Bio
Sara Pardej earned her BA in Psychology and BS in Cognitive Science at Marquette University. Afterwards, she attended the Clinical Psychology Doctoral Program at the University of Wisconsin-Milwaukee under the mentorship of Dr. Bonita P. Klein-Tasman, where she earned both her MS and PhD in Clinical Psychology. There, she worked on several studies focusing on youth with neurofibromatosis type 1 (NF1), including behavioral phenotyping work, psychometric studies, and a social skills intervention study. Her dissertation study, which was funded by a Young Investigator Award from the Children's Tumor Foundation, focused on examining event related potentials using EEG by comparing children with NF1 to children with idiopathic ADHD and unaffected children. She completed her Doctoral Internship in Clinical Psychology at Penn State Health in Hershey, Pennsylvania. While at Penn State, she also worked on research examining safety and psychopathology in youth with ADHD and/or autism. Her clinical interest is neuropsychology, and her research interests include issues of psychometrics, behavioral phenotyping, and the neuropsychological development (and subsequent areas of intervention) of individuals with NF1 across the lifespan.
Professional Education
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Doctor of Philosophy, University of Wisconsin Milwaukee (2024)
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Master of Science, University of Wisconsin Milwaukee (2020)
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Bachelor of Arts, Marquette University (2018)
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PhD, University of Wisconsin-Milwaukee, Clinical Psychology (2024)
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MS, University of Wisconsin-Milwaukee, Clinical Psychology (2020)
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BA, Marquette University, Psychology (2014)
Contact
https://orcid.org/0000-0003-0299-3651All Publications
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Oppositional Defiant Disorder in Autism and ADHD
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
2024
Abstract
Our study compared oppositional defiant disorder (ODD) in children with autism to ADHD-Combined presentation and ADHD-Inattentive presentation. Mothers of 2,400 children 3-17 years old with autism and/or ADHD completed the Pediatric Behavior Scale. ADHD-Combined was most strongly associated with ODD, with an ODD prevalence of 53% in children with ADHD-Combined only. When autism was added to ADHD-Combined, prevalence increased to 62% and the ODD score increased significantly. Autism+ADHD-Inattentive, Autism Only, and ADHD-Inattentive Only had ODD prevalences of 28%, 24% and 14%. In each diagnostic group, ODD had the same two factors (irritable/angry and oppositional/defiant); demographic differences between children with and without ODD were few; and correlations between ODD and conduct problems were large, correlations with depression were medium, and correlations with anxiety were small. However, ODD scores differed significantly between groups (Autism+ADHD-Combined > ADHD-Combined Only > Autism+ADHD-Inattentive and Autism Only > ADHD-Inattentive Only). The irritable/angry ODD component was greater in Autism+ADHD-Combined than in ADHD-Combined Only, whereas the oppositional/defiant component did not differ between the two groups. Autism was a significant independent risk factor for ODD, particularly the irritable/angry ODD component, but ADHD-Combined was the strongest risk factor. Therefore, the high co-occurrence of ADHD-Combined in autism (80% in our study) largely explains the high prevalence of ODD in autism. ADHD-Combined, autism, and ODD are highly comorbid (55-90%). Clinicians should assess all three disorders in referred children and provide evidence-based interventions to improve current functioning and outcomes for children with these disorders and reduce family and caretaker stress.
View details for DOI 10.1007/s10803-024-06437-9
View details for Web of Science ID 001279127400003
View details for PubMedID 39066970
View details for PubMedCentralID 7090378
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Prevalence and Correlates of Poor Safety Awareness and Accidental Injury in ASD, ADHD, ASD + ADHD, and Neurotypical Youth Samples (Jun, 10.1007/s10803-024-06417-z, 2024)
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
2024; 54 (8): 3193
View details for DOI 10.1007/s10803-024-06442-y
View details for Web of Science ID 001260370200001
View details for PubMedID 38949759
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Feasibility and acceptability of a telehealth intervention for improving peer relationships for adolescents with neurofibromatosis type 1: a single-arm pilot study
JOURNAL OF PEDIATRIC PSYCHOLOGY
2024; 49 (9): 647-655
Abstract
Elevated rates of social difficulties are evident for children and adolescents with neurofibromatosis type 1 (NF1) but the effects of social skills interventions have not been investigated for this population. The Program for the Education and Enrichment of Relational Skills (PEERS®), a widely established social skills intervention in autism spectrum disorders with expansion to other conditions, was recently modified to be offered virtually. This study examined the feasibility and acceptability of this telehealth intervention.27 adolescents with NF1 with social skills difficulties and at least 1 caregiver enrolled in the study. 19 of those participants (Mage = 14.21 years, SD = 1.63; 7 females; 79% White) completed PEERS® via telehealth in a single-arm pilot study. Dropout rates, attendance records, helpfulness of the curriculum topics and caregiver-reported acceptability, including ratings on the Treatment Acceptability Questionnaire, were examined.Low study drop out (30% of enrolled participants; 14% of participants who began the intervention) and high attendance rates were observed. Caregivers found sessions related to common, everyday interactions most helpful. Adolescents indicated sessions related to having get-togethers and social nuances (e.g., humor) as most helpful. Caregiver ratings indicated acceptability of the intervention.This investigation supported the feasibility and acceptability of telehealth PEERS®, a social skills intervention program, among adolescents with NF1 and their caregivers based on attendance patterns as well as appraisal of the curriculum and telehealth modality.
View details for DOI 10.1093/jpepsy/jsae050
View details for Web of Science ID 001251773400001
View details for PubMedID 38908005