Please also see my Google Scholar page and find me on ResearchGate
*Indicates student co-author
In Press
Dale, B. A., Rispoli, K. M., & Ruble, L. A. (in press). Social emotional learning in young children with autism spectrum disorder. Perspectives in Early Childhood Psychology and Education.
2021
Nathanson, E. W.*, Rispoli, K. M., Piper, R., Naguib, S., & Malcolm, A. L.* (2021, online). Predictors of parent engagement in community-based Parent-Child Interaction Therapy: A brief report. Journal of Early Intervention. https://doi-org.proxy1.cl.msu.edu/10.1177%2F10538151211057553
Rispoli, K. M., Norman, M. Z.,* & Nelson, S. R.* (2021, online). Implementation of developmental screening in early childhood education: An investigation of process variables and acceptability. Topics in Early Childhood Special Education. https://doi-org.proxy1.cl.msu.edu/10.1177%2F02711214211057010
Rispoli, K. M., Malcolm, A. L.*, Norman, M. Z.*, Nathanson, E. W.*, & Mathes, N. E.* (2021, online). Promoting emotion regulation in young children with autism via parent-mediated intervention: Lessons learned from an initial investigation. Research and Practice in Intellectual and Developmental Disabilities. https://doi-org.proxy1.cl.msu.edu/10.1080/23297018.2021.1947879
Nathanson, E. W.*, & Rispoli, K. M. (2021, online). School psychologists’ assessment practices for students with co-occurring anxiety and Autism Spectrum Disorder. Journal of Applied School Psychology. https://doi.org/10.1080/15377903.2021.1941468
Rispoli, K., M., Norman, M.,* & Hicks, E.* (2021, online). Early childhood educators’ knowledge and attitudes about developmental screening for autism spectrum disorder. Journal of Early Childhood Teacher Education. https://doi.org/10.1080/10901027.2021.1902434
2020
Taylor, J.*, Volker, M. A., Rispoli, K. M., Rodgers, J. D., Thomeer, M., Lopata, C., Chow, S. Y., Toomey, J. A., & Smerbeck, A. (2020). Depression, anxiety, and hyperactivity in youth with HFASD: A replication and extension of symptom level differences in self-report vs. parent report. Journal of Autism and Developmental Disorders, 50, 2424-2438. https://rdcu.be/91us
2019
Rispoli, K. M., Malcolm, A. L.,* Nathanson, E. W.,* & Mathes, N. E.* (2019). Feasibility and preliminary efficacy of an emotion regulation intervention for young children with Autism Spectrum Disorder: A brief report. Research in Autism Spectrum Disorders, 67, 101420.
Rispoli, K., M., Lee, G. K., Nathanson, E. W.*, & Malcolm, A. L.* (2019). The parent role in school-based teams for adolescents with Autism Spectrum Disorder. School Psychology, 34, 458-467. doi: 10.1037/spq0000289.
Rispoli, K. M., Mathes, N. E.,* & Malcolm, A. L.* (2019). Characterizing the parent role in school-based interventions for Autism: a systematic literature review. School Psychology, 34, 444-457. doi: 10.1037/spq0000283
Rispoli, K. M., Koziol, N. A., McGoey, K. E., & Schreiber, J. S. (2019). Parenting, childcare, and children’s pre-kindergarten skills: Exploring moderation by race and ethnicity. Early Child Development and Care, 189, 946-964. doi: 10.1080/03004430.2017.1359580
Rispoli, K. M. (2019). The role of parent affective behaviors and child negativity in behavioral functioning for young children with developmental delays. Focus on Autism and Other Developmental Disabilities, 34, 20-28. doi: 10.1177/1088357618800262
Lee, K., & Rispoli, K. (2019). Head Start impact on fathers’ involvement and black children’s development. Journal of Social Work Education, 55, 777-797. doi: 10.1080/10437797.2019.1567413
2018
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
2017
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., & 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
2016
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
2014
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
2013
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
