Tessa Anderson, MS
Office: Garrison Rm 422
B.A. (2006) and M.S. (2010) Idaho State University
Lawrence P. Behmer Jr., Ph.D.
Assistant Professor, Experimental Psychology
Office: Garrison Rm 417
BA (2008) University of Portland
MS (2010) Western Washington University
PhD (2014) Washington State University
Postdoc (2014-2017) Brooklyn College of CUNY
I use EEG and TMS, as well as big data tools such as Amazon Mechanical Turk and computational modeling to investigate important questions about how learning, memory, and cognitive control intersect with our ability to plan and execute complex motor behaviors, such as playing a musical instrument. Specifically, I am interested in the serial order problem (how we successfully plan and execute actions in the correct order), the underlying cognitive processes which allow us to understand another person’s actions (associative sequence learning, mirror neurons), motor imagery, and the neural circuits involved skilled action sequencing. My research program is interdisciplinary, intersecting with computer science, cognitive psychology, and neuroscience, with distinct clinical and commercial applications for brain-computer interfaces (BCIs).
Dr. Behmer is accepting a new graduate student for admission in fall 2023.
Behmer Jr., L. P., Jantzen, K. J., & Crump, M. J. C. (under review). The dynamics of individual response elements of an action sequence during planning. Journal of Experimental Psychology: Human Perception & Performance.
Kenny, R. P., Eaves, D. L., Martin, D., Behmer Jr., L. P., & Dixon, J. (2020). The effects of textured insoles on cortical activity and quiet bipedal standing with and without vision: An EEG study. Journal of Motor Behavior, 52(4), 489-501.
Behmer Jr., L. P., Jantzen, K. J., Martinez, S., Walls, R., Amir-Brownstein, A., Jaye, A., Leytze, M., Lucier, K., & Crump, M. J. C. (2018). Parallel regulation of past, present, and future actions during sequencing. Journal of Experimental Psychology: Human Perception & Performance. 44(8), 1147-1152.
Behmer Jr., L. P., & Crump, M. J. C. (2017). Spatial knowledge during skilled action sequencing: Hierarchical versus nonhierarchical representations. Attention, Perception, & Psychophysics. 79(8), 1435-2248.
Behmer Jr., L. P., & Crump, M. J. C. (2017). The dynamic range of response set activation during action sequencing. Journal of Experimental Psychology: Human Perception & Performance. 43(3), 537-554.
Behmer Jr., L. P., & Crump, M. J. C. (2016). Crunching big data with finger tips: How typists tune their performance towards the statistics of natural language. In M. N. Jones (Ed.), Big Data in Cognitive Science, Abindgon, UK: Talyor & Francis.
Behmer Jr., L. P., & Fournier, L. R. (2016). Mirror neuron activation as a function of explicit learning: Changes in mu-event related power after learning novel responses to ideomotor compatible, partially compatible, and non-compatible stimuli. European Journal of Neuroscience. 44(10), 2774-2785.
Eaves, D. L., Behmer Jr., L. P., & Vogt, S. (2016). Motor imagery content modulates mu and beta ERD during action observation: An EEG and behavioural study. Brain and Cognition, 106; 90-103.
Behmer Jr., L. P., & Fournier, L. R. (2014). Working memory modulates neural efficiency over motor components during a novel action planning task: An EEG study. Behavioural Brain Research, 260, 1-7.
Fournier, L. R., Behmer Jr., L. P., & Stubblefield, A. (2014). Interference due to shared features between action plans is influenced by working memory span. Psychonomic Bulletin and Review, 21(6), 1524-1529.
Mattson, P. S., Fournier, L. R., & Behmer Jr., L. P. (2012). Frequency of a feature occurring early in the action sequence influences binding among action feature codes. Attention, Perception, & Psychophysics, 74(7), 1446-1460.
Jantzen, K. J., Seifert, M., Richardson, B., Behmer Jr., L. P., Odell, C., Tripp, A., & Symons, A. (2012). Dorsal stream activity and connectivity associated with action priming of ambiguous apparent motion. Neuroimage, 63(2), 687-697.
Behmer Jr., L. P., & Jantzen, K. J. (2011). Reading sheet music activates the mirror neuron system of musicians: An EEG study. Clinical Neurophysiology, 122(7), 1342-1347.
Michele R. Brumley, Ph.D.
Professor, Experimental Psychology - Associate Dean, College of Arts and Letters
Office: Business Administration Rm 248
B.A (1999) DePaul University; Ph.D. (2005)
University of Iowa; Postdoctoral Fellow
(2005-2007) The Miami Project to Cure Paralysis, University of Miami Miller School of Medicine.
