Julia Ogg

Research Interests

I study home and school factors that support adaptive development for youth with externalizing behavior challenges. I am particularly interested in studying family-school and teacher-student relationship in children starting in kindergarten, as well as how these relationships change as children progress through school. I also study parenting attitudes and behaviors that support the development of academic enabling classroom behaviors (e.g., engagement, prosocial skills) in children. I take an ecological approach in examining these relationships and I am interested in how caregiver and child behaviors reciprocally influence each other over time.

Recently, I have also developed a line of research examining children's mental health and behavior during the COVID-19 pandemic. I had several studies underway when the pandemic was declared. This presented an opportunity to examine how child symptoms and aspects of the child's environment, such as parenting practices, may have changed during this period. It also provided an opportunity to share insights with schools that were navigating this disruption in real-time.

Frequently Taught Classes

  • Psych 647: Psychological intervention with Children and Their Families
  • Psych 595: Tier 1 and 2 Behavioral and Mental Health Intervention
  • Psychology 653: Practicum in Parent Training
  • Psych 324: Developmental Child Psychology

Representative Publications

Ogg, J., Shelleby, E., Santuzzi, A., Wendel, M., Alfonso, D., Corning, E., and Rogers, M. (in press). Examining daily parent involvement in caregivers of children with ADHD using electronic diaries. Journal of School Psychology.

Ogg, J., Anthony, C., Malecki, C., Demaray, M., Kelly, K., Menter, K., Rodriguez-Harris, D., and Riffle, L. (2021). Bidirectional and longitudinal associations between biased language use and teacher and peer relationships. Journal of School Psychology, 89, 72-90. https://doi.org/10.1016/j.jsp.2021.09.005

Clark, K., Strissel, D., Malecki, C., Ogg, J., Demaray, M., and Eldridge, M. (2021, online). Screening for Suicide in Middle School: Students at Risk and Staff Acceptability. School Psychology Review.

Demaray, M., Ogg, J., Malecki, C. and Styck, K. (2021). Anxiety and depression, stress, and coping during the covid-19 pandemic in fourth through twelfth grade students. School Psychology Review.

Ogg, J., Clark, K., Strissel, D. and Rogers, M. (2021). Congruence between parent and teacher ratings of parent involvement. School Psychology, 36(3), 142–54.

Menter, K., Ritchie., T, *Ogg, J., Rogers, M., Shelleby, E., Santuzzi, A., and Wendel, M. (2021). Changes in parenting practices during the COVID-19 pandemic: Child behavior and mindful parenting as moderators. School Psychology Review.

Anthony, C. A., Ogg, J., and Jenkins, L. (2021). Academic enablers as dynamic moderators: Exploring academic enablers and achievement across elementary school. Journal of School Psychology, 85, 15-31.

Styck, K., Malecki, C., Ogg, J., and Demaray, M. (2021). Measuring COVID-19-Related Stress Among 4th through 12th Grade Students. School Psychology Review.

Jenkins, L., and Ogg, J. (2021) Characteristics of ADHD and academic performance at reading and mathematics: Exploring academic enablers as a mediator. Contemporary School Psychology, 25, 219-229.

Wendel, M., Ritchie, T., Rogers, M., Ogg, J., Santuzzi, A., Shelleby, E., and Menter, K. (2020). The association between child ADHD symptoms and changes in parental involvement in kindergarten children's learning during COVID-19. School Psychology Review, 49(4), 466-479.

Ogg, J., Rogers, M., and Volpe, R. (2020). The role of ADHD symptoms in the relationship between parents' beliefs and educational involvement behaviors. Journal of Child and Family Studies, 29, 3586-3595.

Ogg, J. and Anthony, C. J. (2020). Quantity, quality, and context: longitudinal effects of the interactions between parental involvement, parental style, and SES on academic achievement. Journal of School Psychology, 78, 96-114.

