UTexas.edu

Publications

2025

  • Albritton, K., Cruz, K., & Burley, E. (2025). From surviving to thriving: Increasing equitable discipline outcomes in preschool settings. Theory Into Practice, 1–14. https://doi.org/10.1080/00405841.2025.2503306
  • Argumedo, G., Salvo, D., G.-Olvera, A., Aguilar-Farias, N., Okely, A. D., & Jáuregui, A. (2025). Conducting 24-hour movement behaviour research with preschool children in middle-income countries: Lessons from the SUNRISE pilot study in Mexico. Public Health in Practice, 9, 100553. https://doi.org/10.1016/j.puhip.2024.100553
  • Carrillo, J. I., Morales, D., Varela, A. R., Kohn, E. R., Pratt, M., Salvo, D., Jáuregui, A., & Hallal, P. C. (2025). Progress in Physical Activity Surveillance, Research, and Policy in Mexico: The Global Observatory for Physical Activity. Translational Journal of the American College of Sports Medicine, 10(3), e000311. https://doi.org/10.1249/TJX.0000000000000310
  • Castillo, S., Valenzuela, A., & Hinds, C. (2025). Organizing and youth resistance: The fight for trans rights in Texas. International Journal of Qualitative Studies in Education, 1–20. https://doi.org/10.1080/09518398.2025.2502060
  • Chandler, B. W., Toste, J. R., Hart, E. J., & Kearns, D. M. (2025). Instruction to support word‐level reading skills for adolescent learners with learning disabilities. Journal of Adolescent & Adult Literacy, 68(4), 380–391. https://doi.org/10.1002/jaal.1399
  • Chow, J. C., & Toste, J. R. (2025). Using incremental science to improve inclusive educational psychology research. Educational Psychologist, 60(3), 172–188. https://doi.org/10.1080/00461520.2025.2486140
  • Cobb, C. L., Schwartz, S. J., & Martinez Jr, C. R. (2025). A theory of cultural continuity: Heritage culture retention as an important psychological motivation. Psychological Review. https://doi.org/10.1037/rev0000561
  • Daly, A., Vlach, S. K., Tily, S., Murdter-Atkinson, J., & Maloch, B. (2025). “I Never Explicitly Brought That Up to My Mentor”: Early Career Teachers of Color Navigating Whiteness With White Mentors in a University-Based Induction Program. Urban Education, 60(7), 1942–1973. https://doi.org/10.1177/00420859241244752
  • Eyler, A. A., O’Connor, A., Naghiloo, F., Holland, D., Tibatemwa, E., & Salvo, D. (2025). Improving equity in access to large metropolitan parks in historically spatially segregated urban areas: A case study of St. Louis, USA. Cities, 166, 106228. https://doi.org/10.1016/j.cities.2025.106228
  • Favarão Leão, A. L., Gierbolini-Rivera, R. D., Franco Silva, M., Shaw, C., O’Connor, Á., Salvo, D., & Siqueira Reis, R. (2025). Spatial indicators of inequity in urban health research: A scoping review. Discover Public Health, 22(1), 27. https://doi.org/10.1186/s12982-025-00421-z
  • Ferrer, E., Toste, J. R., Shaywitz, B. A., Holahan, J. M., & Shaywitz, S. E. (2025). School-based interventions for dyslexic readers during elementary grades do not improve reading as adults. Journal of Pediatric Neuropsychology. https://doi.org/10.1037/jpn0000011
  • Garces, L. M., Pedota, J., & Epstein, E. (2025). A Call to Build Coalitions to Disrupt a Climate of Suppression. Change: The Magazine of Higher Learning, 57(2), 4–10. https://doi.org/10.1080/00091383.2025.2471242
  • Kowalczyk, W., Cavalier, A., Chen, Y.-F., Davis, E., Kitsiou, S., Okpara, E., Powell, K., Press, V., Salvo, D., Sharp, L., Smith, L., Wright, B., & Nyenhuis, S. (2025). Dermatologic Adverse Events with Fitbit Use in a Physical Activity Intervention for Black. Journal of Allergy and Clinical Immunology, 155(2), AB287. https://doi.org/10.1016/j.jaci.2024.12.883
