Rispoli, K., M., Lee, G. K., Nathanson, E. W.*, & Malcolm, A. L.* (in press). The parent role in school-based teams for adolescents with Autism Spectrum Disorder. School Psychology Quarterly.
Rispoli, K. M., Mathes, N. E.,* & Malcolm, A. L.* (in press). Characterizing the parent role in school-based interventions for Autism: a systematic literature review. School Psychology Quarterly.
Lee, K., & Rispoli, K. (in press). Head Start impact on fathers’ involvement and black children’s development. Journal of Social Work Education.
Taylor, J.*, Volker, M. A., Rispoli, K. M., Rodgers, J. D., Thomeer, M., Lopata, C., Chow, S. Y., Toomey, J. A., & Smerbeck, A. (2018). Depression, anxiety, and hyperactivity in youth with HFASD: A replication and extension of symptom level differences in self-report vs. parent report. Advance online publication. Journal of Autism and Developmental Disorders. https://rdcu.be/91us
Rispoli, K. M. (2018). The role of parent affective behaviors and child negativity in behavioral functioning for young children with developmental delays. Advance online publication. Focus on Autism and Other Developmental Disabilities. doi: 10.1177/1088357618800262
Rispoli, K. M., Hawley, L. R., & Clinton, M.* (2018). Family background and parent-school interactions in parent involvement for at-risk preschool children with disabilities. The Journal of Special Education, 52, 39-49. doi: 10.1177/0022466918757199
Balaghi, D.*, Westdal, J.*, & Rispoli, K. (2017). Social context during resettlement and its influence on refugee youth’s well-being: Implications for Arab refugee youth. School Psychology Forum, 11, 145-159.
Rispoli, K. M., Koziol, N. A., McGoey, K. E., & Schreiber, J. S. (2017). Parenting, childcare, and children’s pre-kindergarten skills: Exploring moderation by race and ethnicity. Advance online publication. Early Child Development and Care. doi: 10.1080/03004430.2017.1359580
Rispoli, K. M., & Sheridan, S. M. (2017). Feasibility of a school-based parenting intervention for adolescent parents. Advances in School Mental Health Promotion, 10, 176-194. doi: 10.1080/1754730X.2017.1325329
Bilias, E., Gelbar, N., Rispoli, K., Bray, M., & Maykel, C. (2017). On promoting understanding and equity through compassionate educational practice: Towards a new inclusion. Psychology in the Schools, 54, 1229-1237. doi: 10.1002/pits.22077
Lee, K., & Rispoli, K. M. (2017). Racial disparities in perceived social support and social service use: Associations with maternal depression and Head Start participation. Journal of Community Psychology, 45, 1080-1093. doi: 10.1002/jcop21912
Clarke, B. L., Rispoli, K. M., Gelbar, N. W., Bilias, E., & Bray, M. A. (2017). Equity-based practices in early childhood: The role of the school psychologist. Perspectives on Early Childhood Psychology and Education, 2, 129-148.
Lee, K., Clinton, M.*, & Rispoli, K., & Lee, J. (2017). Individualized Education Programs and parental behaviors for children with disabilities: Moderation effects of Head Start on children’s developmental outcomes. Child & Family Social Work, 22, 1000-1014. doi: 10.1111/cfs.12320
Lee, K., & Rispoli, K. (2016). Effects of Individualized Education Programs (IEPs) on cognitive outcomes for children with disabilities in Head Start programs. Journal of Social Service Research, 42, 533-547. doi: 10.1080/01488376.2016.1185075
McGoey, K. E., Rispoli, K. M., Venesky, L. G., Schaffner, K. F., McGuirk, L., Marshall, S., & Rubinic, D. (2014). A preliminary investigation into teacher perceptions of the barriers to behavior intervention implementation, Journal of Applied School Psychology, 30, 375-390. doi: 10.1080/15377903.2014.950441
Sheridan, S. M., Koziol, N. A., Clarke, B. L., Rispoli, K. M., & Coutts, M. J. (2014). The influence of rurality and parental affect on kindergarten children’s social and behavioral functioning. Early Education and Development, 25, 1057-1082. doi: 10.1080/10409289.2014.896682
Rispoli, K. M., McGoey, K. E., Koziol, N. A., & Schreiber, J. B. (2013). The influence of parent and child interactions on social competence at school entry: Evidence from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B). Journal of School Psychology, 51, 643-658, doi: 10.1016/j.jsp.2013.05.007
McGoey, K. E., Rispoli, K., Schneider, D. L., Clark, B., & Novak, K. (2013). Improving behavior with preschool consultation: A pilot study of the TOTS model. Journal of Educational and Psychological Consultation, 23, 185-199. doi: 10.1080/10474412.2013.785180