Anthony, C. J. and Ogg, J. (2020). Executive Function, Approaches to Learning, and Academic Growth from Kindergarten to Fourth Grade. Journal of Educational Psychology, 112(8), 1563–1581.

Shelleby, E. and Ogg, J. (2020). Reciprocal relationships between attention problems and parent involvement. Journal of Attention Disorders, 24 (5), 737-749. doi: 10.1177/1087054719859075

Anthony, C. J., and Ogg, J. (2019). Parent Involvement, Approaches to Learning, and Student Achievement: Examining Longitudinal Mediation. School Psychology, 34, 376-385. doi: 10.1037/spq0000282.

Ogg, J. and Anthony, C. (2019). Parent Involvement and Children's Externalizing Behavior: Exploring Longitudinal Bidirectional Effects across Gender. Journal of School Psychology, 73, 21-40.

Fefer, S., Ogg, J., and Dedrick, R. (2018). Use of polynomial regression to investigate biased self-perceptions and ADHD symptoms in young adolescents. Journal of Attention Disorders, 22, 1113-1122. doi: 10.1177/1087054715573993

Ogg, J., Volpe, R., and Rogers, M. (2016). Understanding the relationship between inattention and early literacy trajectories in kindergarten. School Psychology Quarterly, 31, 565-582.

Ogg, J., Bateman, L., Dedrick, B., and Suldo, S. (2016). The relationship between life satisfaction and ADHD symptoms in middle school students: Using a bifactor model. Journal of Attention Disorders, 20, 390-399. doi: 10.1177/1087054714521292

Ogg, J., Shaffer-Hudkins, E., Childres, J., Feldman, M., Agazzi, H., and Armstrong, K. (2014). Attendance and implementation of strategies in a behavioral parent training program: Comparisons between English and Español programs. Infant Mental Health Journal, 35, 555-563. doi: 10.1002/imhj.21470

Chappel, A., Suldo, S., and Ogg, J. (2014). Associations between adolescents' family stressors and life satisfaction. Journal of Child and Family Studies, 23, 76-84. doi: 10.1007/s10826-012-9687-9

Ogg, J. A., Fefer, S., Sundman-Wheat, A., McMahan, M., Stewart, T., Chappel, A., and Bateman, L. (2013). School-based assessment of ADHD: Purpose, alignment with best practice guidelines, and training. Journal of Applied School Psychology, 29, 305-327. doi: 10.1080/15377903.2013.836775

Ogg, J., McMahan, M., Dedrick, R. F., and Raffaele Mendez, L. (2013). Middle school students' willingness to engage in activities with peers with ADHD symptoms: A multiple indicators multiple causes (MIMIC) approach. Journal of School Psychology, 51, 407-420. doi: 10.1016/j.jsp.2013.01.002

Representative Grants

Demaray, M., Ogg, J., Malecki, C., and Johnson, J. W. (2020). Project Prevent and Address Bullying Behavior at all Tiers (PPABB). Personnel Development to Improve Services and Results for Children with Disabilities: Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs (CFDA 84.325).

Rogers, M. A., Ogg, J., Whitley, J., Volpe, R., Santuzzi, A. and Shelleby, E., (2018). Parent engagement for students with or at risk for ADHD. ($271,294). Initial Submission. Social Sciences and Humanities Research Council (SSHRC): Insight Program. Start Date: July 2018-June 2022.

Ogg, J., Shelleby, E., Santuzzi, A. and Rogers, M. (2018). Transactional processes between Parent Involvement and ADHD Symptoms. ($14,500). Initial Submission. Northern Illinois University Research and Artistry Grant. Start Date: May 16, 2018-June 30, 2019.

Ogg, J., Santuzzi, A., and Shelleby, L. and Rogers, M. (2017). Northern Illinois University Center for the Interdiscplinary Study of Language and Literacy Proposal or Pilot (PoP) Grant. ($2,000). Initial Submission. Start Date: December 18, 2017; End Date: June 30, 2019.


Associate Professor, School Psychology

PM 310


Ph.D., Michigan State University, 2008