1. Gabel, M., & McAuley, T. (in press). Do affective experiences help or hinder executive function? Reactivity may be the key. Personality and Individual Differences.
  2. McAuley, T., Crosbie, J., Charach, A., & Schachar, R. (2017). Clinical, sociobiological, and cognitive predictors of ADHD persistence in children followed prospectively over time. Journal of Abnormal Child Psychology, 45(4), 765-776.
  3. Nilsen, E., Hyuder, V., McAuley, T., & Lieberman, D. (2017). Ratings of Everyday Executive Functioning (REEF): A parent-report measure of preschoolers’ executive functioning skills. Psychological Assessment, 29(1), 50-64.
  4. McAuley, T., Crosbie, J., Charach, A., & Schachar, R. (2014). The persistence of cognitive deficits in remitted and unremitted ADHD: a case for the state-independence of response inhibition.  Journal of Child Psychology and Psychiatry, 55(3), 292-300.
  5. McAuley, T., & White, D. A. (2011). A latent variables examination of processing speed, response inhibition, and working memory during typical development. Journal of Experimental Child Psychology, 108, 453-468.
  6. McAuley, T., Chen, S., Goos, L., Schachar, R, & Crosbie, J. (2010). Is the Behavior Rating Inventory of Executive Function more strongly associated with measures of impairment or executive function? Journal of the International Neuropsychological Society, 16, 495-505.
  7. McAuley, T., Yap, M., Christ, S. E., White, D. A. (2006). An ex-Gaussian analysis of inhibitory control across the lifespan. Developmental Neuropsychology, 29(3), 447-458.