Katie Hart

Katie Hart


  • Ph.D., Clinical Psychology, State University of New York at Buffalo, Buffalo, NY
  • M.A., Clinical Psychology, State University of New York at Buffalo, Buffalo, NY
  • B.S., Child Development and Cognitive Studies, Peabody College, Vanderbilt University, Nashville, TN

Research Interests

Dr. Hart's research interests are broadly focused on young children with or at-risk for ADHD and related disruptive behavior disorders. Primarily, her work addresses the development, evaluation, and dissemination of early behavioral and academic interventions and treatments across home, school, clinic, summer, and community settings. Dr. Hart is particularly interested in the development and implementation of interventions designed to promote school readiness during the major developmental transition from preschool to kindergarten. Her work has also focused on the development of interventions addressing issues of intervention attendance and adherence for families of children from low-income backgrounds; culturally competent interventions for families from Latino/Hispanic and Haitian backgrounds; and mental health policy as it relates to the dissemination of evidence-based interventions in school and community settings. Further, Dr. Hart is interested in the evaluation of school-based interventions for young children with ADHD, specifically the evaluation of commonly recommended special education accommodations for these children, as well as teacher implementation of evidence-based treatments in their classrooms.

Select Publications

Ostrov, J. M., Massetti, G. M., Stauffacher, K., Godleski, S. A., Hart, K. C., Karch, K., Mullins, A. D., & Ries, E. E. (2009). An intervention for relational and physical aggression in early childhood: A preliminary study. Early Childhood Research Quarterly, 24, 15-28.

Pariseau, M. E., Fabiano, G. A., Massetti, G. M., Hart, K. C., & Pelham, W. E., Jr. (2010). Extended time on academic assignments: Does increased time lead to improved performance for children with attention-deficit/hyperactivity disorder? School Psychology Quarterly, 25, 236-248.

Hart, K. C., Massetti, G. M., Fabiano, G. A., Pariseau, M. E., & Pelham, W. E., Jr. (2011). Impact of group size on classroom on-task behavior and work productivity in children with ADHD. Journal of Emotional and Behavioral Disorders, 19, 55-64.

Keenan, K., Boelt, D., Chen, D., Coyne, C., Donald, R., Duax, J., Hart, K., Perrott, J., Strickland, J., Danis, B., Hill, C., Davis, S., Kampani, S., & Humphries, M. (2011). Predictive validity of DSM-IV oppositional defiant and conduct disorders in clinically referred preschoolers. The Journal of Child Psychology and Psychiatry, 52, 47-55.