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: Behavior Disturbances in Children

Representative Publications

  • Shelleby, E.C., Shaw, D.S., Dishion, T.J., Wilson, M.N., & 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. http://dx.doi.org/10.1037/ccp0000337
  • 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: 10.1007/s10826-018-1232-z
  • Shelleby, E.C. & 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, 734-748. doi: 10.1007/s10826-013-9884-1.
  • Shelleby, E.C., Votruba-Drzal, E., Shaw, D.S., Dishion, T.J., Wilson, M.N., & Gardner, F. (2014). Income and children's behavioral functioning: A sequential mediation analysis. Journal of Family Psychology, 28(6), 936-946. doi: 10.1037/fam0000035.
  • Shelleby, E.C. & 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. doi: 10.1007/s10578-013-0431-5.
  • Shaw, D. S., & Shelleby, E. C. (2014). Early-starting conduct problems: Intersection of conduct problems and poverty. Annual Review of Clinical Psychology, 10, 503-528. doi: 10.1146/annurev-clinpsy-032813-153650.
  • Ingoldsby, E.M., Shelleby, E.C., Lane, T., Shaw, D.S., Dishion, T.J., & Wilson, M.N. (2013). The Aftercare and School Observation System (ASOS): Reliability and component structure. Journal of Child and Family Studies, 22, 893-902. doi:  10.1007/s10826-012-9648-3
  • Brennan, L.M., Shelleby, E.C., Shaw, D.S., Dishion, T.J., & Wilson, M.N. (2013). Indirect effect of the Family Check-Up on school-age academic achievement. Journal of Education Psychology, 105(3), 762-773. doi: 10.1037/a0032096.
  • Shelleby, E.C., Shaw, D.S., Cheong, J., Chang, H., Gardner, F., Dishion, T.J., & 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. doi: 10.1080/15374416.2012.664814.
  • 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. doi: 10.1111/j.1467-9507.2011.00648.x.


Assistant Professor, Clinical Psychology

PM 316


Ph.D: University of Pittsburgh, 2015