In addition to several dozen national and international presentations, our work has been published in high-quality peer-reviewed scholarly journals. If you would like access to any of our papers, let us know! (Posted pdfs are for teaching, scholarship, or research only.)

**Denotes graduate student co-author; *Denotes undergraduate student co-author.

**Liu, Q., Wang, X., Razza, R., & Vasilenko, S. (2024). Early adverse childhood experiences and preschoolers’ self-regulation: A latent class analysis. Child Abuse & Neglect.

**Liu, Q., Razza, R., Vasilenko, S. & Merrin, G. J. (2024). Associations between early material hardship and behavioral self-regulation development across childhood: A person-centered approach. Research in Human Development.

**Liu, Q., Merrin, G. J., Razza, R. (2023). Reciprocal associations between maternal behaviors and children’s self-regulation during the transition from early to middle childhood. Journal of Child and Family Studies.

Zhang, Y.,*Cannata, S., Razza, R., & **Liu, Q. (2023). Intimate partner violence exposure and self-regulation in children and adolescents: A systematic review. Journal of Family Violence.

Zhang, Y., Razza, R., Wang, Q., Bergen-Cico, D., & **Liu, Q. (2022). Mechanisms of change underlying mindfulness-based practice among adolescents. Mindfulness. 1-13.

Pudasainee-Kapri, S., & Razza, R. A. (2020). Low birth weight and children’s cognitive competence: the role of maternal warmth in early childhood. Early Child Development and Care190(16), 2551-2562. (pdf)

Felver, J. C., Razza, R., Morton, M. L., Clawson, A. J., & Mannion, R. S. (2020). School-based yoga intervention increases adolescent resilience: a pilot trial. Journal of Child & Adolescent Mental Health32(1), 1-10. (pdf)

Razza, R. A., **Linsner, R. U., Bergen-Cico, D., Carlson, E., & Reid, S. (2020). The feasibility and effectiveness of mindful yoga for preschoolers exposed to high levels of trauma. Journal of Child and Family Studies29(1), 82-93. (pdf)

Costa, M. R., Bergen-Cico, D., Razza, R., Hirshfield, L., & Wang, Q. (2020, July). Perceived Restorativeness and Meditation Depth for Virtual Reality Supported Mindfulness Interventions. In International Conference on Human-Computer Interaction (pp. 176-189). Springer, Cham. (pdf)

Tumanova, V., Wilder, B., Gregoire, J., Baratta, M., & Razza, R. (2020). Emotional Reactivity and Regulation in Preschool-Age Children Who Do and Do Not Stutter: Evidence From Autonomic Nervous System Measures. Frontiers in Human Neuroscience14. (pdf)

Costa, M. R., Felver, J., & Razza, R. (2020, January). Supporting mindfulness based interventions with social virtual reality. In 2019 9th International Workshop on Computer Science and Engineering, WCSE 2019 (pp. 238-245). International Workshop on Computer Science and Engineering (WCSE).

Tumanova, V., Woods, C., & Razza, R. (2020). The role of behavioral inhibition for conversational speech and language characteristics of preschool-age children who stutter. American journal of speech-language pathology29(2), 638-651. (pdf)

Costa, M. R., Bergen-Cico, D., Grant, T., Herrero, R., Navarro, J., Razza, R., & Wang, Q. (2019, July). Nature inspired scenes for guided mindfulness training: presence, perceived restorativeness and meditation depth. In International Conference on Human-Computer Interaction (pp. 517-532). Springer, Cham. (pdf)

Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child development78(2), 647-663. (pdf)