Research & Publications

Caplan, B., Lind, T., Chlebowski, C., Martinez, K., May, G. C., Gomez Alvarado, C. J., & Brookman-Frazee, L. (2022). Training community therapists in aim hi: Individual family and neighborhood factors and child/caregiver outcomes. Journal of Clinical Child and Adolescent Psychology, 1–13. https://doi.org/10.1080/15374416.2022.2096046 

Haine-Schlagel, R., Corsello, C., Caplan, B., Gould, H., & Brookman-Frazee, L. (2022). Setting families up for Success: A Pilot Study of a toolkit to enhance the Autism Spectrum Disorder Diagnostic Evaluation Process. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-022-05601-3 

Caplan, B., Blacher, J., Eisenhower, A., Baker, B. L., & Lee, S. S. (2021). Gene X responsive parenting interactions in social development: Characterizing heterogeneity in autism spectrum disorder. Developmental Psychobiology, 63(5), 1082–1097. https://doi.org/10.1002/dev.22095 

Caplan, B., Chlebowski, C., May, G., Baker-Ericzén, M. J., Connor, W., & Brookman-Frazee, L. (2021). Psychotropic medication use by children with autism served in publicly funded mental health settings. Journal of Developmental & Behavioral Pediatrics, 43(5), 252–261. https://doi.org/10.1097/dbp.0000000000001044 

Caplan, B., Blacher, J., & Eisenhower, A. (2019). Responsive parenting and prospective social skills development in early school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(8), 3203–3217. https://doi.org/10.1007/s10803-019-04039-4 

Caplan, B., Morgan, J. E., Noroña, A. N., Tung, I., Lee, S. S., & Baker, B. L. (2019). The nature and nurture of social development: The role of 5-HTTLPR and gene–parenting interactions. Journal of Family Psychology, 33(8), 927–937. https://doi.org/10.1037/fam0000572 

Tung, I., Noroña, A. N., Morgan, J. E., Caplan, B., Lee, S. S., & Baker, B. L. (2018). Patterns of sensitivity to parenting and Peer Environments: Early temperament and adolescent externalizing behavior. Journal of Research on Adolescence, 29(1), 225–239. https://doi.org/10.1111/jora.12382 

Morgan, J. E., Caplan, B., Tung, I., Noroña, A. N., Baker, B. L., & Lee, S. S. (2017). COMT and DAT1 polymorphisms moderate the indirect effect of parenting behavior on youth ADHD symptoms through neurocognitive functioning. Child Neuropsychology, 24(6), 823–843. https://doi.org/10.1080/09297049.2017.1346067 

Caplan, B., & Baker, B. L. (2016). Maternal control and early child dysregulation: Moderating roles of ethnicity and child delay status. Journal of Intellectual Disability Research, 61(2), 115–129. https://doi.org/10.1111/jir.12280 

Caplan, B., Feldman, M., Eisenhower, A., & Blacher, J. (2016b). Student–teacher relationships for young children with autism spectrum disorder: Risk and protective factors. Journal of Autism and Developmental Disorders, 46(12), 3653–3666. https://doi.org/10.1007/s10803-016-2915-1 

Caplan, B., Neece, C. L., & Baker, B. L. (2015). Developmental level and psychopathology: Comparing children with developmental delays to chronological and mental age matched controls. Research in Developmental Disabilities, 37, 143–151. https://doi.org/10.1016/j.ridd.2014.10.045

Green, S., Caplan, B., & Baker, B. (2013). Maternal supportive and interfering control as predictors of adaptive and social development in children with and without developmental delays. Journal of Intellectual Disability Research, 58(8), 691–703. https://doi.org/10.1111/jir.12064