Kristin M. Rispoli

Kristin M. Rispoli
Michigan State University | MSU · Department of Counseling, Educational Psychology, and Special Education

PhD

About

37
Publications
4,891
Reads
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242
Citations
Introduction
My research focuses on the intersection of parent engagement, motivation, and home-school partnerships to benefit school readiness and social-emotional competence for children with or at risk for developmental disabilities. Other aims are to develop and validate interventions targeting parenting practices in vulnerable individuals such as teen parents.
Additional affiliations
August 2014 - present
Michigan State University
Position
  • Professor (Assistant)
August 2013 - May 2014
Duquesne University
Position
  • Professor (Associate)
September 2011 - August 2013
University of Nebraska at Lincoln
Position
  • PostDoc Position

Publications

Publications (37)
Article
Purpose: This study examined (1) the causal impact of Head Start on children’s comprehensive outcomes and (2) why families did not comply to the original assignment. Method: Based on the Head Start Impact Study data, children between the ages of 3 and 4 years ( N = 3780) were examined for assignment, attendance, and causal impacts on outcomes. Resu...
Article
Many children with developmental delays need early intervention services but do not receive them. Developmental screening provides the impetus for identification of delays and service referrals but is not used consistently across all early childhood education settings. We used an implementation science framework to examine attitudes and engagement...
Article
Despite substantial empirical support, correlates of retention and success in community-based parent–child interaction therapy (PCIT) implementation are not well defined. Widespread application of PCIT necessitates improved understanding of intervention components relating to family outcomes beyond highly controlled research trials. Using data coll...
Article
Emotion regulation is critical for mental health and social competence. Many children with autism spectrum disorder struggle to regulate emotions yet there are few evidence-based programs to support this skill. This study examined whether parent-mediated intervention for emotion regulation holds promise in improving this skill among young children...
Article
Anxiety and autism spectrum disorder (ASD) commonly co-occur, but school-based assessment practices surrounding identification of co-occurring presentations are not well understood. This study examined school psychologists’ assessment practices for anxiety in students with ASD, perceptions of their role in the assessment process, and perceived trai...
Article
The importance of early intervention for developmental disabilities, such as Autism Spectrum Disorder, is increasingly recognized as critical to children’s later success, making it necessary to better understand how professionals who work regularly with young children view the use of developmental screening in their professional practice. This stud...
Article
Full-text available
The present study compared parent ratings to self-report ratings of depression, anxiety, hyperactivity, attention problems, and atypical behaviors in youth with high-functioning autism spectrum disorder (HFASD) and typically developing (TD) controls. Measures included parent and self-report forms from the Behavioral Assessment System for Children-S...
Article
Background Emotion regulation (ER) is key to young children’s school readiness and mental health. Many children with autism spectrum disorder exhibit emotionally dysregulated behavior, yet no interventions target this skill in the preschool years. This study examined the feasibility and preliminary efficacy of a parent-mediated intervention to prom...
Article
Parent-focused intervention for children with autism spectrum disorder (ASD) has garnered considerable evidence of effectiveness for treating core symptoms of the disorder. However, these programs often teach parents discrete skills that may or may not align with school-based interventions. Family-school partnerships (FSPs) are essential for childr...
Article
For youth with autism spectrum disorder (ASD) and their families, adolescence presents unique challenges that require parents work closely with school teams. Both parent involvement in education and family school partnerships are associated with positive student outcomes. However, research characterizing parents' role in working with school-based t...
Article
This study examined Head Start’s impact on fathers’ school-based involvement and associations with Black children's cognitive, behavioral, and social-emotional skills. With a sample of 1,354 Black children, fathers’ involvement was measured as attendance at school meetings, teacher conferences, school events, and/or volunteering at school events. C...
Article
This study examined individual and interactive effects of child negativity and parental affective behaviors when children were 4 years of age on externalizing issues exhibited by children at 5 years of age using a subsample of children with developmental delays drawn from a nationally representative data set (N = 450). Hierarchical multiple regress...
Poster
Full-text available
Explored awareness of broad-band and autism-specific screening measures among preschool and daycare teachers (N = 130). Teachers reported little familiarity with screening measures, but indicated they would be interested in using screeners if trained to do so. Common barriers to screening included lack of training on use of screeners and how to pro...
Article
Full-text available
Using data (N = 1,350) from the Head Start Family and Childhood Experiences Survey, this study examined sociodemographic predictors of parent involvement in educationally enriching activities at home for low-income children with disabilities compared with children without disabilities. Analyses examined whether associations were moderated by aspect...
Article
This work offers a conceptual synthesis of several contemporary educational service delivery models that implicitly embed compassionate educational practices into supporting the learning and growth of diverse student populations. This manuscript discusses how such paradigms, such as culturally responsive positive behavior intervention and supports...