  • Leão, A. L. F., Gierbolini-Rivera, R. D., Silva, M. F., Shaw, C., O’Connor, Á., Salvo, D., & Reis, R. S. (2025). Spatial indicators of inequity in urban health research: A scoping review. Discover Public Health, 22(1), 27. https://doi.org/10.1186/s12982-025-00421-z
  • Liu, X., Eddy, M., & Martinez, C. R. (2025). Causal Estimands and Multiply Robust Estimation of Mediated-Moderation. Multivariate Behavioral Research, 60(3), 460–486. https://doi.org/10.1080/00273171.2024.2444949
  • Maloch, B., Ries, E., Murdter-Atkinson, J., Wright, A., Alexander, K., & Mosley Wetzel, M. (2025). “Change happens at the speed of trust”: Context-attentive mentoring for early career teachers. Teaching and Teacher Education, 153, 104817. https://doi.org/10.1016/j.tate.2024.104817
  • Mejía-Grueso, J., Niño-Cruz, G. I., Alarcón-Aguilar, J., Roa-Urrutia, P., Moreno-López, S. M., Hino, A. A. F., Silva, A. A. de P. da, López, F., Salvo, D., Reis, R. S., Rosas, G., & Ramírez-Varela, A. (2025). Association between trust in the incumbent president and COVID-19 preventive behaviors during the pandemic in four Latin American countries. Cadernos de Saúde Pública, 41, e00023824. https://doi.org/10.1590/0102-311XEN023824
  • Micheals, K., Hall, E., Chambliss, S., Balcer-whaley, S., Rodriguez, E., Matsui, E., & Bhavnani, D. (2025). Disparities in Asthma Control and Treatment: A Spotlight on Mexican American Children. Journal of Allergy and Clinical Immunology, 155(2), AB25. https://doi.org/10.1016/j.jaci.2024.12.084
  • Pedota, J., Garces, L. M., Epstein, E. M. B., Ngaosi, N. C., & Khalayleh, N. (2025). “We’re on Our Own Out Here”: Faculty Member Responses to Legislative Threats to Academic Freedom and Scholarship on Race. The Journal of Higher Education, 0(0), 1–28. https://doi.org/10.1080/00221546.2025.2461986
  • Phillips, C. S., Morris, S. E., Rodriguez, E., Woods, H., Hebdon, M., Choi, E., Morris, J., Morgan, Rev. B., Moorjani, D., Lutrell, J., Gruber, C., Schroder, A., Umberson, D., & Mao, J. J. (2025). Storytelling Through Music with Parents Whose Children Have Died from Cancer: A Randomized Controlled Feasibility Trial. Psycho-Oncology, 34(4), e70143. https://doi.org/10.1002/pon.70143
  • Quinones-Camacho, L. E., Gilbert, K. E., Hennefield, L., Hoyniak, C., Thompson, R. J., Tillman, R., Barch, D. M., Luby, J. L., & Whalen, D. J. (2025). Caregiver-child affective dynamics during preschool predict preadolescent suicidal thoughts and behaviors. Personality and Individual Differences, 237, 113048. https://doi.org/10.1016/j.paid.2025.113048
  • Schwartz, S. J., Ertanir, B., Harkness, A., Zamboanga, B. L., Bessaha, M. L., Bartholomew, J. B., Meca, A., Michikyan, M., Duque, M., Montero-Zamora, P., López-Madrigal, C., Castillo, L. G., Ángel Cano, M., Subrahmanyam, K., Piña-Watson, B., Regan, P., Ham, L. S., Hanson, M. K., & Martinez, C. R. (2025). The role of personal identity as a resource for college students during COVID-19. Journal of American College Health, 73(1), 244–254. https://doi.org/10.1080/07448481.2023.2214244
  • Siefken, K., Michael, P., Mejía-Grueso, J., Bauman, A., Salvo, D., Woods, C., Wendel-Vos, W., Richards, J., Hallal, P., & Ramírez Varela, A. (2025). Zufall oder Strategie? Bewertung der politischen Gelegenheitsfenster für aktive Mobilität während der COVID-19-Pandemie. German Journal of Sports Medicine/Deutsche Zeitschrift Fur Sportmedizin, 76(3). https://search.ebscohost.com/
