Faculty & Staff
Abbey Eisenhower, PhD
Associate Professor of Psychology, College of Liberal Arts
Areas of Expertise
Child Clinical Psychology, Developmental Psychopathology, Early School Adjustment, Treatment Outcome Research
PhD, University of California, Los Angeles
Professional Publications & Contributions
- Sandstrom, M.J., Cillessen, A.H.N. & Eisenhower, A. (2003). Children's appraisal of peer rejection experiences: Impact on social and emotional adjustment. Social Development, 12(4), 530-550.
- Eisenhower, A.S., Baker, B.L., & Blacher, J. (2005). Preschool children with intellectual disability: Syndrome specificity, behaviour problems, and parent well-being. Journal of Intellectual Disability Research 49 (9), 657-671.
- Eisenhower, A. & Blacher, J. (2006). Multiple roles, ethnicity, and well-being among mothers of young adults with intellectual disability. Journal of Intellectual Disability Research, 50 (12), 905-916.
- Eisenhower, A.S., Baker, B.L., & Blacher, J. (2007). Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence. Journal of School Psychology, 45 (4), 363-383.
- Eisenhower, A. (2008). Efficacy of the Strong Start program in promoting school adjustment during the transition to kindergarten: Mechanisms of treatment effect for anxiety and disruptive behavior symptoms. Child & Adolescent Anxiety SIG Newsletter, 7(1), 4-7.
- Eisenhower, A.S., Baker, B.L., & Blacher, J. (2009). Children’s delayed development and behavior problems: Impact on mothers’ physical health across early childhood. Social Science and Medicine, 68, 8-9-99.
- Blacher, J., Baker, B.L., & Eisenhower, A.S. (2009). Student-teacher relationship stability across early school years for children with intellectual disability or typical development. American Journal on Intellectual and Developmental Disabilities, 114 (5), 322–339.
- Godoy, L., Mian, N.D., Eisenhower, A.S., & Carter, A.S. (2013). Pathways to service receipt: Modeling parent help-seeking for childhood mental health problems. Administration and Policy in Mental Health and Mental Health Services Research.
- Eisenhower, A., Baker, B.L., & Blacher, J. (2013). Child intellectual disability and behavior problems: Relationship to mothers’ perceived physical health across early and middle childhood. Research in Intellectual and Developmental Disabilities, 34, 1059-1068.
- Eisenhower, A., Suyemoto, K., Lucchese, F., & Canenguez, K. (2013). “Which box should I check?” Examining the validity of standard check box approaches to measuring race and ethnicity. Health Services Research, 49(3), 1034-1055. doi: 10.1111/1475-6773.12132. PMID: 24298894.
- Godoy, L., Mian, N.D., Eisenhower, A.S., & Carter, A.S. (2013). Pathways to service receipt: Modeling parent help-seeking for childhood mental health problems. Administration and Policy in Mental Health and Mental Health Services Research, 41(4), 469-479. doi: 10.1007/s10488-013-0484-6. PMID: 23504296
- Eisenhower, A., Blacher, J., & Baker, B.L. (2013). Mothers’ perceived physical health during early and middle childhood: relations with child developmental delay and behavior problems. Research in Developmental Disabilities, 34 (3), 1059-1068. doi: 10.1016/j.ridd.2012.12.002. PMID: 23306002.
- Bush, H.H., & Eisenhower (2014). Exposure to interpersonal violence and socioemotional adjustment in economically disadvantaged preschoolers. Journal of Genetic Psychology, 175(3), 214-232. doi: 10.1080/00221325.2013.856839. PMID: 25175528.
- Mian, N.D., Godoy, L., Eisenhower, A.S., Heberle, A., & Carter, A.S. (2015). Prevention Services for Externalizing and Anxiety Symptoms in Low-Income Children: the Role of Parent Preferences in Early Childhood. Prevention Science, 1-10. doi: 10.1007/s11121-015-0601-8. PMID: 26306610.
- Mian, N. D., Eisenhower, A. S., & Carter, A. S. (2015). Toward targeted prevention of anxiety in young children: Enhancing parent engagement in a high-risk, urban sample. American Journal of Community Psychology, 55(1-2), 58-69. doi: 10.1007/s10464-014-9696-5. PMID: 25576014.
- Eisenhower, A., Baker, B.L., & Taylor, H. (2015). Starting Strong: Feasibility of an indicated prevention programme during the transition to kindergarten. Research Papers in Education, 31(4), 377-398. doi: 10.1080/02671522.2015.1051100.
- Eisenhower, A., Blacher, J., & Bush, H. (2015). Longitudinal associations between externalizing problems and student-teacher relationship quality for young children with ASD. Research in Autism Spectrum Disorders, 9, 163-173. doi: 10.1016/j.rasd.2014.09.007.