My research program examines the development of coordinated behavior across ontogeny. This work involves experimental investigation of the role of neurobiological mechanisms, sensory feedback, and experience in the modulation of motor behavior. Currently, my lab is examining 1.) how locomotor behavior in the rat is controlled by the spinal cord and is shaped by sensorimotor experience, 2.) the relationship between the development of weight-bearing locomotion and the development of the musculoskeletal system in rats, and 3.) the relationship between the development of locomotor behavior, reflexes, and epigenetic activity in the spinal cord in rats. My lab team is a group of wonderful graduate and undergraduate students, who are committed to working as a collaborative team. My research has been funded by the NIH, the NIH INBRE Program of the National Center for Research Resources, the NSF, and internal grants from ISU. My students and I collaborate with researchers in biological engineering, physiology, and molecular biology. In my service and administrative work, I am currently administering two USDA grants to improve educational access to students in rural Idaho.
Dr. Brumley will not be accepting students for fall 2023 admission.
Dr. Michele Brumley's Research on ResearchGate
Selected Publications (can be retrieved from ResearchGate or by contacting Dr. Brumley)
Swann-Thomsen, H.E., Mendez-Gallardo, V., Kollmeyer, L., Hunter, K., & Brumley, M.R. (2021). A preliminary investigation of high retinoic acid exposure during fetal development on behavioral competency and litter characteristics in newborn rats. Brain and Behavior, 11, e2253, 1-10. https://doi.org/10.1002/brb3.2253
Theodossiou, S. K., Pancheri, N. M., Martes, A. C., Bozeman, A. L., Brumley, M. R., Raveling, A. R., Courtright, J. M., & Schiele, N. R. (2021). Neonatal spinal cord transection decreases hindlimb weight-bearing and affects formation of Achilles and tail tendons. Journal of Biomechanical Engineering, 143, 06102, 1-9.
Swann-Thomsen, H.E., Viall, D.D., & Brumley, M.R. (2021). Intrathecal administration of the 5-HT2 receptor agonist quipazine elicits air-stepping behavior. Behavioral Pharmacology, 32, 259-264.
Williams, C., Sater, S., Burkhalter, C., Schoonen, S., Miller, J., Shrestha, D. Brumley, M.R., & Schiele, N.R. (2020). Low-cost, open-source, variable speed and incline treadmill for studying impacts of neonatal locomotion. HardwareX, 7, 1-18.
Mayo, J.N., Kauer, S.D., Brumley, M.R., & Bearden, S.E. (2020). Pericytes promote vascular density and improve locomotor recovery after spinal cord injury in male and female neonatal rats. Microcirculation, 27, e12646, 1-12.
Doherty, T.S., Bozeman, A.L., Roth, T.L., & Brumley, M.R. (2019). DNA methylation and behavioral changes induced by neonatal spinal transection. Infant Behavior and Development, 57, 1-9.
Swann, H.E. & Brumley, M.R. (2019). Locomotion and posture development in immature male and female rats (Rattus norvegicus): Comparison of sensory-enriched versus sensory-deprived environments. Journal of Comparative Psychology, 133, 2, 183-196.
Brumley, M.R., Strain, M.M., Devine, N, & Bozeman, A.L. (2018). The Spinal Cord, Not to Be Forgotten: the Final Common Path for Development, Training, and Recovery of Motor Function. Perspectives in Behavior Science, 41, 369-393.
Erika K. Fulton, Ph.D.
Associate Professor, Experimental Psychology
Office: Garrison Rm 404
B.A. (1998) Haverford College
M.A. (2010) California State University, Long Beach
Ph.D. (2015) Georgia Institute of Technology
I have broad research interests in metacognition (thinking about one's cognition), including metamemory and metacomprehension, and cognitive aging. I work to identify the cues on which metacognitive judgments are based, evaluate the reliability of these cues, and understand individual differences (including aging) in metacognitive judgment accuracy.
Dr. Erika Fulton’s Publications on Research Gate (https://www.researchgate.net/
Lab Website: https://erikafulton.weebly.com/
Dr. Fulton is accepting new graduate students for admission in fall 2023.
