Julia Ogg

Research Interests

I am interested in how symptoms associated with Attention-deficit/Hyperactivity Disorder (ADHD; i.e., inattention, hyperactivity, and impulsivity) relate to classroom behavior and academic achievement. I am particularly interested in studying this relationship in children starting 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 with symptoms of ADHD.

Frequently Taught Classes

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

Representative Publications

Anthony, C. A., Ogg, J., and Jenkins, L. (accepted). Exploring Non-Cognitive Skill Levels and Achievement Associations across Elementary School. Journal of School Psychology

Styck, K., Malecki, C., Ogg, J., and Demaray, M. (accepted). COVID-19 pandemic stress categories for youth: developmental and gender trends. School Psychology Review.

Wendel, M., Ritchie, T., Rogers, M., Ogg, J., Santuzzi, A., Shelleby, E., and Menter, K. (accepted). The impact of covid-19 and child adhd symptoms on parental involvement in kindergarten children' s learning. School Psychology Review.

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 & 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). Reciprical relationships between attention problems and parent involvement. Journal of Attention Disorders, 24 (5), 737-749. doi: 10.1177/1087054719859075

Jenkins, L., and Ogg, J. (2019, online first). Characteristics of ADHD and academic performance at reading and mathematics: Exploring academic enablers as a mediator. Contemporary School Psychology. doi:10.1007/s40688-019-00249-w

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. doi: 10.1016/j.jsp.2019.02.002

Agazzi, H., Tan, S. Y., Ogg, J., Armstrong, K., and Kirby, R. (2017). Maternal health of mothers of children with autism spectrum disorder: Does parent child interaction therapy reduce maternal stress, anxiety, and depression. Child and Family Behavior Therapy, 39, 283-303.

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

Raffaele Mendez, L. M., Ogg, J., Loker, T., and Fefer, S. (2013). Including parents in the continuum of school-based mental health services: A systematic review of intervention program research from 1994-2010. Journal of Applied School Psychology, 29, 1-36. doi: 10.1080/15377903.2012.725580

Ogg, J. A., Brinkman, T. M., Dedrick, R. L., and Carlson, J. S. (2010). Factor structure and invariance across gender of the devereux early childhood assessment protective factor scale. School Psychology Quarterly, 25, 107-118. doi: 10.1037/a0020251

Bradley-Klug, K. L., Sundman, A., Nadeau, J., Cunningham, J., and Ogg, J. (2010). Communication and collaboration with schools: Pediatricians' perspectives. Journal of Applied School Psychology, 26, 263-281. doi: 10.1080/15377903.2010.518583

Representative Grants
Hinojosa, S., Ogg, J., and Bradley-Klug, K. (2014). Teacher Child Interaction Therapy: An ecological approach to intervening with young children who display disruptive behaviors ($3522). Society for the Study of School Psychology Dissertation Grant.

Agazzi, H., Ogg, J., Kirby, R., and Armstrong, K. (2014). Maternal health among mothers of children with autism spectrum disorder: The effect of PCIT on reducing maternal stress and symptoms of anxiety and depression. ($6,350.00). University of South Florida Women' s Health Collaborative Grant.

*Fefer, S. and Ogg, J. (2012). A novel measurement approach for a complex phenomenon: Positive illusions among adolescents with ADHD and depressive symptoms. ($5000). Society for the Study of School Psychology Dissertation Grant.

Ogg, J. A., Rogers, M. and Volpe, R. (2011). Predictors of kindergarten success: The roles of parental involvement, child behavior, and academic skills and enablers ($14,993.92). Society for the Study of School Psychology Early Career Awards Program

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

815-753-3508
jogg@niu.edu
PM 310

Education

Ph.D., Michigan State University, 2008