Current Students

As of summer 2021, there are 13 students enrolled in the IDD Psychology program, including students currently on internship.

First Year:

Second Year:

Third Year:

Fourth Year:

Fifth Year/On Internship:

Student Interest Areas

Students in our program have a wide variety of applied research and clinical interests within the IDD field, spanning both child and adult populations. Current students and recent graduates have completed master’s and dissertation projects in areas including:

  • Symptoms of autism in children with genetic syndromes.
  • Development of measurement tools for parental adaptation to disability.
  • Methods of improving the informed consent process for adults with intellectual disability.
  • Differences in presentation of autism characteristics in parents and children from diverse racial and ethnic backgrounds.
  • Parental attribution of child behaviors and their relationship to treatment acceptability.
  • How psychology instructors integrate disability as an aspect of diversity in their undergraduate teaching.
  • Training behavior analysts in family-centered care.
  • Retention, resilience, and burnout of staff caregivers for aggressive adults with DD.
  • Social support, physical activity and stress as determinants of well-being in adults with intellectual disability.
  • Social support and physical activity as moderators of the connection between stress and mental health in adults with Intellectual Disabilities.
  • Impact of children’s behavior problems on parenting stress for parents of children with DD.
  • Burnout and empowerment attitudes in direct support professionals.
  • Exploring the relationship between adults with developmental disabilities and direct support professionals.
  • Program evaluation of a behavior support program for adults with developmental disabilities.

Student Publications

Some recent publications authored or co-authored by our current students are listed below (student names in bold; publications marked with an * were developed directly from a projects completed while enrolled in the IDD Psychology program):

*Crane, J. M., Strickler, J. G., Lash, A. T., Macerollo, A., Prokup, J. A., Rich, K. A., … & Havercamp, S. M. (2021). Getting comfortable with disability: The short-and long-term effects of a clinical encounter. Disability and health journal14(2), 100993.

*Kirchner, R. M., & Walton, K. M. (2021). Symptoms of Autism Spectrum Disorder in Children With Down Syndrome and Williams Syndrome. American Journal on Intellectual and Developmental Disabilities126(1), 58-74.

*Crane, J. M., & Havercamp, S. M. (2020). Who thrives as a direct support professional? Personal motivation and resilience in direct support. Research in Developmental Disabilities106, 103764.

*Tiede, G. M., & Walton, K. M. (2020). Social endophenotypes in autism spectrum disorder: a scoping review. Development and Psychopathology, 1-29.

*Walton, K. M., & Tiede, G. (2020). Brief report: Does “healthy” family functioning look different for families who have a child with autism?. Research in autism spectrum disorders72, 101527.

*Tassé, M. J., Wagner, J. B., & Kim, M. (2020). Using technology and remote support services to promote independent living of adults with intellectual disability and related developmental disabilities. Journal of Applied Research in Intellectual Disabilities33(3), 640-647.

*Dynia, J. M., Walton, K. M., Brock, M. E., & Tiede, G. (2020). Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder. Research in Autism Spectrum Disorders77, 101606.

Farmer, C., Adedipe, D., Bal, V. H., Chlebowski, C., & Thurm, A. (2020). Concordance of the Vineland Adaptive Behavior Scales, second and third editions. Journal of Intellectual Disability Research64(1), 18-26.

Thurm, A., Chlebowski, C., Joseph, L., Farmer, C., Adedipe, D., Weiss, M., … & Porter, F. D. (2020). Neurodevelopmental Characterization of Young Children Diagnosed with Niemann-Pick Disease, Type C1. Journal of developmental and behavioral pediatrics: JDBP41(5), 388.

Udhnani, M. D., Kenworthy, L., Wallace, G. L., & Yerys, B. E. (2020). Brief Report: Performance-Based Executive Functioning Abilities are Associated with Caregiver Report of Adaptive Functioning in Autism Spectrum Disorder. Journal of autism and developmental disorders50(12), 4541-4547.

Udhnani, M., Perez, M., Clasen, L. S., Adeyemi, E., & Lee, N. R. (2020). Relations between Everyday Executive Functioning and Language in Youth with Down Syndrome and Youth with Autism Spectrum Disorder. Developmental neuropsychology45(2), 79-93.