Erin M. Madison, Erika Kathleen Fulton & Becca N. Huber (2021) Relationship between Generalized Metacomprehension and Personality Traits, Reading Psychology, 42:3, 197-213, DOI: 10.1080/02702711.2021.1888347
Steven R. Lawyer, Ph.D
Professor, Clinical Psychology - Director of Clinical Training
Office: Garrison Rm 424
B.A. (1995) Western Michigan University
M.S. (1997) Auburn University
Pre-Doctoral Clinical Internship (2001-02), University of Mississippi Medical Center
Ph.D. (2002) Auburn University
Postdoctoral Fellowship (2002-04), National Crime Victims Research and Treatment Center, Medical University of South Carolina
Dr. Lawyer's Discounting and Risk-Taking lab focuses on how choices that people make in their day-to-day lives impact their health and well-being. He uses procedures based in behavioral economics, with a particular focus on delay discounting and probability discounting, to understand the psychological and contextual factors that influence human health problem behaviors such as sexual risk-taking, obesity, and substance abuse. He also is interested in trauma and anxiety and evidence-based approaches to ethical research practices.
Dr. Lawyer will not be accepting students for admission in fall 2023.
Mahoney, C. T., Lawyer, S. R., Pemberton, S. E., & Marchant, K. M. (2022). A laboratory examination of risky sexual behavior among female sexual trauma survivors. Journal of Traumatic Stress. https://doi.org/10.1002/jts.22866
Lawyer, S. R., Holcomb, B., & Prihodova, K. (2021). Immediate and delayed reactions to laboratory exposure to a trauma-related cue. Journal of Empirical Research on Human Research Ethics. https://doi.org/10.1177/1556264621996102
Lawyer, S.R., Prihodova, T., Prihodova, K., Rasmussen, E., Doubkova, N., & Preiss, M. (2021). Steeper Delay Discounting for Potentially Real versus Hypothetical Cigarettes (but not money) in Czech Republic Smokers. The Psychological Record. https://doi.org/10.1007/s40732-021-00464-z
Lawyer, S. R. & Jenks, C. (2020). Emotion suppression decreases delay discounting for monetary outcomes. The Psychological Record, 70, 1-10. https://doi.org/10.1007/s40732-019-00361-6
Mahoney, C. T., & Lawyer, S. R. (2018). Domain-specific relationships in sexual measures of impulsive behavior. Archives of sexual behavior, 47(6), 1591-1599. https://doi.org/10.1007/s10508-018-1210-y
Smith, K., Lawyer, S.R., & Swift, J. (2018). A meta-analysis of nonsystematic responding in delay and probability discounting. Experimental and Clinical Psychopharmacology, 26, 94-107. http://dx.doi.org/10.1037/pha0000167
Lawyer, S. R., & Mahoney, C. T. (2018). Delay discounting and probability discounting, but not response inhibition, are associated with sexual risk taking in adults. The Journal of Sex Research, 55, 863-870. https://doi.org/10.1080/00224499.2017.1350627
Tera Letzring, Ph.D.
Professor, Experimental Psychology - Department Chair
Office: Garrison Rm 419
B.A. (1999), University of Puget Sound
M.A. (2002), and Ph.D. (2005), University of California, Riverside
Research interest is in the accuracy of personality judgment, and more specifically the characteristics and behaviors of people who are good judges of personality, the types of situations that are most likely to lead to accurate judgment, and the kinds of information that are most likely to lead to accurate judgment.
Dr. Letzring will be accepting a new graduate student for admission in fall 2023.
Shannon Lynch, Ph.D.
Professor, Clinical Psychology
Office: Garrison Rm 421
B.A. (1992), Tufts University;
M.A. (1996) and Ph.D. (1999), University of Michigan;
Postdoctoral Fellow (1999-2001), Victims of Violence Program, Cambridge Health Alliance/Harvard Medical School.
My research interests focus broadly on individuals’ experiences of and recovery from interpersonal violence. Currently, my research team is conducting a series of projects examining incarcerated women's and youths' trauma exposure, mental health, treatment/programming needs, and factors influencing current functioning as well as reintegration into the community and reoffending. I am interested in understanding how mental health and trauma and marginalization intersect to increase the risk of becoming involved with the criminal legal system and reoffending. Finally, my team is also examining how emotion regulation and shame are associated with trauma exposures and subsequent mental health problems in multiple populations.
My clinical interests are in trauma treatment, interpersonal treatment, couples, and general individual and group treatment.
Dr. Lynch is accepting a new graduate student for admission in fall 2023.
