Ph.D., University of Vermont (2012)
B.A., Bates College (2004)
Ph.D., University of Vermont (2012)
B.A., Bates College (2004)
My courses cover topics of psychopathology and psychological research. In my Abnormal Psychology course, students learn about the symptom presentations, theories of etiology, and treatments of major psychological disorders. This course also provides students with an introduction to major issues in clinical psychology including controversies in diagnosis, ethics, and stigma. I also teach an in-depth seminar on Child and Adolescent Clinical Psychology. This course focuses on the clinical presentation of disorders during childhood and emphasizes the importance of developmental changes and the connection between theory, empirical research, and case examples. In my Statistics course, students learn how to use statistics to answer and interpret research questions. This course provides students with a foundational knowledge of statistics that can enable them to critically evaluate scientific claims and to answer their own research questions. My Introduction to Psychology course provides students with an introduction to the science of psychology and of how we understand the mind and behavior.
My research examines social competence in children and adolescence. Some children are well liked, make friends easily, and are good at reading and understanding social cues. Yet other children struggle to make friends, are rejected or bullied by peers, and engage in behaviors that are harmful to others. My research seeks to understand the cognitive and environmental factors that explain these differences in social functioning. One cognitive risk factor I have examined is positively biased self-perceptions of social acceptance. Although most children have accurate perceptions of their social abilities, some children report that they are more well-liked and competent than other measures would suggest. My research has explored why certain children demonstrate this bias in thinking and how such thinking may influence social behaviors like aggression and children's emotional adjustment. My research also has examined how differences in executive functioning skills (i.e., higher order cognitive abilities implicated in goal directed thinking and behavior) may explain why certain children are more socially impaired than others. And finally, my work has examined how children's emotion regulation capacities, including physiological regulation of emotion, can influence children's behaviors and social success. Some of my research focuses specifically on children with Attention-Deficit/ Hyperactivity Disorder (ADHD), who often demonstrate significant social impairments. This work focuses on characterizing the social impairments that these children possess and the underlying mechanisms that are implicated. I also examine social adjustment in typically developing children. This work is currently focused on understanding the causes and consequences of engagement in physical aggression (i.e., hitting) as well as relational aggression (i.e., gossip, systematic exclusion) and how these two forms of aggression differ.
Please visit the Peer Relationships Lab website for more information about my research.
*Amherst College Undergraduate co-author
McQuade, J.D., (in press). Peer victimization and changes in physical and relational aggression: The moderating role of executive functioning abilities. Aggressive Behavior.
Breaux, R.P., McQuade, J.D., Harvey, E.A., & Zakarian, R.J.* (2017). Longitudinal associations of parental emotion socialization and children's emotion regulation: The moderating role of ADHD symptomatology. Journal of Abnormal Child Psychology. Advance online publication.
McQuade, J.D., Penzel, T.E.*, Silk, J.S., Lee, K. (2016). Parasympathetic nervous system reactivity moderates associations between children’s executive functioning and social and academic competence. Journal of Abnormal Child Psychology. Advance online publication.
McQuade, J.D., & Breaux, R.P. (2017). Are elevations in ADHD symptoms associated with physiological reactivity and emotion dysregulation in children? Journal of Abnormal Child Psychology, 45, 1091-1103.
McQuade, J.D., Breaux, R.P.. Miller, R.*, & Mathias, L.* (2017). Executive funcitoning and engagement in physical and relational aggression among children with ADHD. Journal of Abnormal Child Psychology, 45, 899-910.
McQuade, J.D., Mendoza, S.A., Larsen, K.L.*, Breaux, R.P. (2017). The nature of social positive illusory bias: Reflection of social impairment, self-protective motivation, or poor executive functioning? Journal of Abnormal Child Psychology, 45, 289-300.
McQuade, J.D (2017). Attention Deficit Hyperactivity Disorder: Social Factors. In A.E. Wenzel (Ed). The SAGE Encyclopedia of Abnormal and Clinical Psychology. Thousand Oaks, CA: SAGE Publications.
McQuade, J.D., Breaux, R.P., Gómez, A.F.*, Zakarian, R.J.*, & Weatherly J.A.* (2016). Biased self‐perceived social competence and engagement in subtypes of aggression: Examination of peer rejection, social dominance goals, and sex of the child as moderators. Aggressive Behavior, 42, 498-509.
McQuade, J.D. & Hoza, B. (2015). Peer Relationships in Children with ADHD. In R.Barkley (Ed). Attention-Deficit Hyperactivity Disorder, 4th Edition. (210-222) New York: Guilford Press.
McQuade, J.D., Achufusi, A.K.*, Shoulberg, E.K., & Murray-Close, D. (2014). Biased self-perceptions of social competence and engagement in physical and relational aggression: The moderating role of peer status and sex. Aggressive Behavior, 40, 512-525.
McQuade, J.D., Vaughn, A.J., Hoza, B., Murray-Close, D., Molina, B.S.G., Arnold, L.E., & Hechtman, L. (2014). Perceived social acceptance and peer status differentially predict adjustment in youth with and without ADHD. Journal of Attention Disorders, 18, 31-43.
+McQuade, J.D., Murray-Close, D., Shoulberg, E.K., & Hoza, B. (2013). Working Memory and Social Functioning in Children. Journal of Experimental Child Psychology, 115, 422-435.
+This article has been featured in DugDug
Hoza, B.H., McQuade, J.D., Murray-Close, D., Shoulberg, E., Molina, B.S.G., Arnold, L.E., & Swanson, J. (2013). Does Childhood Positive Self-Perceptual Bias Mediate Adolescent Risky Behavior in Youth from the MTA Study? Journal of Consulting and Clinical Psychology, 81, 846-858.
Smith, A.L, Hoza, B., Linnea, K, McQuade, J., Tomb, M., Vaughn, A.J., et al. (2013). Pilot physical activity intervention improves ADHD symptoms in young children. Journal of Attention Disorders, 17, 70-82.
Tomb, M., Linnea, K., McQuade, J.D. & Hoza, B (2011). Attention-Deficit/Hyperactivity Disorder and peer interactions. In B. Hoza & S. Evans (Eds.). Attention Deficit Hyperactivity Disorder: Assessment and Intervention in Developmental Context. Kingston, NJ: Civic Research Institute.
McQuade, J.D., Tomb, M., Hoza, B., Waschbusch, D.A., Hurt, E.A., & Vaughn, A.J. (2011). Cognitive deficits and positively biased self-perceptions in children with ADHD. Journal of Abnormal Child Psychology, 39, 307-319
McQuade, J.D., Hoza, B., Murray-Close, D., Waschbusch, D.A., & Owens, J.S. (2011). Changes in self-perceptions in children with ADHD: A longitudinal study of depressive symptoms and attributional style. Behavior Therapy, 42, 170-182.
Hirshfeld-Becker, D.R., Masek, B., Henin, A., Blakely, L.R., Pollock, R.A., McQuade, J., DePetrillo, L., Breisch, J., Ollendick, T.H., Rosenbaum, J.F., & Biederman, J. (2010). Cognitive behavioral therapy for 4- to 7-year-old children with anxiety disorders: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 78, 498-510.
McQuade, J.D. & Hoza, B. (2008). Peer problems in ADHD: Current status and future directions. Developmental Disabilities Research Reviews, 14, 320-324.
Biederman, J., Petty, C., Faraone, S. V., Hirshfeld-Becker, D., Henin, A., Fraire, M., Henry, B., McQuade, J. & Rosenbaum, J. (2007). Developmental trajectories of anxiety disorders in offspring at high risk for panic disorder. Psychiatry Research, 153, 245-52.