Selected Publications

*identifies a student who was directly supervised by Dr. McAuley

  1. *Wasif, F., & McAuley, T. (in press). Exploring the unique and joint influence of interpersonal and executive functions on adolescent subjective well-being across the transition to high school. Journal of Happiness Studies.
  2. *Sadeghi, M., *Abraham, E., & McAuley, T. (2024).Assessing Adherence and Clinical Utility of Modified Goal Management Training for Adolescents with ADHD: A Pilot Study. Applied Neuropsychology: Child. https://doi.org/10.1080/21622965.2024.2353828
  3. *Gabel, M. S., & McAuley, T. (2022).Why might negative mood help or hinder inhibitory performance? An exploration of thinking styles using a Navon induction. Cognition and Emotion, 36(4), 705-712. https://doi.org/10.1080/02699931.2021.2023108
  4. Sandberg, S., & McAuley, T. (2022). Hospital-based modified Cogmed working memory training for youth with ADHD. Journal of Attention Disorders, 26(10), 1283-1292. https://doi.org/10.1177/10870547211066487
  5. *Abraham, E., Antl, S. & McAuley, T. (2021). Trauma exposure and mental health in a community sample of children and youth. Psychological Trauma: Theory, Research, Practice, and Policy, 14(4), 624-632. https://doi.org/10.1037/tra0001035
  6. Nilsen, E. S., Silva, J., McAuley, T., & Floto, S. (2021). Executive functioning moderates associations between shyness and pragmatic abilities. Social Development, 30(2), 554-574. https://doi.org/10.1111/sode.12485
  7. *Trossman, R., Spence, S. L., Mielke, J. G., & McAuley, T. (2021). How do adverse childhood experiences impact health? Exploring the mediating role of executive functions. Psychological Trauma: Theory, Research, Practice, and Policy, 13(2), 206–213.  https://doi.org/10.1037/tra0000965
  8. *Trossman, R., Mielke, J. G., & McAuley, T. (2020). Global executive dysfunction, not core executive skills, mediate the relationship between adversity exposure and later health in undergraduate students. Applied Neuropsychology: Adult, 1-7. https://doi.org/10.1080/23279095.2020.1764561
  9. *Sadeghi, M., Sandberg, S., & McAuley, T. (2020). Examining the impact of motivation on working memory training in youth with ADHD. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 29(1), 4-14. PMCID: PMC7065563
  10. *Gabel, M., & McAuley, T. (2018). Do affective experiences help or hinder executive function? Reactivity may be the key. Personality and Individual Differences, 128, 94–99.
  11. 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.
  12. 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.
  13. 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.
  14. 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.
  15. 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.
  16. 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.