  • Siefken, K., Pratt, M., Mejía-Grueso, J., Bauman, A., Salvo, D., Woods, C. B., Wendel-Vos, W., Richards, J., Miranda, J. J., & Hallal, P. C. (2025). Chance or strategy? Assessing the unanticipated policy window for active transportation during the COVID-19 pandemic: a systematic review. Journal of Physical Activity and Health, 1(aop), 1–11. https://doi.org/10.1123/jpah.2024-0489
  • Stein, R., & Albritton, K. (2025). The More Things Change, the More Early Childhood School Psychology Remains the Same. School Psychology Review, 1–13. https://doi.org/10.1080/2372966X.2025.2497262
  • Toste, J. R., Clemens, N. H., Filderman, M. J., Chandler, B. W., Rodrigo, S., & Moore, C. (2025). Investigating the Contribution of Spelling Practice to the Multisyllabic Word Reading Skills of Upper Elementary Students With Dyslexia. Learning Disability Quarterly, 07319487251327223. https://doi.org/10.1177/07319487251327223
  • Toste, J. R., Filderman, M. J., Clemens, N. H., & Fry, E. (2025). Graph Out Loud: Pre-Service Teachers’ Data Decisions and Interpretations of CBM Progress Graphs. Journal of Learning Disabilities, 58(1), 33–45. https://doi.org/10.1177/00222194241231768
  • Toste, J. R., Fluhler, S. K., Farris, E. A., & Chandler, B. W. (2025). What’s in a Word? Analyzing Students’ Oral Reading Fluency to Inform Instructional Decision-Making. Intervention in School and Clinic, 60(5), 251–261. https://doi.org/10.1177/10534512251314361

2024

  • Albritton, K., Stuckey, A., Klatka, K., & Cruz, K. (2024). Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children. Journal of School Psychology, 106, 101344. https://doi.org/10.1016/j.jsp.2024.101344
  • Bouchacourt, L., Smith, S., Mackert, M., Almalki, S., Awad, G., Barczyk, A., Bearman,   S. K., Castelli, D., Champagne, F., de Barbaro, K., … Quinones-Camacho, L., … & Zhang, Y. (2024). Strategies to Implement a Community-Based, Longitudinal Cohort Study: The Whole Communities-Whole Health Case Study. JMIR Formative Research, 8(1), e60368. https://doi.org/10.2196/60368
  • Bradford, J. M., Eldin, M. M., Golestani, S., Cardenas, T. C., Mery, M., Teixeira, P. G.,    DuBose, J., Brown, L. H., Bach, M., Robert, M., Ali, S., Salvo, D., & Brown, C. (2024). Structural racism, residential segregation, and exposure to trauma: The persistent impact of redlining. Journal of Trauma and Acute Care Surgery,    97(6), 891–895.
  • Brantlinger, A., Turner, B. O., & Valenzuela, A. (2024). Ties That Bind? The Teaching and Post-Teaching Trajectories of Black and Latino/a Community Insiders and Elite College Graduates. Educational Evaluation and Policy Analysis, 46(3), 411–434. https://doi.org/10.3102/01623737231162583
  • Cruz, K., & Albritton, K. (2024). Examining the role and graduate preparation of bilingual school psychologists in early childhood settings. Journal of School Psychology, 106, 101354. https://doi.org/10.1016/j.jsp.2024.101354
  • Dillard, J. B., & Rodríguez, E. M. (2024). The role of school safety perceptions in childhood asthma diagnosis disparities. Health Psychology, 43(10), 747. https://doi.org/10.1037/hea0001391
  • Ding, D., Chastin, S., Salvo, D., Nau, T., Gebel, K., Sanchez-Lastra, M. A., Luo, M., Crochemore-Silva, I., Ekelund, U., & Bauman, A. (2024). Realigning the physical activity research agenda for population health, equity, and wellbeing. The Lancet, 404(10451), 411–414. https://doi.org/10.1016/S0140-6736(24)01540-X
  • Ding, D., Luo, M., Infante, M. F. P., Gunn, L., Salvo, D., Zapata-Diomedi, B., Smith, B., Bellew, W., Bauman, A., & Nau, T. (2024). The co-benefits of active travel interventions beyond physical activity: A systematic review. The Lancet Planetary Health, 8(10), e790–e803.
