Other Information about the ADP Program:

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• Graduate School Application
  
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  Other Relevant Information:
  
• Description of Psychology Courses
  
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DOCTORAL PROGRAM IN APPLIED DEVELOPMENTAL PSYCHOLOGY

We are pleased to hear of your interest in our program. This brochure provides you with a brief overview of the program, its requirements, and faculty interests. Detailed information about courses and general requirements can be found in the University of Maryland, Baltimore County Graduate School catalog (www.umbc.edu/gradschool/gradcatalog). To learn more about our faculty in the ADP Program, please follow this link: ADP Faculty. Please also look at our website at www.umbc.edu/psychology for links to other graduate programs in our department.

PROGRAM DESCRIPTION  

The relatively new field of Applied Developmental Psychology reflects the intersection of developmental psychology and applied science by considering questions of developmental import within the social context of children’s everyday lives. Some of the themes addressed within Applied Developmental Psychology include: 1) the reciprocal influence of culture, neighborhoods, school climate, and families on children's social and cognitive development, 2) the complexity of public health concerns such as living in poverty, teen parenthood, and learning to read, and 3) developing interventions and assessments based on developmental theory.

Graduates from the Applied Developmental Psychology program will have received a strong foundation in developmental psychology. In addition, through taking courses in methods and statistics and engaging in research, students will have acquired the analytic tools to design studies addressing important research questions, analyze and interpret their findings and disseminate these findings to others. Completing courses in policy, prevention and/or intervention as well as practica will enable students to begin to understand how to address societal problems. The ADP program recognizes the need for a multi-disciplinary focus on real-world, substantive problems and for first-hand familiarity with the tasks children face as they grow, with the environments that surround them, and with the practicalities of intervention in the real world. Consequently, the program includes an emphasis on in-depth practicum experiences in addition to the more traditional classroom-based means of learning.

Topics of current research interest to faculty in the program include the role of parenting, parental beliefs, and family emotional climate in fostering children’s cognitive and social growth; the social, emotional, and cognitive/educational development of children in different socio-cultural contexts, young children’s peer conflicts, the effects of educational innovations such as home schooling and the use of the internet; environmental predictors of child-parent relationships and early sibling and peer relationships; the processes involved in children’s learning and reading, writing and arithmetic; the role of motivational and affective factors in cognitive development and academic achievement; the influence on child development of sociocultural variables such as modes of caregiving, and child and family social policy. Much of the ongoing research involves what can be considered special populations, such as children with learning problems; children with behavioral or emotional disturbances; adolescent mothers and their children, adolescent mothers and their children, children from low income backgrounds, and immigrant children.

PROGRAM OBJECTIVES

The program is designed to prepare its graduates for careers as practitioner researchers, people concerned with the design, evaluation and improvement of effective ways of enhancing the quality of human life. Although many of the opportunities for this kind of career are likely to be found in close association with existing health and education services, the roles of an applied developmental psychologist are more varied than those of a school psychologist or therapist and generally are likely to be more innovative. Students enrolled in the program develop, in consultation with their advisor, a program of course work, research, and practicum experiences tailored to the demands of their particular career aspirations and that builds on and complements their previous studies and work experience.

 The program has three concentrations with which students can affiliate, with flexibility both within and across concentrations to construct a program experience that combines broad exposure to foundational courses and to specialized courses and experiences tailored to individual students’ career goals and interests:

The Early Development/Early Intervention concentration focuses on genetic, biological, and environmental factors that impede and promote development in the early years, and on established and innovative intervention approaches for infants and young children at risk. Students specializing in this concentration will be prepared to conduct and supervise research on factors that affect development in infancy and early childhood, and to develop, tailor, and evaluate intervention programs designed to foster development. Students will also be trained in the assessment of cognitive, socioemotional, and linguistic development of infants and young children, and parent-child relationships. They will be prepared to work in interdisciplinary settings to evaluate young children and their families, to assist in formulating intervention plans to promote development, and to facilitate parenting in families at risk. Graduates with this concentration may opt for careers in academia, research and program evaluation institutes, child development and pediatric settings, social policy/child advocacy organization, government and foundations or in other contexts concerned with the development and welfare of infants, young children, and their families.

• The Socioemotional Development of Children within and across cultures concentration focuses on the interactions between individual, peer, and parenting/family factors in the social emotional development of children in different socio-cultural contexts. Students specializing in this concentration will be prepared to conduct and supervise research on factors that affect the social emotional development of children from not only ethnic minority and immigrant families in the U.S. but also families in different cultures around the world.