*Dell’Armo, K. A., & Tassé, M. J. (2020). Attitudes, stigma, and disablism toward people with intellectual and developmental disabilities. Chapter in L. Glidden, (Editor in Chief), L. Abbeduto, L. L. McIntyre, & M. J. Tassé (Editors), Handbook on Intellectual and Developmental Disabilities. Washington, DC: American Psychological Association.

*Tiede, G., & Walton, K. M. (2019). Meta-analysis of naturalistic developmental behavioral interventions for young children with autism spectrum disorder. Autism23(8), 2080-2095.

*Dell’Armo, K. A., & Tassé, M. J. (2019). The role of adaptive behavior and parent expectations in predicting post-school outcomes for young adults with intellectual disability. Journal of autism and developmental disorders49(4), 1638-1651.

*Kirby, A. V., Dell’Armo, K., & Persch, A. C. (2019). Differences in youth and parent postsecondary expectations for youth with disabilities. Journal of vocational rehabilitation51(1), 77-86.

Dai, Y. G., Miller, L. E., Ramsey, R. K., Robins, D. L., Fein, D. A., & Dumont-Mathieu, T. (2019). Incremental utility of 24-month autism spectrum disorder screening after negative 18-month screening. Journal of autism and developmental disorders, 1-11.

Phillips, B. A., Fortney, S., & Swafford, L. (2019). College students’ social perceptions toward individuals with intellectual disability. Journal of Disability Policy Studies30(1), 3-10.

*Wagner, J. B., Kim, M., & Tassé, M. J. (2019). National surveillance of intellectual disability: Technology tools that can increase national reach. Intellectual and Developmental Disabilities, 57, 463-475.

Ramsey, R. K., Nichols, L., Ludwig, N. N., Fein, D., Adamson, L. B., & Robins, D. L. (2018). Brief report: Sex differences in parental concerns for toddlers with autism risk. Journal of autism and developmental disorders48(12), 4063-4069.

Kim, S. Y., Chung, K. M., & Jung, S. (2018). Effects of repeated food exposure on increasing vegetable consumption in preschool children with autism spectrum disorder. Research in Autism Spectrum Disorders47, 26-35.

*Tassé, M. J. & Bush, K. (2018). International Classification of Diseases, 10th Edition (ICD-10). In E. Braaten (Editor). The SAGE Encyclopedia of Intellectual and Developmental Disorders.  Thousand Oaks: Sage Publications, Inc.

*Tassé, M. J. & Mehling, M. H. (2018). Mental Retardation [Intellectual Disability]: Historical Changes in Terminology. In E. Braaten (Editor), The SAGE Encyclopedia of Intellectual and Developmental Disorders.  Thousand Oaks: Sage Publications, Inc.

*Mehling, M. H., Tassé, M. J., & Andridge, R. (2017). Shakespeare and autism: A pilot study examining the treatment effects and predictors of treatment response of the Hunter Heartbeat Method.  Autism – Open Access, 7(5), 1-9.

*Mehling, M. H., Tassé, M. J., & Root, R. (2017). Shakespeare and autism: An exploratory evaluation of the Hunter Heartbeat Method. Research and Practice in Intellectual and Developmental Disabilities, 4, 107-120. http://dx.doi.org/10.1080/23297018.2016.1207202.

*Bush, K. & Tassé, M. J. (2017). Employment and Choice-Making for Adults with Intellectual Disability, Autism and Down syndrome. Research in Developmental Disabilities, 65, 23-34.

*Tassé, M. J. & Mehling, M. H. (2017). Measuring Intellectual Functioning and Adaptive Behavior in Determining Intellectual Disability. In Karrie A. Shogren & Michael Wehmeyer (Eds)., Research-based Practices for Educating Students with Intellectual Disability (pp. 63-78). New York: Routledge/Taylor & Francis.

Kirchner, R. M., Martens, M. A., & Andridge, R. R. (2016). Adaptive behavior and development of infants and toddlers with Williams syndrome. Frontiers in psychology7, 598.

*Mehling, M. H. & Tassé, M. J. (2016). Severity of autism spectrum disorders: Current conceptualization, and transition to DSM-5. Journal of Autism and Developmental Disorders, 46, 2000-2016.

*Havercamp, S.M., Nevill, R.E., & Crane, J.C. (2021). Health: A lifespan view. In LM. Glidden and M.J. Tasse (Eds.).  APA Handbook of Intellectual and Developmental Disabilities. American Psychological Association, Washington DC.