  • Fry, E. C., Toste, J. R., Feuer, B. R., & Espin, C. A. (2024). A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making? Journal of Learning Disabilities, 57(5), 275–290. https://doi.org/10.1177/00222194231215031
  • Gupta, S. S., Cheatham, G. A., Strassfeld, N., Zhu, X., Medellin, C., & Nagasawa, M. (2024). Examining the ecology of preschool inclusion in New York City: A mixed-methods study underway. Contemporary Issues in Early Childhood, 25(4), 503–511. https://doi.org/10.1177/14639491241229229
  • Hong, Y., Klinginsmith, M. G., & Quiñones-Camacho, L. E. (2024). Children’s executive functions predict their preferences for emotion regulation strategies. Cognition and Emotion, 1–17. https://doi.org/10.1080/02699931.2024.2438078
  • Jáuregui-Ulloa, E., Ortiz-Brunel, J., Gaytan-Gonzalez, A., Soria-Rodríguez, R., Pérez- Maravilla, J. M., González-Villalobos, M. F., Salvo, D., Warburton, D. E., & López-Taylor, J. R. (2024). Comparison of physical activity and sedentary behaviour patterns by sex, geographical location, and time of the week in    Mexican adolescents. Journal of Functional Morphology and Kinesiology, 9(4), 212. https://doi.org/10.3390/jfmk9040212
  • Jeong, J. Y., & Strassfeld, N. (2024). Addressing Conflicts and Role Responsibilities in the Special Education Service Delivery Process: Adult Sibling Involvement and Facilitation as Cultural and Linguistic Brokers. Journal of Cases in    Educational Leadership, 27(4), 134–147. https://doi.org/10.1177/15554589241288900
  • Kramarczuk Voulgarides, C., Cruz, R., Strassfeld, N., Aylward, A., Ahram, R., & Firestone, A. (2024). Understanding policy reverberations across the educational ecosystem to effectuate change. Theory Into Practice, 63(4), 457–  468. https://doi.org/10.1080/00405841.2024.2355848
  • Macías, N., Monterrubio-Flores, E., Salmerón, J., Meneses-León, J., Flores, Y. N., Jáuregui, A., Salvo, D., Villa, U., Olvera, A. G., & Gallegos-Carrillo, K. (2024). Exploring the effect of sedentary behavior on increased adiposity in middle-  aged adults. BMC Public Health, 24(1), 2228.   https://doi.org/10.1186/s12889-024-19723-z 
  • O’Connor, Á., Resendiz, E., Nason, L., Eyler, A. A., Brownson, R. C., Reis, R. S., Banchoff, A., King, A. C., & Salvo, D. (2024). Who Benefits? A Mixed Methods Study Assessing Community Use of a Major Metropolitan Park During the COVID-19 Pandemic. Journal of Urban Health, 101(4), 827–844. https://doi.org/10.1007/s11524-024-00886-4
  • Richards, J., Siefken, K., Pratt, M., Bauman, A., Mejía-Grueso, J., Woods, C. B., Wendel-Vos, W., Hinckson, E., Salvo, D., & Hallal, P. C. (2024). Navigating physical activity promotion and policy in the post-COVID-19-pandemic era. Journal of Physical Activity and Health, 21(12), 1412–1422. https://doi.org/10.1123/jpah.2024-0206
  • Sievers, J., Mata, R. A., Cawthon, S. W., Vielma, A. G., Yan, Y., Lama, D., Ge, E.,   Ramesh, G., & Aldaco, S. (2024). “Take a Deep Breath and Re-Center the Student’s Perspective”: Partnering Instructors and Disabled Students for Accessible Teaching. Teaching of Psychology, 00986283241269435.       https://doi.org/10.1177/00986283241269435
  • Silva, D. A. S., Aubert, S., Manyanga, T., Lee, E.-Y., Salvo, D., & Tremblay, M. S. (2024). Physical activity report card indicators and the United Nations sustainable   development goals: Insights from Global Matrix 4.0. Journal of Physical Activity and Health, 21(12), 1372–1381. https://doi.org/10.1123/jpah.2024-0442
  • Strassfeld, N., & Cooc, N. (2024). Disproportionality monitoring for special education and stakeholder practices in a post-affirmative action landscape.Theory Into Practice, 63(4), 366–376.      https://doi.org/10.1080/00405841.2024.2355817
  • Strassfeld, N. M., Brady, K., & Dieterich, C. (2024). Expanding Law- and Policy-Relevant Discourse Within Special Education Research. Journal of Disability Policy Studies, 35(3), 198–206. https://doi.org/10.1177/10442073231185737
  • Watkins, L. G., Cobb, C. L., Schwartz, S. J., Duque, M., Montero-Zamora, P., Alpysbekova, A., Romero, S., Ertanir, B., & Martinez Jr., C. R. (2024). Ethnic  discrimination, cultural identification, and well-being among undocumented Hispanic immigrants in the United States: A test of the rejection–identification model. American Journal of Orthopsychiatry. https://doi.org/10.1037/ort0000810