- Eisenhower, A., Bush, H.H., & Blacher, J. (2015). Student-teacher relationships and early school adaptation of children with ASD: A conceptual framework. Journal of Applied School Psychology, 31 (3), 256-296. doi: 10.1080/15377903.2015.1056924.
- Bush, H.H., Eisenhower, A., Briggs-Gowan, M., & Carter, A. S. (2015). Feasibility and validity of the Structured Attention Module among economically disadvantaged, preschool-age children. Child Neuropsychology, 21(2), 167-190. doi: 10.1080/09297049.2014.886676. PMID: 24564761.
- Zeedyk, S., Cohen, S., Eisenhower, A., & Blacher, J. (2015). Perceived social competence and loneliness among young children with ASD: Child, parent and teacher reports. Journal of Autism and Developmental Disabilities, 46(2), 436-449. doi: 10.1007/s10803-015-2575-6. PubMed PMID: 26363914.
- Fettig, A., Barton, E. E., Carter, A. S., & Eisenhower, A. S. (2015). Effects of e-coaching on function based intervention. Infants and Young Children. doi: 10.1l097/IYC.0000000000000058.
- Caplan, B.C., Feldman, M., Blacher, J. & Eisenhower, A. (2016). Student-teacher relationships for young children with ASD. Journal of Autism and Developmental Disorders, 46, 3653–3666. doi: 10.1007/s10803-016-2915-1. PMID: 27638649.
- Eisenhower, A., Taylor, H., & Baker, B.L. (2016). Starting Strong: A school-based indicated prevention program during the transition to kindergarten. School Psychology Review, 45(2), 141-170. doi: http://dx.doi.org/10.17105/SPR45-2.141-170.
- Berkovits, L., Eisenhower, A., & Blacher, J. (2017). Stability of emotion regulation in young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 47, 68-79. doi: 10.1007/s10803-016-2922-2. PMID: 27838805.
- Slade, N., Eisenhower, A., Carter, A., & Blacher, J. (in press). Satisfaction with Individualized Education Plans (IEPs) among parents of young children with autism spectrum disorders. Exceptional Children.
- Rodas, N., Eisenhower, A., & Blacher, J. (in press). Structural and pragmatic language in children with ASD: Longitudinal impact on anxiety and externalizing behaviors. Journal of Autism and Developmental Disorders.
- Fisler, L.A., Eisenhower, A., & Blacher, J. (in press). Young children with ASD: Parent strategies for interaction during adapted book reading activity. Remedial and Special Education.
- Bush, H.H., Cohen, S., Eisenhower, A., & Blacher, J. (in press). Parents’ academic expectations for their young children with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities Journal.
Our research team shares interests in the early school experiences, family factors, and relationships of children who have developmental disabilities, disruptive behavior problems, and other developmental or behavioral risk factors. We are also focused on the early detection of autism spectrum disorders (ASD) and reduction of health disparities. Our team is focused on two primary projects.
First, The ABCD Early Screening Project is aimed at improving rates of early diagnosis and treatment access for young children with ASD. In particular, we are focused on reducing health disparities in access to diagnosis and treatment among children from English learner, racial or ethnic minority, or low-income families. By partnering with local Early Intervention (EI) agencies, we are examining whether a multi-stage, universal screening and assessment protocol for all E.I.-enrolled children ages 0-3 can reduce disparities in the rates and ages of autism diagnosis for young children and can increase access to high-quality, ASD-specific interventions for children from groups traditionally underserved by health care systems.
Second, the Smooth Sailing Study, funded by the Institute of Education Sciences, is aimed at understanding the transition to school for children with ASD. This study is a two-site effort with Dr. Jan Blacher’s research team at the University of California Riverside. The transition to formal schooling is a crucial milestone for all children, and children with ASD face particular socio-emotional and academic challenges. After recently completing a longitudinal study of the early school period for children with ASD, we next aim to develop a program to support prepare general education teachers in working effectively with their early elementary students with ASD.
Other lab studies, including the School Transitions Study (STS) and the Child & Family Development Project (CFDP), have focused on the early developmental, socio-emotional, and contextual experiences of infants, toddlers, and preschool-aged children experiencing poverty.
Dr. Eisenhower teaches the following courses:
Psych 141G First-Year Seminar: Children's Social Worlds (undergraduate)
Psych 341: Infancy and Childhood (undergraduate)
Psych 484: Field Placement in Child Development (undergraduate)
Psych 613: Lifespan Developmental Psychopathology (graduate)
Psych 721: Child Therapy (graduate)