Nevill, R.E. & Havercamp, S.M. (2020). Intellectual Disability. In F.R. Volkmar (Ed). Encyclopedia of Autism Spectrum Disorders, Second Edition. Springer, New York.

Scott, H.M. & Havercamp, S.M. (2018). Measurement Error. In F.R. Volkmar (Ed). Encyclopedia of Autism Spectrum Disorders, Revised Edition. Springer, New York.

Scott, H.M. & Havercamp, S.M. (2018). Mental Retardation. In F.R. Volkmar (Ed). Encyclopedia of Autism Spectrum Disorders, Revised Edition Springer, New York.

Havercamp, S.M. & Chavez, V. (2018). Health Promotion. In E. Braaten (Ed). The SAGE Encyclopedia of Intellectual and Developmental Disorders. SAGE Publications: Thousand Oaks, CA

Nevill, R.E., Scott, H.M., and Havercamp, S.M. (2016). Health research in intellectual and developmental disabilities (pp.2213-2223). In I.L. Rubin, J. Merrick, D.E. Greydanus and D.R. Patel (Eds.). Health Care for people with Intellectual and Developmental Disabilities Across the Lifespan (3rd edition). New York: Springer.

*Nevill, R.E., Istvan, E.M., & Havercamp, S.M. (2021). The Effects of Aggression Subtypes on Caregiver Instability and Burnout in Direct Support Professionals. Journal of Positive Behavior Interventions, Online First. https://doi.org/10.1177/10983007211013794

*Crane, J. M., Williamson, H. J., Raley, S. K., Hagiwara, M., Lee, C., & Havercamp, S. M. (Accepted). Who is leading the field in 2020?: AAIDD Students and Early Career Professionals. Intellectual and Developmental Disabilities

*Nevill, R. E., & Havercamp, S. M. (2019). Effects of mindfulness, coping styles and resilience on job retention and burnout in caregivers supporting aggressive adults with developmental disabilities. Journal of Intellectual Disability Research, 63(5), 441-453.

*Nevill, R.E., & Havercamp, S.M. (2016). The role of mental health, physical health and aggression of adults with developmental disabilities in predicting positive coping and retention in direct care staff. Journal of Intellectual Disability Research60(7), 715.

*Scott, H.M. & Havercamp, S.M. (2016). Systematic review of health promotion programs focused on behavioral changes for people with intellectual disability. Intellectual and Developmental Disabilities, Vol. 54, No. 1, pp. 63-76.

*Scott, H. & Havercamp, S.M. (2015). The Diagnosis of Depression in People with Severe Limitations in Intellectual Functioning. Journal of Mental Health Research in Intellectual Disabilities, DOI: 10.1080/19315864.2015.1068410, 1-18.

*Havercamp, S.M. & Scott, H.M. (2015). National health surveillance of adults with disabilities, adults with intellectual and developmental disabilities, and adults with no disabilities. Disability and Health Journal, 8, 165-172

*Scott, H.M., & Havercamp, S.M. (2014). Race and Health Disparities in Adults with Intellectual Disabilities living in the United States. Intellectual and Developmental Disabilities, 52, 409-418.

*Scott, H.M, & Havercamp, S.M. (2014). Mental health for people with Intellectual Disability: the impact of stress and social support.  American Journal of Intellectual and Developmental Disabilities, 119, 552-564.

*Scott, H.M. & Havercamp, S.M. (2018). Promoting Wellness in People with Intellectual and Developmental Disabilities Through Relationships. Current Developmental Disorders Reports. Invited paper in Y. Lunsky (Ed.) Intellectual Disability Topical Collection, 1-7.

*Scott, H. M., & Havercamp, S. M. (2018). Comparisons of self and proxy report on health‐related factors in people with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 31(5), 927-936.

*Scott, H. M., & Havercamp, S. M. (2018). Comparison of Self-and Proxy Report of Mental Health Symptoms in People with Intellectual Disabilities. Journal of Mental Health Research in Intellectual Disabilities11(2), 143-156.

*Havercamp, S. M., & Nevill, R. E. A. (2012). Mental and physical health in adults with developmental disabilities living in Ohio. Journal of Intellectual Disability Research56(7), 687.