Lisa Harvey | Department of Psychological and Brain Sciences

Professor, Interim Associate Chair for Diversity, Equity and Inclusion

PhD, 1995, Stony Brook University

Tobin 613

(413) 577-2755

(413) 349-9199 voicemail

she/her/hers

Name Pronunciation

eharvey@umass.edu

Laboratory Website:

Early Behavior Development Lab

Research Area(s):

Clinical Psychology

Developmental Science

Center and Institute Affilitation:

Center for Research on Families

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Research

My research seeks to understand the early development of behavior problems, including attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). I am also interested in understanding emotional development of young children with ADHD and ODD. My work focuses on factors that contribute to positive developmental trajectories in young children, including parenting practices, parent mental health, family stress, children's executive function, and sociocultural factors. In addition, I am interested in developing tools for distinguishing early signs of ADHD and ODD from normal preschool and toddler behavior. Finally, I have worked to develop a parenting intervention designed to help preschoolers who are showing early signs of ADHD.

For more details, please see my research lab website at https://sites.google.com/site/earlybehaviordevelopmentlab/home

Please note that I am not planning to accept a new student for the fall of 2023.

Publications

Harvey, E., Breaux, R., & Lugo-Candelas, C. (2016). Early development of comorbidity between symptoms of attention deficit hyperactivity disorder and oppositional defiant disorder. Journal of Abnormal Psychology, 125, 154-167. doi: 10.1037/abn0000090

Breaux, R. P., Harvey, E. A., & Lugo-Candelas, C. I. (2016). The role of parent psychopathology in emotion socialization. Journal of Abnormal Child Psychology, 44, 731-743. doi:10.1007/s10802-015-0062-3

Lugo-Candelas, C. I., Harvey, E. A., Breaux, R. P., & Herbert, S. D. (2016). Ethnic differences in the relation between parental emotion socialization and mental health in emerging adults. Journal of Child and Family Studies, 25, 922-938. doi:10.1007/s10826-015-0266-8

Rolon-Arroyo, B., Arnold, D. H., Harvey, E. A., & Marshall, N. (2016). Assessing attention and disruptive behavior symptoms in preschool-age children: The utility of the diagnostic interview schedule for children. Journal of Child and Family Studies, 25, 65-76. doi:10.1007/s10826-015-0203-x

Harvey, E., Herbert, S., & Stowe, R. (2015). Parenting hyperactive preschoolers: Clinician guide (Treatments that work series). New York, NY: Oxford University Press.

Lugo-Candelas, C., Harvey, E., & Breaux, R. (2015). Emotion socialization practices in Latina and European American mothers of preschoolers with behavior problems. Journal of Family Studies, 21, 144-162. doi: 10.1080/13229400.2015.1020982

Herbert, S., Harvey, E., & Halgin, R. (2015). The balancing act--ethical issues in parent training research: Confidentiality, harm reduction, and methodology. Ethics & Behavior, 25, 222-232.

Harvey, E., Lugo-Candelas, C., & Breaux, R. (2015). Longitudinal changes in individual symptoms across the preschool years in children with ADHD. Journal of Clinical Child & Adolescent Psychology, 44, 580-594.

Rolon-Arroyo, B., Arnold, D., & Harvey, E. (2014). The predictive utility of conduct disorder symptoms in preschool children: A 3-year follow-up study. Child Psychiatry and Human Development, 45, 329–337.

Breaux, R., Harvey, E., & Lugo-Candelas, C. (2014). The role of parent psychopathology in the development of preschool children with behavior problems. Journal of Clinical Child & Adolescent Psychology, 43, 777-790.

Harvey, E., Fischer, C., Weieneth, J., Hurwitz, S., & Sayer, A. (2013). Predictors of discrepancies between informants' ratings of preschool-aged children's behavior: An examination of ethnicity, child characteristics, and family functioning. Early Childhood Research Quarterly, 28, 668-682.

Harvey, E. A., & Arnold, D. H. (2013). ADHD symptom severity and diagnosis remains relatively stable over 6-year period following diagnosis in preschool (Invited Comment), Evidence Based Mental Health, 16 (3), 63.