• The Educational Contexts of Development concentration focuses on the cognitive, social, and motivational factors that impact on different aspects of children’s learning. Topics of interest range from cognitive/academic content, such as literacy and mathematics, to socialization of cognitive skills, such as the impact of parents, teachers, and peers as socialization agents, to the effects of educational interventions on child outcomes. Students specializing in this concentration will learn about the effects of families, neighborhoods, and cultural contexts on children’s learning, and about individual differences, such as learning and developmental disabilities. Graduates with this concentration may pursue careers in academia and/or in child development settings to assess individuals for learning difficulties and other developmental disabilities, to collaborate with schools and school systems to evaluate the efficacy of different educational programs, and to design individual and group interventions. They will also be prepared to work in educational and social policy settings to help interpret research findings and translate research results into relevant policy. As well they can work in government settings to help formulate policy about educational issues.

PROGRAM ADMISSION REQUIREMENTS

 Admission to the program is based on a review by the admissions committee of each applicant’s complete profile, including the applicant’s grade point average in the baccalaureate degree, performance in relevant courses of study; stated goals (personal, career and research); letters of recommendation; relevant research and practical experience; maturity; GRE scores on verbal, quantitative and advanced psychology tests (taking account of the applicant’s cultural and educational background); and identification of an area of research interest compatible with the research interests and competence of the program’s faculty. Applicants must have at least a baccalaureate degree from an accredited institution and a “B” average, or 3.0 on a 4.0 scale.

Most (but not all) applicants have majored in Psychology as undergraduates or have an extensive background in psychology or a related discipline at the undergraduate or master’s level. Applicants without a strong background in psychology may still be considered, however, and the program may decide to offer admission to promising applicants that is conditional upon the applicants’ taking (and obtaining high grades) in undergraduate UMBC psychology courses that the program designates. Students entering with credits from another graduate program may request that some of their courses be accepted in fulfillment of ADP program requirements. Full-time enrollment is the standard in the ADP program, but on rare occasions students will be accepted on a part-time basis.

The deadline for applications is January 9.

Program Requirements (effective Fall 2005)

ADP Core Courses Credits

Cultural Aspects of Human Dev PSYC 653 3

Social and Personality Development PSYC 781 3

Cognitive Development PSYC 651 3

Total ADP Core 9

 Methodology

Data Analytic Procedures I PSYC 611 4

Data Analytic Procedures II PSYC 711 4

Research Methods PSYC 710 3

Elective in statistics or methods 3

(e.g., Measurement of Behavior, Qualitative Methods,

Program Evaluation, Advanced Quantitative Topics courses)

Total Methods 14

 Basic Psychology Core Courses

Learning, Development, and Biological Bases 4

Individual Differences, Social, and Diversity 4

Total Basic Core 8

 Other ADP Program requirements

Public Policy Issues OR Prevention OR Intervention 1 3

(e.g., PSYC 736)

Assessment (e.g., PSYC 629; PSYC 720) 3

Ethical and Professional Issues PSYC 686 3

Topics in ADP 2 PSYC 601 1

Field Experience 3 PSYC 690 3

Total additional 14

Specialization courses 9

At least 6 credits must be from regular taught courses.

Additional credits may come from courses, practica, or independent study.

Total Course Requirements 54

 Research Requirements

Masters thesis (or research competency) PSYC 799 6

Dissertation PSYC 899 12

Total research 18

Total number of credits for Ph.D. degree 72

1. Based upon consultation with their advisors, students must chose a minimum of one course in Public Policy, Prevention OR Intervention. Of course, students can choose to take a course in each of the 3 domains.

2. Up to 12 credits of field experience (practica) can be taken in partial satisfaction of degree requirements, 3 credits of which are required. Practica are typically taken in 3-credit blocks (150-180 hours). In order to receive credit for practica beyond the 3-credit minimum, each practicum experience must be uniquely defined, in consultation with one's academic advisor and on-site practicum supervisor. If the circumstances warrant, a student may be given permission to register for a 2-semester practicum at the same site; advance approval of the program director is necessary. No more than 6 credits of practicum are permitted prior to the completion of the Master's thesis. Under most circumstances, a student taking more than 6 practicum credits will graduate with more than 54 course credits.