Article
Using the Head Start Impact Study data, this study examined racial disparities in maternal perceptions of social support and social service receipt, and their associations with depression. Associations between Head Start participation and these variables were also studied. A total of 3,269 mothers were included (n = 971 Black, 1,086 Hispanic, and 1...
Article
This study evaluated whether parenting and childcare experience across infancy and toddlerhood were associated with children’s reading, math, and social–behavioural skills prior to kindergarten entry. Analyses also examined whether race or ethnicity moderated associations. A representative sample of Hispanic, Black, and White children from the Earl...
Article
Associated with complex developmental, personal, and environmental risk factors, adolescent parents have been found to display higher rates of unfavorable parenting practices than adult parents, placing their children at high risk for social, emotional and behavioral concerns. Nevertheless, interventions targeting this group often focus solely on a...
Article
The early childhood developmental period has gained significant emphasis in both research and practice as an important period for educational programming and policy. Research outcomes continue to demonstrate a host of long-term academic, social-emotional, and health benefits for students who participate in high quality early learning programs. Such...
Article
This study examined associations among Head Start attendance, individualized education programmes (IEPs), parental behaviours and child outcomes in a sample of five-hundred and seventy 3- to 4-year-old children with disabilities. Home language, number of disabilities and Head Start enrollment were associated with having an IEP. Parents of children...
Article
This study investigated the impact of Head Start, disability status, and receipt of an Individualized Education Program (IEP) on early language, literacy, and mathematics skills for low-income children with language, cognitive, emotional/behavioral, sensory, and physical disabilities. Secondary analysis of data was performed on a sample of children...
Conference Paper
Full-text available
Parents have many opportunities to support their child’s education, including reading at home, volunteering, and participating in educational decisions (Epstein, 2010). While positive benefits of parent involvement are well-documented, less is known about how this factor differentially affects children with and without disabilities. It is also uncl...
Article
Evidence-based practices are rarely translated into school settings. The literature examining the science-to-practice gap provides possible explanations, although these explanations are not supported with empirical evidence. Variables affecting behavior intervention implementation, such as lack of teacher training, lack of time, lack of resources,...
Article
Full-text available
Research Findings: Children's early academic achievement is supported by positive social and behavioral skills, and difficulties with these skills frequently gives way to underachievement. Social and behavioral problems often arise as a product of parent-child interactional patterns and environmental influences. Few studies have examined the role o...
Article
Full-text available
The statistical precision by which intervention outcomes are evaluated has increased in recent years in an effort to improve their viability in addressing emotional, social, behavioral, and academic issues. Despite these advances, treatment integrity, a vital aspect in evaluating the merit of a given intervention, remains largely overlooked. Defini...
Article
A wealth of research demonstrates the importance of early parent-child interactions on children's social functioning. However, less is known about the interrelations between child and parent characteristics and parent-child interactions in early childhood. Moreover, few studies have broadly examined the longitudinal relations between these construc...
Article
Preschool children may exhibit a range of problematic behaviors that may impede development and disrupt classroom functioning. As a result, preschool children are often expelled from programs when behavioral issues cannot be adequately addressed. Preschool behavioral consultation serves as a promising alternative to expulsion, as consultants can pr...
Article
Full-text available
Meaningful interactions between families and schools benefit multiple facets of children’s functioning including their academic, social, and behavioral adjustment (Christenson & Sheridan, 2001). Positive relationships between parents and teachers predict children’s enhanced social-emotional functioning and academic adjustment across time (Izzo, Wei...
Article
The authors present an investigation of a classwide intervention to reduce disruptive behavior in a kindergarten classroom. Participants included children in 3 kindergarten classrooms and their teachers in an at-risk school district in Northeast Ohio. On the basis of student behaviors and teacher goals, the authors chose the Good Behavior Game plus...
Article
Full-text available
Within the current climate of educational reform, there is a great need for evidence-based academic interventions aimed at increasing achievement among school-aged students. Particularly in the area of mathematics, few empirically validated, cost-, and time-efficient interventions are available for remediating basic math skills deficits. The curren...

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Projects

Projects (2)
Project
This project develops and evaluates a transition porgram based on the family school collaobrative model for middle school students with ASD.
Project
This project is evaluating a parent-mediated intervention to address emotional regulation skills in children diagnosed with Autism Spectrum Disorder aged 3 to 6 years (RELACS). Aims include (1) determining the feasibility and acceptability of RELACS when implemented with parents and children in home settings, (2) determining the potential impact of RELACS on parents' use of strategies to support emotion regulation, and (3) determining the potential impact of RELACS on children's skills for managing emotion and dysregulated behaviors. The pilot study was funded through an Applied Research Grant provided by the Organization for Autism Research.