Submitted by Julia D. McQuade on Tuesday, 10/4/2016, at 8:59 AM

*Amherst College Undergraduate co-author

McQuade, J.D., Breaux, R.P.. Miller, R.*, & Mathias, L.* (2016). Executive funcitoning and engagement in physical and relational aggression among children with ADHD. Journal of Abnormal Child Psychology.

McQuade, J.D., Mendoza, S.A., Larsen, K.L.*, Breaux, R.P. (2016). The nature of social positive illusory bias: Reflection of social impairment, self-protective motivation, or poor executive functioning? Journal of Abnormal Child Psychology.

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 child sex as moderators. Aggressive Behavior. 

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. & Hoza, B. (2014). 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., 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 on 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.


J.D McQuade CV299.21 KB

Research Interests

Submitted by Julia D. McQuade on Wednesday, 6/15/2016, at 7:35 PM

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. Some of my research focuses specifically on children with Attention-Deficit/ Hyperactivity Disorder (ADHD), who often demonstrate significant social impairments. One aspect of social functioning that I have examined in these children is biased self-perceptions. Studies have found that some children with ADHD perceive themselves as socially competent despite being rated by others as significantly impaired.  This difference in perceptions has been termed a positive "illusory" bias and is more common and extreme in children with ADHD than in children without this disorder. My research seeks to understand why some children with ADHD demonstrate a positive illusory bias and how this thinking relates to other indices of social adjustment, such as aggression. I also investigate these processes within typically developing children. This work has focused specifically on risks for physical (hitting, physical intimidation) and relational aggression (gossiping, systematic exclusion of a peer) and examines individual, cognitive, and social factors that may explain differences in risks. 

Please visit the Peer Relationships Lab website for more information about my research. 

Teaching Interests

Submitted by Julia D. McQuade on Friday, 7/26/2013, at 12:53 PM

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. 


Submitted by Julia D. McQuade on Tuesday, 8/14/2012, at 11:46 AM

Ph.D., University of Vermont (2012)

B.A., Bates College (2004)