3. Students must register for Topics in ADP at least twice, preferably in their first and second years, for 1 credit each time. Registration for the course is in the fall, but the class meets biweekly for the entire year.

_________________________________________________________________________

Students may decide to take more than the 72 credit minimum in order to acquire the background and experience they seek for their own particular career goals. It is possible to complete the program within four years, but students often take more time in order to acquire practicum experiences beyond the minimum requirement. Core course and research credit requirements may be adjusted for students entering the program with master’s degrees or acceptable graduate course credit from other institutions.

On enrollment, students are assigned to an academic advisor based on mutual research interests. Students will work with their advisors to develop their program of study, and they will work with their advisor during the first year on various research-related tasks. Students may change advisors in subsequent semesters if research interests change.

FINANCIAL ASSISTANCE

 Financial assistance is available in the form of teaching assistantships and research assistantships. The assistantships include a stipend, tuition remission, and health insurance.

A REGION OF OPPORTUNITIES

 Just 15 minutes from downtown Baltimore and 30 minutes from the Washington beltway, UMBC offers easy access to the region’s resources by car or by public transportation. Students find it easy to access classes, obtain practical research experience and participate in opportunities at other schools in the University System of Maryland, including the University of Maryland, College Park and the University of Maryland, Baltimore. Nearby national research centers, libraries and museums are also a resource for scholarly activity.

CAREERS IN APPLIED DEVELOPMENTAL PSYCHOLOGY

In addition to obtaining employment as a faculty member at a college or university, graduates will be well-prepared to undertake the following activities:

• Aiding curriculum designers in matching educational programs to the developmental needs of children

• Working with pediatricians and family practitioners in detecting early precursors of sensory and learning disabilities

• Working with social-service personnel in assessing causes of child abuse

• Providing technical advice to government and human-service agencies on effective strategies for enhancing human development opportunities mong disadvantaged sections of the population

• Developing and evaluating intervention programs

• Consulting for community-based organizations concerned with problems faced by children and youth (such as substance abuse, school violence, teenage pregnancy and parenthood)

• Participating in the work of advocacy organizations concerned with the rights and welfare of children in general and of children with special needs (such as those arising from developmental delays, learning disabilities, and sensory or motor impairments)

• Developing and administering parent advice and training programs for families with a disabled child

• Consulting for courts and lawyers

• Developing and evaluating media programs directed at children and families

• Designing and evaluating primary prevention programs.

CONTACT INFORMATION

Susan Sonnenschein, Ph.D.
E-mail: sonnensc@umbc.edu
Director, Applied Developmental Psychology Program
Department of Psychology
UMBC
1000 Hilltop Circle
Baltimore, MD 21250
Phone: (410) 455-2361
Fax: (410) 455-1055

http://www.umbc.edu/psvchology

ADP FACULTY

The Department of Psychology at UMBC includes 26 full-time faculty members, many of whom play an active role in the Applied Developmental Psychology program. The faculty offer a broad background in the psychological and behavioral processes associated with practical problems of evelopment. A brief description of interests and a list of representative publications is included for the ADP core program faculty and affiliated faculty (those whose primary affiliation is with the Human Services Psychology Program). Reprints are available on request, by writing or e-mailing directly to the authors at the Psychology Department, UMBC. In some cases links to publications are available on a faculty member’s website which is accessible through www.umbc.edu/psyc/facstaff/index .

Core Program Faculty

 Dr. Linda Baker is past director of the ADP program and currently chair of the Department of Psychology.Herresearch interests include early literacy development, motivation for reading, parental beliefs and practices that influence cognitive development and educational achievement, metacognition and comprehension monitoring, and instructional interventions to improve reading. She is currently investigating the effects of a classroom intervention to improve the literacy development of young children attending inner city schools, following two cohorts of children from pre-kindergarten through first grade. Current research also includes a follow-up study of adolescents who participated in an earlier investigation of how reading competence and motivation is related to family literacy practices and parents’ beliefs (the Early Childhood Project). Dr. Baker also conducts evaluations of school and community-based intervention programs for enhancing children’s academic development. She is an associate editor of the Journal of Educational Psychology and serves on the editorial boards of several journals in the areas of literacy, education, and child development.

E-Mail: baker@umbc.edu

Serpell, R., Baker, L., & Sonnenschein, S. (2005). Becoming literate in the city: The Baltimore Early

Childhood Project . New York: Cambridge.

