental lifetime stressors, βrange = .15 to .33, and for those who participated in fewer treatment sessions, βrange = .15 to .21. The extent of improvement in parent PTSS varied based on clinician expertise, β = -.20, p = .009. Significant reductions in parent and child PTSS were observed during community-based treatment, with CPP and symptom improvement varying according to child, parent, and treatment characteristics.

    View details for PubMedID 29131408

  • Executive Functions and Externalizing Symptoms: Common and Unique Associations Journal of Abnormal Child Psychology Sulik, M. J., Obradović, J. 2017; 45 (8): pp 1519–1522


    In discussing the four papers in this special issue, we provide our perspective on the authors' contributions and suggest directions for future research. First, we highlight the usefulness of the bi-factor model for investigating relations among specific aspects of executive functions (EFs) and externalizing symptoms. Next, we examine the role of EFs as a protective factor that can moderate the relation between risk factors - specifically, callous-unemotional behaviors - on externalizing symptoms. And finally, we address the contributions of innovative measurement approaches to understanding the relations between EFs and externalizing symptoms, using the state-space grid methodology as an example.

    View details for DOI 10.1007/s10802-017-0348-8