Metcalfe, L., Harvey, E., Laws, H. (2013). The longitudinal relation between academic/cognitive skills and externalizing behavior problems in preschool children. Journal of Educational Psychology, 105, 881-894.

Herbert, S., Harvey, E., Roberts, J., Wichowski, K., & Lugo-Candelas (2013). A randomized controlled trial of a parent training and emotion socialization program for families of hyperactive preschool-aged children. Behavior Therapy, 44, 302-316.

Herbert, S., Harvey, E., Lugo-Candelas, C., & Breaux, R. (2013). Early fathering as a predictor of later psychosocial functioning among preschool children with behavior Problems. Journal of Abnormal Child Psychology, 41, 691-703.

Bradley, E. G., Youngwirth, S. D., Harvey, E. A., Hodges, S. T., & Perugini, E. M. (2013). Factor analytic structure and validity of the Parental Feelings Inventory: A brief report. Journal of Child & Family Studies, 22, 801-806.

Harvey , E., & Metcalfe, L. (2012). The interplay among preschool child and family factors and the development of ODD symptoms. Journal of Clinical Child and Adolescent Psychology, 41, 458-470.

Errazuriz, P., Harvey, E., & Thakar, D. (2012). A longitudinal study of the relation between depressive symptomatology and parenting practices. Family Relations, 61, 271-282.

Harvey, E., Metcalfe, L., Herbert, S., & Fanton, J. (2011). The role of family experiences and ADHD in the early development of oppositional defiant disorder. Journal of Consulting and Clinical Psychology, 79, 784 – 795.

Harvey, E. , Stoessel, B., & Herbert, S. (2011). Parental psychopathology and parenting behavior of parents of preschool children with behavior problems. Parenting: Science & Practice, 11, 239 – 263.

Fischer, C., Driscoll, P., & Harvey, E. (2009). Parent-centered values among Latino immigrant mothers. Journal of Family Studies, 15, 296 - 308.

Harvey , E., Friedman-Weieneth ,J., Miner, A., Bartolomei, R., Youngwirth, S., Hashim, R., & Arnold, D. (2009). The role of ethnicity in observers’ ratings of mother-child behavior. Developmental Psychology. 45, 1497-1508.

Weieneth, J., Doctoroff, G., Harvey, E., & Goldstein,L. (2009). The Disruptive Behavior Rating Scale-Parent Version (DBRS-PV): Factor analytic structure and validity among young preschool children, Journal of Attention Disorders, 13, 42-55.

Harvey , E. A., Youngwirth, S. D., Thakar, D. A., & Errazuriz, P. A. (2009). Predicting attention-deficit/hyperactivity disorder and oppositional defiant disorder from preschool diagnostic assessments. Journal of Consulting and Clinical Psychology, 77, 349-354.

Fanton, J., MacDonald, B., & Harvey, E. (2008). Preschool parent-pediatrician consultations and predictive referral patterns for problematic behaviors” Journal of Developmental & Behavioral Pediatrics, 29, 475-482.

Friedman-Weieneth, J. L., Harvey, E. A., Youngwirth, S. D., & Goldstein, L.G. (2007). The relation between 3-year-old children’s skills and their hyperactivity, inattention, and aggression. Journal of Educational Psychology, 99, 671-681.

Harvey, E. A., Friedman-Weieneth, J. L., Goldstein, L., & Sherman, A. (2007). Examining subtypes of behavior problems among 3-year-old children, Part I: Investigating validity of subtypes and biological risk-factors. Journal of Abnormal Child Psychology, 35, 97-110.

Goldstein, L. H., Harvey, E. A., Friedman-Weieneth, J. L., Pierce, C. P., Tellert, A., & Sippel, J. C. (2007). Examining subtypes of behavior problems among 3-year-old children, Part II: Investigating differences in parent psychopathology, couple conflict, and other family stressors. Journal of Abnormal Child Psychology, 35, 111-123.

Goldstein, L. H., Harvey, E. A., & Friedman-Weieneth, J. L. (2007). Examining subtypes of behavior problems among 3-year-old children, Part III: Investigating differences in parenting practices and parenting stress. Journal of Abnormal Child Psychology. 35. 125-136.

