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. Advance online publication. Research in Autism Spectrum Disorders 

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 Quarterly

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 Quarterly

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. doi: 10.1080/10437797.2019.1567413 


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. doi: 10.1007/s10803-018-3779-3 

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 Promotion10, 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 Research42, 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 Development25, 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 Psychology51, 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