*denotes current or former students as co-authors
DeHart, D.D. & Lynch, S.M. (2021). Women’s and Girls’ Pathways through the Criminal Legal System: Addressing Trauma, Mental Health, and Marginalization. San Diego, Cognella. ISBN: 978-1-5165-3446-3
*DeCou, C., Lynch, S.M., *Weber. S, *Richner, D., *Mozafari, A., *Huggins, H. & *Perschon, B. (Accepted September 2021). On the association between trauma-related shame and symptoms of psychopathology: A meta-analysis. Trauma, Violence & Abuse.
*Weber, S. & Lynch, S. (2021). Understanding the relations among adverse childhood experiences (ACE), substance use, and reoffending among detained youth. Child Abuse & Neglect, 120. 105211. First published July 2021. https://doi.org/10.1016/j.chiabu.2021.105211
*Mahoney, C.T., Lynch, S.M. & Benight, C.C. (2019). The indirect effect of coping self-efficacy on the relation between sexual violence and PTSD symptoms. Journal of Interpersonal Violence. First published Oct 14, 2019. https://doi.org/10.1177/0886260519881525
*Konecky, E. & Lynch, S.M. (2019). Cumulative trauma exposure, emotion regulation, and PTSD among incarcerated women. Journal of Traumatic Stress, 32 (5), 806-811.
*DeCou, C. R., *Mahoney, C., *Kaplan, S. & Lynch, S. M . (2019). Coping self-efficacy and trauma-related shame mediate the association between negative social reactions to sexual assault and PTSD symptoms. Psychological Trauma: Theory, Research, Practice, and Policy, 11 (1), 51-54. http://dx.doi.org/10.1037/tra0000379
Lynch, S. M., DeHart, D., Belknap, J., Green, B., Dass-Brailsford, P., *Johnson, K.J. & Wong, M.M. (2017). An examination of the associations among victimization, mental health, and offending in women. Criminal Justice & Behavior, 44, 796-814. https://doi.org/10.1177/0093854817704452
DeHart, D. D., Lynch, S. M. Belknap, J., Dass-Brailsford, P., & Green, B. (2014). Life-history models of female offending: The role of serious mental illness and trauma in women’s pathways to jail. Psychology of Women Quarterly, 38(1),138-151. doi 0.1177/ 03616843134 94357.
Lynch, S. M., DeHart, D. D., Belknap, J., Green, B., Dass-Brailsford, P., *Johnson, K.J. & *Whaley, E. (2014). A multi-site study of the prevalence of serious mental illness, PTSD, and substance use disorders in women in jail. Psychiatric Services, 65(5), 670-674. doi: 10.1176/appi.ps.201300172.
Jennifer McDonald, Ph.D.
Assistant Lecturer, Experimental Psychology
Office: Garrison Rm 408
B.A. (2011) California State University Channel Islands
M.S. (2014) Idaho State University
Ph.D. (2018) Idaho State University
Accurate Interpersonal Perception of Values, Mindfulness, and Positive Psychology
*Colman, D. E., *Echon, R., *Lemay, M., *McDonald, J., *Smith, K. R., *Spencer, J., & *Swift, J. K. (2016). The efficacy of self-care for graduate students in professional psychology: A meta analysis. Training and Education in Professional Psychology 10, 188-197. http://dx.doi.org/10.1037/tep0000130 *all authors contributed equally
McDonald, J., & Letzring, T. (2016). Judgment of personal values and personality traits: Accuracy and its relation to visibility. Journal of Research in Personality, 65, 140-151. https://doi.org/10.1016/j.jrp.2016.10.009
Ahva R. Mozafari, Ph.D.
Assistant Professor, Clinical Psychology- Clinic Director
Office: Garrison Rm 525
M.S. (2016) Eastern Washington University
Sam Peer, Ph.D.
Assistant Professor, Clinical Psychology - Associate Director of Clinical Training
Office: Garrison Rm 425
Pre-doctoral Clinical Psychology Residency–Child Track, Medical University of South Carolina/Ralph H. Johnson VA Medical Center (2017–2018)
Ph.D. in Clinical Psychology, Central Michigan University (2018)
M.A. in Clinical Psychology, Central Michigan University (2016)
B.S. in Psychology, Wilmington University (2011)
My research focuses predominately on reducing child mental health disparities through the refinement, dissemination, and implementation of evidence-based prevention and clinical treatment programs, particularly Parent-Child Interaction Therapy (PCIT; www.pcit.org) and its transdiagnostic applications (e.g., disruptive behaviors, trauma, anxiety, autism, depression) and developmental adaptations (e.g., PCIT for children ages 7–11). Pursuant to those goals, my research also addresses mixed-methodological innovations, developmental cascades, child maltreatment, measurement development and validation, dissemination and implementation science (particularly validating the Community-Based Learning Collaborative model), and therapist factors related to child and family mental health utilization and outcomes.