Baker, L. (2005). Developmental differences in metacognition: Implications for metacognitively oriented reading instruction. In S. E. Israel, C. C. Block, K. L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning. Mahwah, NJ: Erlbaum.

Baker, L. (2003). The role of parents in motivating struggling readers. Reading and Writing Quarterly: Overcoming learning difficulties, 19, 87-106

Baker, L. & Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23, 239-269.

Baker, L. (2002). Metacognition in comprehension instruction. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77-95). New York: Guilford.

Baker, L., Mackler, K., Sonnenschein, S., and Serpell, R. (2001). Mothers’ interactions with their first grade children during storybook reading and relations with reading activity and achievement. Journal of School Psychology, 38(5), 1-24.

Baker, L. Dreher, M.J., & Guthrie, J.T. (Eds.) (2000). Engaging young readers: Promoting achievement and motivation. New York: Guilford.

Dr. Charissa Cheah’s research interests include: (1) the study of the interactions between individual, peer, and family factors in the social emotional development and health of children; and (2) the exploration of multiple pathways in which cultural factors contribute to social and emotional development. Currently, Dr. Cheah has several ongoing projects examining these issues. Examples include: (1) Project Parenting which focuses on the parenting beliefs and practices and preschoolers' social skills and development across difficult cultures (e.g., European American, Mainland Chinese, South Korean, and Canadian Aboriginal, Malaysian, Turkish); (2) Project ADVANCE examines individual, relational, and socio-cultural factors that may influence positive development for both the adolescent parents and their child. The sample includes adolescent mothers and fathers in Baltimore City who are primarily of low SES and high risk environments; (3) Project C-STARS involves Chinese and Korean immigrant families with young children ages 3-5 years, residing in MD. The community resources available to these families, their adaptation and acculturation, their culturally-specific parenting beliefs and practices will be examined in relation to their preschool children's social emotional development, social skills, and transition into American society.

E-Mail: ccheah@umbc.edu

heah, C. S. L., & Chirkov, V. (in press). Parents’ personal and cultural beliefs regarding young children: A cross-cultural study of Aboriginal and Euro-Canadian Mothers. Journal of Cross- Cultural Psychology.

Cheah, C. S. L. & Park, S. Y. (2006). South Korean mothers’ beliefs regarding aggression and social withdrawal. Early Childhood Research Quarterly, 21, 61 – 75.

Bornstein, M. H. & Cheah, C. S. L. (2006). The place of “culture and parenting” in an ecological contextual perspective on developmental science.

K. H. Rubin & O. B. Chung, (Eds.). Parental beliefs, parenting, and child development in cross-cultural perspective. London, UK: Psychology Press.

Cheah, C. S. L., & Rubin, K. H. (2004).  Comparison of European American and Mainland Chinese Mothers’ responses to aggression and social withdrawal in preschoolers. International Journal of Behavioral Development, 28, 83-94

Cheah, C. S. L., & Nelson, L. J. (2004). The role of acculturation in the emerging adulthood of Aboriginal college students. International Journal of Behavioral Development, 28, 495-507.

Cheah, C. S. L., & Rubin, K. H. (2003).  European American and Mainland Chinese mothers’ socialization beliefs regarding preschoolers’ social skills.  Parenting: Science and Practice, 3, 1-22.

Rubin, K. H., Cheah, C. S. L., & Fox, N. A. (2001).  Emotion regulation, parenting, and the display of social reticence in preschoolers.  Early Education and Development, 12, 97-115.

Cheah, C. S. L., Nelson, L. J., & Rubin, K. H. (2001).  Non-social play as a risk factor in social and emotional development.  In A. Goncu & E. Klein (Eds.), Children in play, story, and school.  pp 39-71.  New York: Guilford Press.

Dr. David Schultz conducts both basic and applied research focused on young children’s social development. Many American children at the beginning of the 21 st century are faced with a more unstable home environment than previous generations. Stress placed on neighborhoods and families by economic hardship, drugs, the threat of violence, and divorce leave many children in tenuous situations in which to receive and/or feel nurture. Dr. Schultz focuses on how these situations influence the way young children feel and think about their social worlds. He is particularly interested in preschool children who are at risk for frequent social conflict. He attempts to identify patterns of social thinking and physiological arousal that place these children at risk.

