​Recent Publications
*Indicates student co-author
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Rispoli, K. M. (in press). 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.
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Lee, K., & Rispoli, K. (in press). Head Start impact on fathers’ involvement and black children’s development. Journal of Social Work Education.
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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 (Impact factor = 1.279)
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Rispoli, K. M., Koziol, N. A., McGoey, K. M., & 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 http://www.tandfonline.com/eprint/A6iDkfaD95WcSIGVSs8q/full
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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. ​link
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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
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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 http://www.tandfonline.com/eprint/pqXUWzqFKsR6CVcmbP8v/full
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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
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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. (2016). Individualized Education Programs and parental behaviors for children with disabilities: Moderation effect of Head Start on children's developmental outcomes. Journal of Child & Family Social Work. Advance online publication. 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. http://www.tandfonline.com/eprint/2fQvWhm9smXn6XcSUU9s/full
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Chen, A., & Rispoli, K. (2016). Cultural considerations in engaging Chinese American families who receive school-based support services. Communiqué, 45. 4-6.
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McGoey, K. E., Rispoli, K. M., Venesky, L. G., Schaffner, K. F., McGuirk, L., Marshall, S. (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
http://www.tandfonline.com/eprint/DZTbxriMMIzkesdeHmDy/full
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
In The News
Findings about the effects of Head Start attendance on children with multiple disabilities (Lee & Rispoli, 2016) were featured in MSU Today and on Medical Express.
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