Dr. Peer will be accepting a new graduate student for admission in fall 2023.
ResearchGate Profile: https://www.researchgate.net/profile/Samuel_Peer
Lab: Science-based Transdiagnostic Research and Interventions for Parenting Effectively and Safely (STRIPES) Lab
Espeleta, H. C., Peer, S., Are, F., & Hanson, R. F. (2021). Therapists’ perceived competence in Trauma-Focused Cognitive Behavioral Therapy and client outcomes: Findings from a community-based learning collaborative. Child Maltreatment, 1–11. https://doi.org/10.1177/10775595211003673
Lachance, K., Stetinova, K., Rieske, R., & Peer, S. (2021). Repetitive Behavior Scale for Early Childhood (RBS-EC): Psychometrics and developmental effects with a community sample. Child Psychiatry & Human Development. doi: 10.1007/s10578-021-01166-x
Helseth, S. A., Peer, S. O., Are, F., Korell, A., Saunders, B. E., Schoenwald, S., & Chapman, J., & Hanson, R. F. (2020). Sustainment of trauma-focused and evidence-based practices following Learning Collaborative implementation. Administration and Policy in Mental Health and Mental Health Services Research, 1–12. https://doi.org/10.1007/s10488-020-01024-3.
Hanson, R. F., Saunders, B. E., Moreland, A. D., Peer, S. O., & Fitzgerald, M. (2019). Statewide implementation of child trauma-focused practices using the Community-Based Learning Collaborative model. Psychological Services, 16, 170–181.
Briegel, W., Peer, S. O., Dell'armi, M., & Niec, L. N. (2018). Building resilience through PCIT: Assessing child adaptive functioning and parent-child relationship quality. In L. N. Niec (Ed.), Handbook of parent-child interaction therapy: Innovations and applications for research and practice (pp. 341–358). New York, NY: Springer.
Hanson, R., Saunders, B., Peer, S., Ralston, E., Moreland, A., Schoenwald, S., & Chapman, J. (2018). Community-Based Learning Collaboratives and participant reports of interprofessional collaboration, barriers to, and utilization of child trauma services. Children and Youth Services Review, 94, 306–314.
Solomon, D., Åsberg, K., Peer, S., & Prince, G. (2016). Cumulative risk hypothesis: Predicting and preventing child maltreatment recidivism. Child Abuse & Neglect, 58, 80–90.
Triemstra, K. T., Niec, L. N., Peer, S. O., & Christian, A. S. (2016). Influence of conventional masculine gender role norms on parental attitudes toward seeking psychological services for children. Psychology of Men & Masculinity. doi: http://dx.doi.org.cmich.idm.oclc.org/10.1037/men0000055
Barnett, M. L., Niec, L. N., Peer, S. O., Jent, J. F., Weinstein, A., & Gisbert, P., & Simpson, G. (2015). Successful therapist-parent coaching: How in vivo feedback styles relate to parent engagement in parent-child interaction therapy. Journal of Clinical Child and Adolescent Psychology, 14, 1-8.
Tiano, J. D., McNeil, C. B., & Peer, S. O. (2015). Maternal and paternal treatment acceptability and parenting behaviors: A comparative study. In K. Alvarez (Ed.), Parent-child interactions and relationships: Perceptions, practices and developmental outcomes (pp. 91-110). New York City, NY: Nova Science Publishers.
Niec, L. N., Acevedo-Polakovich, I. D., Abbenante-Honold, E., Christian, A. S., Barnett, A. S., Aguilar, G., & Peer, S. O. (2014). Working together to solve disparities: Latina/o parents’ contributions to the adaptation of a preventive intervention for childhood conduct problems. Psychological Services, 11, 410-420.
Erin B. Rasmussen, Ph.D.
Professor, Experimental Psychology
Office: Garrison Rm 411
B.S. (1994), Utah State University;
M.S. (1999) and Ph.D. (2001), Auburn University.
Dr. Rasmussen's research interests are broadly in the area of behavioral economics and behavioral pharmacology. Specifically, she has two laboratories (animal and human) that are dedicated to examining behavioral economic and neural correlates of behaviors and decision-making involved in obesity. Her animal work is centered around how dopaminergic, endocannainoid, and opioid neurotransmitter systems affect the value of food reinforcement in diet-induced and genetic rodent models of obesity. Her human work focuses on behavioral economic factors that influence food-based decision-making related to obesity. She recently was awarded a three-year research grant from the National Institutes of Health to investigate the relations among food insecurity, obesity, and food impulsivity. You can also access some of Dr. Rasmussen's recently published studies.