E-mail: dschultz@umbc.edu

Schultz, D., Grodack, A., & Izard, C. E. (in press). Anger and social information processing. In Potegal, M. (Ed.), Handbook of Anger.

Schultz, D., Izard, C. E., & Abe, J. A. (2005). The emotions systems and the development of emotional intelligence. In R. Schulze & R. Roberts (Eds.), International handbook of emotional intelligence . Germany: Hogrefe.

Schultz, D., Izard, C. E., & Bear, G. (2004). Children's emotion processing: Relations to emotionality and aggression. Development & Psychopathology, 16.

Schultz, D. & Shaw, D. S. (2003). Boys' maladaptive social information processing, family emotional climate, and pathways to early conduct problems. Social Development.

Leaf, P. J., Schultz , D., & Kiser, L. J. (2003). School mental health in systems of care. In M. D. Weist (Ed.), Handbook of school mental health: Advancing practice and research (pp. 239-256). New York, NY, Kluwer Academic/Plenum Publishers.

Schultz, D., Izard, C. E., Ackerman, B. P., & Youngstrom, E. A. (2001). Emotion knowledge in economically-disadvantaged children: Self-regulatory antecedents and relations to social maladjustment. Development and Psychopathology, 13, 53-67.

Izard, C. E., Fine, S. A., Schultz, D., Mostow, A., Ackerman, B. P., & Youngstrom, E. A. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12, 18-23.

Schultz, D., Izard, C. E., & Ackerman, B. P. (2000). Children's emotion biases: Relations to family environment and social adjustment. Social Development, 9, 284-301.

Dr. Susan Sonnenschein is the director of the Applied Developmental Psychology program. Her research interests focus mainly on academic and educational development of children from different sociocultural backgrounds. Children’s development takes place in a context and it is necessary to understand cognitive and social processes to facilitate children’s educational development. Dr. Sonnenschein’s work considers such issues as children’s motivation, parents’ beliefs and practices, teachers’ beliefs and practices and how these vary with sociocultural factors (income, ethnicity). She (with several colleagues) recently completed a 5-year longitudinal study of literacy development in young children from different sociocultural groups. A large focus of that study was a consideration of parental beliefs and practices and their impact on children’s development. A follow-up study of the now adolescents indicated the continued importance of the early home environment for later literacy development. In addition, Dr. Sonnenschein has conducted numerous evaluations of school- and community-based educational intervention programs.

E-Mail: sonnensc@umbc.edu

Serpell, R., Baker, L., & Sonnenschein, S. (2005). Becoming literate in the city: The Baltimore Early Childhood Project. NY: Cambridge.

Sonnenschein, S. (2002). Engaging children in the appropriation of literacy. The importance of parental beliefs and practices. In O. Saracho & B. Spodak (Eds.), Contemporary perspectives in early childhood education (pp.127-149). Greenwich, CT: Information Age Publishers.

Sonneschein, S., & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-ols’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17, 317-338.

Sonnenschein, S., Baker, L., Serpell, R. & Schmidt, D. (2000) Reading is a source of entertainment. The importance of the home perspective for literacy. In K. Roskow & . Christie (Eds.), Play and literacy in the early years (pp. 107-124). Mahwah, NJ: LEA.

Sonnenschein, S. & Schmidt, D. (2000). Fostering home and community connections to support children’s reading development. In L. Baker, M.J reher, & J.T. Guthrie (Eds.), Engaging young readers. Promotion achievement and motivation (pp. 264-284).NY: Guilford.

Baker, L., Mackler, K., Sonnenschein, S. & Serpell, R. (2001). Parents’ interactions with their first-grade children during storybook reading and relations with subsequent home reading activity and reading achievement. Journal of School Psychology, 38 1-24.

Dr. Laura Stapleton’s research interest is in the collection and statistical modeling of survey data. Often in program evaluation and research (correlational and experimental), surveys or questionnaires are used to collect data about a person’s feelings, knowledge, or behaviors. Her line of research examines both questionnaire item development (how do we know if the person is answering the way we think they should?) and the problems in using traditional statistical analysis when the respondents to the survey are not the product of a simple random sampling procedure. She has authored book chapters on using National Center for Education Statistics datasets for multilevel modeling and on analyzing data from complex sampling designs. She is currently undertaking research examining how to account for complex sampling designs in structural equation modeling and how to model assuming population heterogeneity (mixture modeling). Planned research includes children’s abilities to understand questionnaire items. She currently serves on the editorial board for the Journal of Educational Psychology and the Sport Management Review journal and volunteers to provide evaluation services for the Wissahickon Charter School in Philadelphia, PA.

