Publications
Under Review or Revision
Altschuler, M. R., Faja, S. Transdiagnostic neurocognitive compensatory strategies.
Altschuler, M. R. Adverse child experiences without stress-related disorders: Beyond resilience towards a theory of social compensation.
Altschuler, M. R., McAweeney, K. A., Moore, A. L., Farr, R. F. Strength-based health promotion practices predict well-being and mental health across intersectional identities and individual and family contexts among LGBTQ+ parents.
Altschuler, M. R., Farrey, A. J., Lyons, J., Lardner, M., McAllister, J., Leon, S. C., Wells, J. D., Tong, X. Family matters: The moderating effect of family resources on the needs and strengths of children with and without intellectual and developmental delays at risk for entry in child protective services.
Altschuler, M. R., Krueger, B., Mohr, A., Faja, S. When ways of thinking and acting misalign: A longitudinal study of childhood social compensation in the community.
Altschuler, M. R. Compensation: a developmental psychopathology perspective.
Mergen, L. K., Rienne, G., Leon, S. C., Altschuler, M. R., Lyons, J. S. Efficacy of person-centered assessment certification for asynchronous versus synchronous online training.
Altschuler, M. R., Schaefer, J. D., Malone, S. M., McGue, M., Iacono, W. G., Wilson, S. Testing the trait and scar developmental theories of depression using repeated, multimodal assessments of self-regulation from preadolescence into early adulthood.
Altschuler, M. R., Buboltz, E., Kala, S., Schichter, I., Nadwodny, N., Perumalla, S., Faja, S. The Social Attribution Task-Revised (SAT-R): A brief spontaneous theory of mind task in autism.
Altschuler, M. R. Adverse child experiences without stress-related disorders: Beyond resilience towards a theory of social compensation.
Altschuler, M. R., McAweeney, K. A., Moore, A. L., Farr, R. F. Strength-based health promotion practices predict well-being and mental health across intersectional identities and individual and family contexts among LGBTQ+ parents.
Altschuler, M. R., Farrey, A. J., Lyons, J., Lardner, M., McAllister, J., Leon, S. C., Wells, J. D., Tong, X. Family matters: The moderating effect of family resources on the needs and strengths of children with and without intellectual and developmental delays at risk for entry in child protective services.
Altschuler, M. R., Krueger, B., Mohr, A., Faja, S. When ways of thinking and acting misalign: A longitudinal study of childhood social compensation in the community.
Altschuler, M. R. Compensation: a developmental psychopathology perspective.
Mergen, L. K., Rienne, G., Leon, S. C., Altschuler, M. R., Lyons, J. S. Efficacy of person-centered assessment certification for asynchronous versus synchronous online training.
Altschuler, M. R., Schaefer, J. D., Malone, S. M., McGue, M., Iacono, W. G., Wilson, S. Testing the trait and scar developmental theories of depression using repeated, multimodal assessments of self-regulation from preadolescence into early adulthood.
Altschuler, M. R., Buboltz, E., Kala, S., Schichter, I., Nadwodny, N., Perumalla, S., Faja, S. The Social Attribution Task-Revised (SAT-R): A brief spontaneous theory of mind task in autism.