Dr. Rasmussen's personal webpage
Dr. Rasmussen will not be accepting students for fall 2023 admission.
Robert Rieske, Ph.D.
Associate Professor, Clinical Psychology
Office: Garrison Rm 426
B.S. in Behavioral Science (Psychology Emphasis), Utah Valley University (2008)
M.A. in Clinical Psychology, Louisiana State University (2012)
Pre-doctoral Clinical Psychology Residency (2014-2015), Nationwide Children's Hospital/Ohio State University, Columbus, OH
Ph.D. in Clinical Psychology, Louisiana State University (2015)
Assessment and treatment of anxiety and related problems in individuals with intellectual and developmental disabilities/Autism Spectrum Disorder (IDD/ASD).
Risk/protective factors in the development of comorbid psychopathology (e.g., anxiety, feeding problems, and challenging behaviors) in individuals with IDD/ASD.
Development and validation of assessment measures specific to the IDD/ASD population.
Dr. Rieske will be accepting new graduate students for admission in fall 2023.
Sevin, J. A., Rieske, R. D., & Matson, J.L. (2015). A review of behavioral strategies and support considerations for assisting persons with difficulties transitioning from activity to activity. Review Journal of Autism And Developmental Disorders,. 1-14
Rieske, R. & Matson, J. L. (2014). Behavior problems and psychopathology. In E. Tsakanikos & J. McCathy (Eds.) Handbook of Psychopathology in Intellectual Disabilities. New York: Springer.
Matson, J. L., Adams, H. L., Williams, L. W., & Rieske, R. D. (2013). Why are there so many unsubstantiated treatments in autism? Research in Autism Spectrum Disorders, 7, 466-474.
Matson, J. L., Rieske, R. D., & Williams, L. W. (2013). The relationship between autism spectrum disorders and attention-deficit, hyperactivity disorder: An overview. Research in Developmental Disabilities, 34, 2475-2484..
Rieske, R. D., Matson, J. L., Beighley, J. S., Cervantes, P. E., Goldin, R. L., & Jang, J. (2013). Comorbid psychopathology rates in children diagnosed with autism spectrum disorders according to the DSM-IV-TR and the proposed DSM-5. according to the DSM-IV-TR and the proposed DSM-5. Developmental Neurorehabilitation. Advance online publication. doi: 10.3109/17518423.2013.790519
Rieske, R. D., Matson, J. L., & Davis III, T. E. (2013). The moderating effects of autism symptomatology on anxiety symptoms. Journal of Developmental and Physical Disabilities, 25, 517-531.
Rieske, R. D., Matson, J. L., Davis III, T. E., Konst, M. J., Williams L., & Whiting, S. E. (2013). Examination and validation of a measure of anxiety specific to children with autism spectrum disorders.Developmental Neurorehabilitation, 16, 9-16.
Rieske, R. D., Matson, J. L., May, A. C., & Kozlowski, A. M. (2012). Anxiety in children with high functioning autism spectrum disorders: Significant differences and the moderating effects of social impairments. Journal of Physical and Developmental Disabilities, 24, 167-180.
Joshua K. Swift, Ph.D.
Associate Professor, Clinical Psychology
Office: Garrison Rm 420
B.S., Psychology with a Minor in Logic, Brigham Young University, 2005
M.S., Clinical Psychology, Oklahoma State University, 2007
Pre-doctoral Clinical Internship, SUNY Upstate Medical University, 2009-2010
Ph.D., Clinical Psychology with a Quantitative Specialization, Oklahoma State University, 2010
Broadly speaking, I am interested in psychotherapy process and outcome research. More specifically, I examine the client, therapist, and relationship factors that help individuals with mental and behavioral health problems seek out psychotherapy, stick with it until it is completed, and get better while in treatment.
Dr. Swift is accepting a new graduate student for admission in fall 2023.
Research Lab Website
Swift, J.K., & Greenberg, R.P. (2015).Premature Termination in Psychotherapy: Strategies for Engaging Clients and Improving Outcomes.. APA Books.
Swift, J.K., Callahan, J.L., & Vollmer, B.M. (2011). Preferences. In J.C. Norcross (Ed.), Psychotherapy Relationships that Work: Evidence-Based Responsiveness. Relationships that Work: Evidence-Based Responsiveness (2nd Edition, pp. 301-315). New York: Oxford University Press.