E-mail: Lstaplet@umbc.edu

Stapleton, L. M., Sander, J. B., & Stark, K. R. (2007). Psychometric properties of the Beck Depression Inventory for youth in a sample of girls. Psychological Assessment . (June)

Suizzo, M.-A., & Stapleton, L. M. (2007) Home-based parental involvement in young children’s education: examining the effects of maternal education across U.S. ethnic groups. Educational Psychology, April 12.

Stapleton, L. M., & Thomas, S. L. (in press). Sources and issues in the use of national datasets for pedagogy and research. In O’Connell, A., & McCoach, B. (Eds). Multilevel Analysis of Educational Data. Information Age Publishing.

Stapleton, L. M. (in press). Analyzing data from complex surveys. In Hox, J., de Leeuw, E., & Dillman, D (Eds ). International Handbook of Survey Methodology. Lawrence Erlbaum Associates.

Pituch, K. A., Stapleton, L. M., & Kang, J.-Y. (2006). A comparison of single sample and bootstrap methods to assess mediation in cluster randomized trials. Multivariate Behavioral Research, 41 , 367-400.

Stapleton, L. M. (2006). An assessment of practical solutions for structural equation modeling with complex sample data. Structural Equation Modeling, 13 , 28-58.

Cemalcilar, Z., Falbo, T., & Stapleton, L. M. (2005) Cyber communication: A new opportunity for international students’ acculturation. nternational Journal of Intercultural Relations, 29 , 91-110.

Stapleton, L. M, & Edmonds, M. (2005). An exploration of the validity of the unbounded write-in scale for inter-individual research. International Journal of Public Opinion Research, 17.
 

Affiliated Program Faculty

 John C. Borrero is a Board Certified Behavior Analyst whose research focuses on the experimental (and descriptive) analysis of behavior. His interests may be broadly organized into two distinct, but related; areas. The first involves methods of behavioral assessment. This line of inquiry has included evaluations of behavior-environment relations, particularly among individuals with developmental disabilities and their primary caregivers, using quantitative models of behavior (e.g., the matching law). His work on methods of behavioral assessment has also included research on the functional analysis of severe behavior problems, exhibited by individuals with developmental disabilities. The second area of research is primarily translational in that the experimental preparations and procedures are likely not precise replications of events occurring in the natural environment. However, the implications of this work are designed to improve the application of behavioral programming for young children, and individuals with developmental disabilities. In this line of research, Borrero seeks to identify the “value” of rewards across an array of work requirements (i.e., how much work an individual must complete before obtaining an reward), and across an array of delays (i.e., how long an individual must wait to obtain a reward). This research has involved typically developing children and age-appropriate academic tasks.

Borrero, C. S.W., & Borrero, J. C. (in press). Descriptive and experimental analyses of potential precursors to problem behavior. Journal of Applied Behavior Analysis.

Borrero, J. C., Crisolo, S. S., Tu, Q., Rieland, W. A., Ross, N. A., Francisco, M. T., & Yamamoto, K. Y. (in press). An application of the matching law to social dynamics. Journal of Applied Behavior Analysis.

Borrero, J. C., Francisco, M. T., Haberlin, A. H., Ross, N. A., & Sran, S. K. (in press). A unit price evaluation of severe problem behavior. Journal of Applied Behavior Analysis.

Francisco, M. T., Borrero, J. C., & Sy, J. R. (in press). Evaluation of relative and absolute reinforcer value using progressive ratio schedules. Journal of Applied Behavior Analysis.

Borrero, J. C., Vollmer, T. R., Samaha, A. L., Sloman, K. N., & Francisco, M. T. (2007). Evaluating features of behavioral treatments in the nonhuman animal laboratory. TheBehaviorAnalystToday, 8, 136-144.

Borrero, J. C., & Vollmer, T. R. (2002). An application of the matching law to severe problem behavior. Journal of Applied Behavior Analysis, 35, 13-27.

E-mail: jborrero@umbc.edu

Dr. Lynnda Dahiquist’s research interests involve the study of acute and chronic pain management in children; social adjustment in chronically ill children; effects of chronic childhood illness on parenting, marital function, and family stress.

