Research and Publications

Peer Reviewed Articles

To the best of my knowledge I have marked the following: * = undergraduate; ~ = graduated with bachelor's degree; + = principal investigator; unmarked = unknown or other scholar

In Progress

Belton, D.A.~, Patock-Peckham, J.A.+, Drzewiecki, K.C.~, Trim, R.S., Morgan-Lopez, A.A., Infurna, F. (Eds.). College drinking behaviors and emotional abuse: The mediational links between childhood traumas, PTSD, impaired control over drinking, and alcohol-related problems.

Drzewiecki, K.C.~, Curtis, J.*, Patock-Peckham, J.A.+ (Eds.). We can learn new things about state impulsive choice and drinking by using a modified balloon analogue risk task - BART: Using the X-BART to predict affect-free impulsivity and alcohol-related problems.



Drzewiecki, K.C.~, Patock-Peckham, J.A.+, Curtis, J.*, Madrid, G.*, Bauman, D.*, Aviles, N.*, Corbin, W.R. (June, 2018). Can we learn new things about state impulsive choice and drinking by using a modified balloon analogue risk task - BART? Poster was presented at Research Society on Alcoholism, San Diego, CA.


Drzewiecki, K.C.*, Stettler Jr., D.*, Broatch, J.+, Marshall, P.A.+ (November, 2017). Wastewater sludge and resulting changes on soil microbiomes. Poster was presented at Annual Biomedical Research Conference for Minority Students, Phoenix, AZ.

Belton, D.A.~, Patock-Peckham, J.A.+, Drzewiecki, K. C.* , Johnson, K., & Canning, J.R.~ (June, 2017). PTSD and impaired control as mediators of the trauma to alcohol use and problems pathway: The story of emotional and sexual abuse. [Special Issue] Alcoholism: Clinical and Experimental Research, ​41, 155A.


Belton, D.A.*, Drzewiecki, K. C.*, Johnson, K.E., Cirivello, N., Walters, K.J., Medina, M.C., Patock-Peckham, J.A.+ (June, 2016). Are self-concealment and stress mediators of the childhood trauma to heavy episodic drinking and alcohol-related problems pathways? [Special Issue] Alcoholism: Clinical and Experimental Research, 40, ​165A.



X-BART Project


This research was conducted under the lead of Dr. Julie Patock-Peckham, grant #K01AA024160, funded by The Burton Family Foundation.

Truth be told, I never planned for this to get so big. I saw a couple of problems (need to convert files by hand and sound card errors) and suggested that we change the program that we were using. When the program that I found didn't do everything exactly the same as the previous program Dr. Patock asked me if I could change it to work the same way that the previous one did. I could not. I did, however, figure out what I thought was second best and did that instead. She approved the changes and we moved on. I didn't think any more of it, but Dr. Patock had suspected that the ways that the X-BART is different from the BART would change the things that correlated with it.

Comparing the results of my X-BART to the original version of the BART we used during the pilot showed that they measured different things, and the X-BART was highly correlated with affect-free impulsivity (impulsivity not motivated by emotion). That, apparently, fulfills two of the specific aims of her grant all because I didn't want to deal with converting the files by hand and restarting the computer after every run.


Statistics Capstone


Typically this graduation requirement is met by doing an off-campus, professional inquiry for a major company. Knowing that my co-author, Dave, and I were headed farther into academia Dr. Broatch (our statistics professor; co-PI) and Dr. Marshall (PI) allowed us to assist with an NSF grant sponsored CORE class, grant #1606903, to fulfill our capstone requirements. For this project we did everything from the design of the experiment to the physical soil sample collection and manipulation through data analysis and onto a final presentation.

While it was interesting to learn about the different levels of DNA analysis (and pretty cool to work with such a large data set) the most valuable part to me was seeing just how unexposed to real research the rest of the students were, and having the ability to help change that. Dave and I had both been RAs in research labs for multiple semesters at this point; we were well accustomed to the process of research. Being able to watch the other seven students go from only knowing one intermediate step to being able to see the process from start to finish was absolutely thrilling and proved, to me at least, that the CORE series of classes is definitely an important and valuable thing to be introducing to our curriculum.