Fernandez, E., Salem, D., Swift, J.K., & Ramtahal, N. (2015). Meta-analysis of dropout from cognitive behavioral therapy: Magnitude, timing, and moderators.Journal of Consulting and Clinical Psychology.. Advanced Online Publication. doi:10.1037/ccp0000044
Ivanovic, M., Swift, J.K., Callahan, J.L., & Dunn, R. (In Press). A multi-site pre/post study of mindfulness training for therapists: The impact on session presence and effectiveness. Journal of Cognitive Psychotherapy..
Swift, J.K., Callahan, J.L., Tompkins, K., Connor, D., & Dunn, R. (2015). A delay-discounting measure of preferences for racial/ethnic matching in psychotherapy. Psychotherapy,. 52, 315-320. doi:10.1037/pst0000019
Wahto, R., & Swift, J.K. (2015). The influence of labels on male attitudes toward seeking psychological help. American Journal of Menâ€™s Health.. Advanced online publication. doi:10.1177/1557988314561491
Swift, J. K., Callahan, J. L., Rousmaniere, T. G., Whipple, J. L., Dexter, K., & Wrape, E. R. (2015). Using client outcome monitoring as a tool for supervision. Psychotherapy,. 52, 180-184. doi:10.1037/a0037659
Swift, J.K., & Greenberg, R.P. (2014). A treatment by disorder meta-analysis of dropout in psychotherapy.Journal of Psychotherapy Integration,. 24, 193-207. doi:10.1037/a0037512
Kandi J. Turley-Ames, Ph.D.
Professor, Experimental Psychology - Founding Dean, College of Arts and Letters, Vice Provost of Advanced Opportunities
Office: Business Administration Rm 248
B.S. (1990) and M.S. (1993), Idaho State University;
Ph.D. (1996), Washington State University.
Working memory and strategies; individual differences, executive function, and clinical implications; executive function and counterfactual thinking.
Dr. Turley-Ames will not be accepting students for fall 2023 admission.
Curriculum Vitae - Kandi Jo Turley-Ames, Ph. D
Ricks, T., Turley-Ames, K.J., & Wiley, J. (2007). Effects of working memory capacity on mental set due to domain knowledge. Memory and Cognition 35, 1456-1462.
Guajardo, N.R., & Turley-Ames, K.J. (2004). Preschoolers' generation of different types of counterfactual statements and theory of mind understanding. Cognitive Development, 19, 53-80.
Turley-Ames, K.J. , & Whitfield, M.M. (2003). Strategy training and working memory task performance.Journal of Memory and Language, 49, 446-468.
Sanna, L.J., Meier, S., Parks, C.D., Kassin, B.R., Lechter, J.L., Turley-Ames, K.J., & Miyake, T.M. (2003). A game within inches: Spontaneous use of counterfactuals by broadcasters. Journal of Applied Social Psychology, 33, 455-475.
Maria M. Wong, Ph.D.
Professor, Experimental Psychology
Office: Garrison Rm 418
B.S.S. (1983), Chinese University of Hong Kong;
M.A. (1985), University of North Carolina at Chapel Hill;
Ph.D. (1993), University of Chicago;
Postdoctoral fellow, Institute for Social Research (1995-1997) and Addiction Research Center (1998), University of Michigan.
My research interests focus on understanding risk and protective factors of important developmental outcomes, including substance use, suicidal behavior and resilience (the ability to do well in spite of adversity). My recent projects examine the effects of sleep and self-regulation (regulation of affect, behavioral, and cognitive processes) on physical and mental health.
Dr. Wong will not be accepting any new graduate students for admission in fall 2023.
Xiaomeng (Mona) Xu, Ph.D.
Associate Professor, Experimental Psychology - Director of Experimental Training
Office: Garrison Rm 403
B.A. (2005) New York University
M.A. (2007) and Ph.D. (2011) Stony Brook University
Postdoctoral Training (2011-2013) Alpert Medical School, Brown University and the Miriam Hospital
Dr. Xu's research focuses on close relationships (especially romantic relationships), behavioral health (e.g. physical activity/sedentary behavior), and teaching/mentoring.
Dr. Xu is accepting new graduate students for admission in fall 2023.
Kelsie Hendrickson, Ph.D.