E-Mail: dahlquis@umbc.edu

Dahlquist, L., Pendley, J., Landthrip, D., & Jones, C. (in press) Distraction intervention for preschoolers undergoing intramuscular injections and subcutaneous port access. Health Psychology.

Pringle, B., Hilley, L., Gelfand, K., Dahlquist, L.M., Switkin, M., Diver, T., SuIc, W., & Eskenazi, A. (2001). Decreasing child distress during needle sticks and maintaining treatment gains over time. Journal of Clinical Psychology in Medical Settings, 8.

Dahlquist, L. (1999). Pediatric Pain Management. New York: Plenum. Dahlquist, L.M., Pendley, J., Power, T., Landthrip, D., Jones, C. & Steuber, C.P. (2001). Adult command structure and child distress during invasive medical procedures. Children ‘s Health Care, 30, 151-

Dahlquist, L., Czyzewski, D., and Jones, C. (1996). Parents of children with cancer: A longitudinal study of emotional distress, coping style, and marital adjustment 2 and 20 months after diagnosis. Journal of Pediatric Psychology, 2, 54 1-554.

Dr. Carlo C. DiClemente’s research focuses on the process of intentional behavior change including stages and mechanisms of change in addictive and health behaviors; self-efficacy; psychotherapy integration; health promotion and protection. His current research include smoking initiation and cessation, alcoholism and substance abuse prevention and treatment, dual diagnosis, early intervention with problem drinkers, pregnancy smoking cessation, dietary change with adolescents and adults, and initiation of health protection and

prevention health threatening behaviors

E-Mail: diclemen@umbc.edu

DiClemente, C. C., Carroll, K.M., Miller, W.R., Connors, GJ and Donovan, D.M. (2003). A look inside treatment: Therapist effects, the therapeutic alliance, and the process of intentional behavior change. In Babor, T., & DelBoca, F. (Eds.). Treatment Matching in

Alcoholism (pp. 166-183). New York: Cambridge University Press. DiClemente, C. C. (2003). Addiction and Change: How Addictions Develop and Addicted People Recover . New York: Guilford Press.

DiClemente, C. C., & Velasquez, M. (2002). Motivational Interviewing and the stages of change. In W.R. Miller, & S. Rollnick (Eds.) Motivational Interviewing: Preparing People for Change , 2 nd edition. New York: Guilford.

Dr. Kenneth Maton is a community psychologist. Current research interests include evaluation of UMBC’s Meyerhoff Program for high achieving African American youth, parenting factors related to the high achievement of UMBC’s Meyerhoff Students, empowering community settings, strengths-based paradigms to guide research and social policy, and the graduate minority pipeline in psychology.

E-Mail: maton@umbc.edu

Maton, K.I., Schellenbach, C., Leadbeater, B., & Solarz, A. (Eds.) (In press). Investing in children, youth, families, and communities: Strengths-based research and policy. Washington, D.C.: American Psychological Association.

Maton, K.I. (2005). The social transformation of environments and the promotion of resilience in children. In R.D. Peters, B. Leadbeater, & R.J. McMahon (Eds.), Resilience in children, families, and communities: Linking context to intervention and policy (pp. 119-135). NY: Kluwer.

Maton, K.I., & Hrabowski, F.A. III. (2004). Increasing the number of African-American Ph.D.s in the sciences and engineering: A strengths-based approach. American Psychologist, 59 (6), 547-556.

Maton, K.I., Grant-Thompson, S.K., Lott, B., Rogers, M.R., Vasquez, M.J.T., Vazquez, L.A., & Wittig, M.A. (2004). Students of color and the graduate minority pipeline: Trends, best practices, and policy.

Hrabowski, F.A., Maton, K.I., Greene, M.L., & Greif, G. (2002). Overcoming the Odds Raising academically successful African-American young women. NY: Oxford University Press.

Mankowski, E., Maton, K.I., Burke, C.K., Hoover, S.A., & Anderson, C.W. (2000) Collaborative research with a men’s organization: psychological impact, group functioning, and organizational growth. In E. Barton (ed.), Mythopoetic perspectives of men ‘s work. An anthology for therapists and others (pp. 183-203). Westport, CT: Bergin & Garvey.

Maton, K.I., Hrabowski, III, F.A., & Greif, G. (1998). Preparing the way: A qualitative study of high achieving African American males and the role of family. American Journal of Community Psychology, 26, 639-668.

E-mail: provine@umbc.edu