Youngwirth, S., Harvey, E. A., Gates, E., Hashim, R., & Friedman-Weieneth, J. L. (2007). Neuropsychological abilities of preschool-aged children who display hyperactivity and/or oppositional-defiant behavior problems. Child Neuropsychology, 13, 422-443.

Danforth, J.S., Harvey, E.A., Ulaszek, W.R., & McKee, T.E. (2006). The outcome of group parent training for families of children with attention-deficit hyperactivity disorder and defiant/aggressive behavior. Journal of Behavior Therapy and Experimental Psychiatry, 37. 188-205.

Greer, J., Halgin, R., & Harvey, E. (2004). Global versus specific symptom attributions among primary care patients. Journal of Psychosomatic Research, 57, 521-527.

McKee, T.E., Harvey, E., Danforth, J.S., & Ulaszek, W.R. (2004). The relation between parental coping styles and parent-child interactions before and after treatment for children with ADHD and oppositional behavior. Journal of Clinical Child and Adolescent Psychology, 33, 158-168.

Harvey , E. A., Danforth, J. S., McKee, T. E., Ulaszek, W. R., & Friedman, J. L. (2003). Parenting of children with attention-deficit/hyperactivity disorder (ADHD): The role of parental ADHD symptomatology. Journal of Attention Disorders, 7 (1), 29-40.

Harvey, E. A., Danforth, J. S., Ulaszek, W. R., & McKee, T. E. (2001). Validity of the Parenting Scale for parents of children with attention-deficit/hyperactivity disorder. Behaviour Research and Therapy, 39, 731-743.

Perugini, E. M., Harvey, E. H., Lovejoy, D., Sandstrom, K., & Webb, A. H. (2000) The predictive power of combined neuropsychological measures for attention deficit/hyperactivity disorder in children. Child Neuropsychology, 6, 101-114.

Harvey, E. A. (2000). Parental similarity and children with Attention-Deficit/Hyperactivity Disorder. Child and Family Behavior Therapy, 22, 39-54.

Harvey, E. A. (1999) Short-term and long-term effects of early parental employment on children of the National Longitudinal Survey of Youth. Developmental Psychology, 35, 445-459.

Harvey, E. A. (1998). Parental employment and conduct problems among children with Attention-Deficit/Hyperactivity Disorder: An examination of child care workload and parenting well-being as mediating variables. Journal of Social and Clinical Psychology, 17, 476-490.

Arnold, D. H., & Harvey, E. A. (1998) Data monitoring: A new hypothesis testing approach to treatment-outcome research. Journal of Consulting and Clinical Psychology, 6, 1030-1035.

Arnold, D. H., McWilliams, L., & Arnold, E. H. (1998). Teacher discipline and child misbehavior in preschool: Untangling causality with correlational data. Developmental Psychology, 34, 276-287.

Arnold, E. H., O’Leary, S. G., & Edwards, G. H. (1997). Father involvement and self-reported parenting of children with Attention-Deficit/Hyperactivity Disorder. Journal of Consulting and Clinical Psychology, 65, 337-342.

Arnold, E. H., & O'Leary, S. G. (1997). Mothers' and fathers' discipline of hard-to-manage toddlers. Child and Family Behavior Therapy, 19, 1-11.

Arnold, E. H., & O'Leary, S. G. (1995). The effect of child negative affect on maternal discipline behavior. Journal of Abnormal Child Psychology, 23, 585-595.

*formerly published as Elizabeth Harvey Arnold

Curriculum Vitae

harvey_vita_5.20.16.pdf

Biography

Elizabeth (Lisa) Harvey is a professor in the Department of Psychological and Brain Sciences at the University of Massachusetts Amherst. Her research interests are in the early development of ADHD and disruptive behavior disorders in preschool children and toddlers. Specific areas of interest include executive function, emotion regulation, parenting, parent psychopathology, fathers, gender, and culture. She seeks to understand these processes by studying the interplay between different levels of functioning including neural (using ERP), behavioral, emotional, individual, family, and contextual.

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