Kelsie Hendrickson, PhD, ABPP is a licensed psychologist who specializes in OCD, anxiety, tics/Tourette syndrome, and eating disorders. She earned her doctoral degree from Idaho State University (go Bengals!). Dr. Hendrickson provides assessment, treatment, and consultation services at St. Luke’s Health System (Twin Falls, Idaho). She also enjoys teaching undergraduate courses and provides clinical supervision to graduate students. Dr. Hendrickson serves on the Board of Directors for the American Board of Clinical Child and Adolescent Psychology (ABCCAP) and is actively involved in the Idaho Psychological Association advocating for greater access to mental health services and training programs. Her research interests include behavioral economics, mindfulness, and eating behavior; she has published several peer-reviewed articles on these topics.
John Landers, Ph.D.
Dr. Landers is a licensed clinical psychologist, having obtained his formal training at Brigham Young University and Idaho State University. Throughout his two decades of professional experience, his focus has always been on understanding and predicting human behavior, though the application of his knowledge has been quite varied. He has specialized in predicting high risk behaviors through understanding the psychological factors leading to such behavior as well as providing recommendations regarding how to mitigate future risk. He has held a contract with the U.S. Department of Energy since 2008, providing consultation across the globe to partner countries regarding behavioral science applications for mitigating the risk of insider threat behavior in the nuclear industry. Dr. Landers has been called upon to present internationally on a regular basis with experience training colleagues from all of the populated continents of the world, being recognized as an expert with unique knowledge and experience. He is employed remotely through Oak Ridge National Laboratory and works with other scientists to address critical concerns facing our nation. Prior experience includes working in private practice in the community, inpatient psychiatric hospitals, and federal prison. Dr. Landers also has forensic practice and teaches as an adjunct professor for Idaho State University.
Rick Pongratz, Ph.D.
Office: Graveley Hall 363
Rick Pongratz, Ph.D. is Director of ISU’s Counseling and Testing Service. He oversees comprehensive mental health services for college students. Rick has served as PI or co-Investigator on several state-funded grants pertaining to prevention of mental health problems, coping with stress related to COVID-19, and HIV prevention. Rick has taught a number of different courses for the Department of Psychology, including but not limited to: Advanced Ethics, Human Sexuality, Fundamentals of HIV, and Theory and Method of Adult Therapy II. Rick’s areas of interest include college student mental health, diversity issues, and ACT and IPT treatments.
Barbara Wood Roberts, Ph.D.
Office: Museum Building 401
BA (1987) Harvard University
MSHE (2011) Purdue University
MA (2013) Idaho State University
MS (2018) Idaho State University
PhD (2018) Idaho State University
Dr. Roberts' research focuses on quantifying intercultural competence and other topics related to equity and inclusivity.
Letzring, T. D., Colman, D. E., Krzyzaniak, S. L., & Roberts, B. W. (2020). Realistic accuracy model. In Wiley Encyclopedia of Personality Psychology (Volume 1: Models & Theories). Hoboken, NJ: Wiley-Blackwell. Invited encyclopedia entry.
Roberts, B. W., & Colman, D. E. (2016). What is c Factor, and where can I get it? The
Linda Enloe, Ph.D.
Associate Professor Emeritus, Experimental Psychology
B.A. (1969), University of Georgia;
M.S. and Ph.D. (1973), The Ohio State University.
Research interests include physiological and comparative psychology.
Linda Hatzenbuehler, Ph.D., ABPP
Associate Vice President & Executive Dean Emeritus, Division of Health Sciences
B.A. (1969), John Carroll University;
M.S. (1971) and Ph.D. (1977), Kent State University.
Research interests include forensic psychology; assertive communication. Dr. Hatzenbuehler is the Dean of the College of Health Professions and, therefore, only works part-time in the department.
Victor Joe, Ph.D.
Professor Emeritus, Experimental Psychology
B.S. (1965), Lewis & Clark College;
M.S. (1968) and Ph.D. (1972), University of Montana.
Research interests include psychology of conservatism, learned helplessness, and dispositional forgiveness.
Mark Roberts, Ph.D.
Professor Emeritus, Clinical Psychology
Research and clinical interests include pre-adolescent oppositional/conduct disorders, parent training, sibling conflict, and socialization theory.
"Family interventions with disruptive children: Six challenges", an invited address given to the Parenting & Families Special Interest Group of the Association of Behavior and Cognitive Therapies, Atlanta, Nov 2019. Parenting SIG ABCT 2019
Roberts, M.W. (2008). Parent Training. A chapter in M. H. Herson & A.M. Gross (Eds.), Handbook of Clinical Psychology, Vol II: Children and Adolescents (pp. 653-693). John Wiley & Sons: New Jersey.