Published or In Press
Altschuler, M. R. & Lyons, J. S. (2024). Transformational Collaborative Outcomes Management (TCOM): A framework to bridge the gap between research, practice, and policy in health systems. Journal of Health Science & Education. [PDF]
Lee, C. M., Altschuler, M. R., Esler, A. N., Burrows, C. A., & Hudock, R. L. (2023). Why are only some children with autism spectrum disorder misclassified by the social communication questionnaire? An empirical investigation of individual differences in sensitivity and specificity in a clinic-referred sample. Journal of Neurodevelopmental Disorders. [PDF]
Altschuler, M. R. & Faja, S. (2022). Brief report: Test-retest reliability of cognitive, affective, and spontaneous theory of mind tasks among school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders. [PDF]
Altschuler, M. R. & Krueger, R. F. (2021). Towards a contemporary approach for understanding personality pathology in developmental context: An integrative model. Development and Psychopathology. [PDF]
Burrows, C. A., Bodfish, J. W., Wolff, J. J., Vollman, E. P., Altschuler, M. R., Botteron, K. N., Dager, S. R., Estes, A. M., Hazlett, H. C., Pruett, J. R., Schultz, R. T., Zwaigenbaum, L., Piven, J., & Elison, J. T. (2021). Cataloguing and characterizing interests in typically developing toddlers and toddlers who develop ASD. Autism Research. [PDF]
Altschuler, M. R., Trevisan, D. A., Wolf, J., Naples, A., Foss-Feig, J. H., Srihari, V. H., & McPartland, J. C. (2021). Face perception predicts affective theory of mind in autism but not schizophrenia or typical development. Journal of Abnormal Psychology, 30(4), 413–422. [PDF]
Kahan, T. A., Slowiaczek, L. M., Altschuler, M. R., & Harrison, A. C. M. (2020). Temporal negative priming. Journal of Experimental Psychology: General, 149(2), 275-289. [PDF]
Trevisan, D. A., Altschuler, M. R., Bagdasarov, A., Carlos, C., Duan, S., Hamo, E., … & McPartland, J. C. (2019). A meta-analysis on the relationship between interoceptive awareness and alexithymia: Distinguishing interoceptive accuracy and sensibility. Journal of Abnormal Psychology, 128(8), 765-776. [PDF]
Altschuler, M. R., Sideridis, G., Kala, S., Warshawsky, M., Gilbert, R., Carroll, D., Burger-Caplan, R., & Faja, S. (2018). Measuring individual differences in cognitive, affective, and spontaneous theory of mind among school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(11), 3945-3957. [PDF]
Lee, C. M., Altschuler, M. R., Esler, A. N., Burrows, C. A., & Hudock, R. L. (2023). Why are only some children with autism spectrum disorder misclassified by the social communication questionnaire? An empirical investigation of individual differences in sensitivity and specificity in a clinic-referred sample. Journal of Neurodevelopmental Disorders. [PDF]
Altschuler, M. R. & Faja, S. (2022). Brief report: Test-retest reliability of cognitive, affective, and spontaneous theory of mind tasks among school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders. [PDF]
Altschuler, M. R. & Krueger, R. F. (2021). Towards a contemporary approach for understanding personality pathology in developmental context: An integrative model. Development and Psychopathology. [PDF]
Burrows, C. A., Bodfish, J. W., Wolff, J. J., Vollman, E. P., Altschuler, M. R., Botteron, K. N., Dager, S. R., Estes, A. M., Hazlett, H. C., Pruett, J. R., Schultz, R. T., Zwaigenbaum, L., Piven, J., & Elison, J. T. (2021). Cataloguing and characterizing interests in typically developing toddlers and toddlers who develop ASD. Autism Research. [PDF]
Altschuler, M. R., Trevisan, D. A., Wolf, J., Naples, A., Foss-Feig, J. H., Srihari, V. H., & McPartland, J. C. (2021). Face perception predicts affective theory of mind in autism but not schizophrenia or typical development. Journal of Abnormal Psychology, 30(4), 413–422. [PDF]
Kahan, T. A., Slowiaczek, L. M., Altschuler, M. R., & Harrison, A. C. M. (2020). Temporal negative priming. Journal of Experimental Psychology: General, 149(2), 275-289. [PDF]
Trevisan, D. A., Altschuler, M. R., Bagdasarov, A., Carlos, C., Duan, S., Hamo, E., … & McPartland, J. C. (2019). A meta-analysis on the relationship between interoceptive awareness and alexithymia: Distinguishing interoceptive accuracy and sensibility. Journal of Abnormal Psychology, 128(8), 765-776. [PDF]
Altschuler, M. R., Sideridis, G., Kala, S., Warshawsky, M., Gilbert, R., Carroll, D., Burger-Caplan, R., & Faja, S. (2018). Measuring individual differences in cognitive, affective, and spontaneous theory of mind among school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(11), 3945-3957. [PDF]
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