Elizabeth C. Shelleby

Research Interests

My research is informed by a developmental psychopathology perspective and focuses on the development of child disruptive behavior problems, preventive interventions for at-risk populations, parenting practices, early child emotion regulation, and the influence of contextual stressors on child mental health. My work on preventive interventions explores intervention moderators and mechanisms of change. One line of inquiry I have pursued in the area of contextual stressors focuses on the intersection between family economic stress and children’s behavioral development.

Frequently Taught Classes

  • PSYC 315 Developmental Psychopathology
  • PSYC 654 Practicum in Clinical Psychology
  • PSYC 659 Advanced Professional Issues in Clinical Psychology

Representative Publications

Shelleby, E.C., Pittman, L.P., Bridgett, D.B., Keane, J., Zolinski, S., Caradec, J. (2022). Associations between local COVID-19 case rates, pandemic-related financial stress and parent and child functioning. Journal of Family Psychology. Advance online publication. DOI: 

O’Reilly, H., Rogers, M., Ogg, J., Ritchie, T., Whitley, J., Santuzzi, A., and Shelleby, E.C. (2022). A cohort study examining the association between children’s symptoms of inattention and hyperactivity, internalizing symptoms, and mindful parenting during the COVID-19 Pandemic. Paediatrics and Child Health. 

Awada, S.R., Ellis, R., and Shelleby, E.C., and Orcutt, H. (2022). Gender differences in callous unemotional trait profiles in an undergraduate sample. Journal of Aggression, Maltreatment, and Trauma. DOI: 10.1080/10926771.2022.2038753

Ogg, J., Shelleby, E.C., Santuzzi, A., Wendel, M., Alfonso, D., Corning, E.C., and Rogers, M. (2022). Examining daily parent involvement in mothers of children with ADHD using electronic diaries. Journal of School Psychology, 91, 195-208. DOI: 

Flannery, A.J., Awada, S.R., and Shelleby, E.C. (2021). Influences of maternal parenting stress on child behavior problems: Examining harsh and positive parenting as mediators. Journal of Family Issues

Awada, S.R. and Shelleby, E.C. (2021). Bidirectional associations between child conduct problems and parenting practices in early childhood. Journal of Child and Family Studies, 30(11), 2705-2717. 

Awada, S.R. and Shelleby, E.C. (2021). Increases in maternal education and child behavioral and academic outcomes. Journal of Child and Family Studies, 30(7), 1813-1830. DOI: 

Menter, K., Ogg, J., Richie, T., Rogers, M., Shelleby, E.C., 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, 51(2), 132-149. DOI: 

Ellis, R., Awada, S.R., and Orcutt, H., and Shelleby, E.C. (2021). Childhood maltreatment and risky substance use behaviors: The mediating roles of posttraumatic stress symptoms and callous unemotional traits. Substance Use and Misuse, 56(3), 388-395. DOI: 

Awada, S.R., Corning, E.R., and Shelleby, E.C. (2020). Maternal experiences of intimate partner violence and adolescent delinquency: Pathways through parenting stress and harsh parenting behaviors. Journal of Family Trauma, Child Custody and Child Development, 17(3), 268-292

Wendel, M., Ritchie, T., Rogers, M., Ogg, J., Santuzzi, A. M., Shelleby, E.C., 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

Pittman, L.D., Cutright, N.L., McNeela, L., Awada, S., Pabis, J.M., Kochanova, K., and Shelleby, E.C. (2019). Coping strategies and psychological symptoms among children on St. Thomas in the aftermath of hurricanes Irma and Maria. Journal of Traumatic Stress, 33(2), 151-160. DOI: 

Shelleby, E.C. and Ogg, J. (2019). Longitudinal relationships between parent involvement, parental warmth, ADHD symptoms, and reading achievement. Journal of Attention Disorders, 24(5), 737-749

Shelleby, E.C., Shaw, D.S., Dishion, T.J., Wilson, M.N., and Gardner, F. (2018). Effects of the Family Check-Up intervention on reducing growth in conduct problems from toddlerhood through school age: An analysis of moderated mediation. Journal of Consulting and Clinical Psychology, 86(10), 856-867.

Shelleby, E.C. (2018). Economic stress in Fragile Families: Pathways to parent and child maladjustment. Journal of Child and Family Studies, 27 (12), 3877-3886. DOI: 

Sitnick, S.L., Shaw, D.S., Weaver, C.M., Shelleby, E.C., Choe, D.E., Reuben, J.D., Gilliam, M.G., Winslow, E.B., and Taraban, L. (2017). Early childhood predictors of severe youth violence in low-income male adolescents. Child Development, 88, 27-40. DOI: 

Chang, H., Shaw, D.S., Shelleby, E.C., Dishion, T.J., and Wilson, M.N. (2017). The long-term effectiveness of the Family Check-Up on peer preference: Parent-child interaction and child effortful control as sequential mediators. Journal of Abnormal Child Psychology, 45(4), 705-717. 

Shelleby, E.C. and Kolko, D.J. (2015). Predictors, moderators, and treatment parameters of community and clinic-based treatment for child disruptive behavior disorders. Journal of Child and Family Studies, 24(3), 734-748. 

Shelleby, E.C., Votruba-Drzal, E., Shaw, D.S., Dishion, T.J., Wilson, M.N., and Gardner, F. (2014). Income and children's behavioral functioning: A sequential mediation analysis. Journal of Family Psychology, 28(6), 936-946. 

Shelleby, E.C. and Shaw, D.S. (2014). Outcomes of parenting interventions for child conduct problems: A review of differential effectiveness. Child Psychiatry and Human Development, 45(5), 628-645. 

Shaw, D. S., and Shelleby, E. C. (2014). Early-starting conduct problems: Intersection of conduct problems and poverty. Annual Review of Clinical Psychology, 10, 503-528. 

Ingoldsby, E.M., Shelleby, E.C., Lane, T., Shaw, D.S., Dishion, T.J., and Wilson, M.N. (2013). The Aftercare and School Observation System (ASOS): Reliability and component structure. Journal of Child and Family Studies, 22(7), 893-902.

Brennan, L.M., Shelleby, E.C., Shaw, D.S., Dishion, T.J., and Wilson, M.N. (2013). Indirect effects of the Family Check-Up on school-age academic achievement through improvements in parenting in early childhood. Journal of Education Psychology, 105(3), 762-773. DOI: 

Shelleby, E.C., Shaw, D.S., Cheong, J., Chang, H., Gardner, F., Dishion, T.J., and Wilson, M.N. (2012). Behavioral control in at-risk toddlers: The influence of the Family Check-Up. Journal of Clinical Child and Adolescent Psychology, 41(3), 288-301. 

Chang, H., Shelleby, E.C., Cheong, J., Shaw, D. (2012). Cumulative risk, negative emotionality, and emotion regulation as predictors of social competence in transition to school: A mediated moderation model. Social Development, 21(4), 780-800. 

Representative Grants

Shelleby, E.C. (PI), Dawson-McClure, S., and Wilcox, V. Mitigating Risk from Macroeconomic Stress on Child Mental Health: Exploring Protective Effects of Universal Preventive Intervention. ($339,891). NIMH Exploratory/ Developmental Research Grant (R21). Project Period: 1/1/2021 to 10/31/2022

Rogers, M. A., Ogg, J., Whitley, J., Volpe, R., Santuzzi, A. and Shelleby, E.C., (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.C., 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, E.C. 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, Clinical Psychology

PM 316

Google Scholar profile


Ph.D., University of Pittsburgh, 2015