Directory » CYNTHIA RICCIO
716B EDCT
862-4906
Department
Afilliations
School Psychology
Education
Ph.D., School Psychology, Neuropsychology, University of Georgia (1993)
Ed.S., School Psychology, University of Hartford (1982)
M.S.Ed., School Psychology, University of Hartford (1980)
B.A., Psychology, University of Conneticut (1974)
CYNTHIA RICCIO (Emeritus)
Senior Professor (Emerita)
Research Interests
Attention Deficit Hyperactivity Disorder (ADHD)
Language and Learning Disabilities
Neuropsychology (Pediatric)
BIOGRAPHY
Cynthia A. Riccio, Ph.D. is a Professor and the Director of Training in the School Psychology Program at Texas A&M University; she also has a faculty appointment at the Texas A&M Institute of Neuroscience (TAMIN). Dr. Riccio's primary research interests include Learning Disabilities, Attention Deficit Hyperactivity Disorder, Neuropsychology, and Individual Assessment. She has authored or co-authored more than 60 articles, 26 book chapters, 2 texts, and 2 edited texts, as well as one test instrument. She also has co authored a number of book chapters. Dr. Riccio is an active member in many professional organizations such as the American Psychological Association [Divs. 16, 40, 541, National Association of School Psychologists, the Society for the Study of School Psychology, National Academy of Neuropsychologists, and the International Neuropsychological Society. She is currently the Treasurer for the Council of Directors of School Psychology Programs, and is President-Elect for the Society for the Study of School Psychology. She serves as Associate Editor for the Journal of Psychoeducational Assessment and is on review boards for many other professional journals. Dr. Riccio is a Fellow of both the American Psychological Association and the National Academy of Neuropsychology.
COURSES TAUGHT
CPSY683. FIELD PRACTICUM
2020C,2020A,2019C
EPSY485. Directed Studies
2008C
EPSY618. Neuro/genetic Disorders
2009A,2007B
EPSY618. NEURO/GENETIC DISORDERS
2019B,2017B,2017A,2016B,2015A
EPSY621. CLINICAL NEUROPSYCHOLOGY
2020B,2019B,2018B,2017B,2016B
EPSY621.
2004B
EPSY621. Clinical Neuropsychology
2009B,2008B,2007B,2006B
EPSY682. SEMINAR IN EPSY
2019C
EPSY685.
2004B
EPSY685. DIRECTED STUDIES
2014B,2013C,2013B
EPSY689. SPECIAL TOPICS IN
2014B
SPSY611. LEGAL ETHIC CREDENT SPSY
2019A,2018C,2018B,2018A,2017C
SPSY611. INTRO TO SCHOOL PSYCH
2019B
SPSY611. Legal Ethic Credent Spsy
2004C
SPSY611.
2005B,2005A,2004B
SPSY612. Ind Assesm Child Intel
2006A
SPSY612.
2005A
SPSY612. IND ASSESM CHILD INTEL
2019C,2013A,2012A
SPSY614. Integrated Assess Prac
2009A,2008A,2007A,2006A
SPSY614.
2005A
SPSY614. INTEGRATED ASSESS PRAC
2020A,2019A,2018A,2017A,2016A
SPSY617. Diagnosis Of Education In Chldn
2006C,2005C,2004C
SPSY617. Education In Children
2008C,2007C
SPSY643. Acad Assess And Intrvntn
2008C
SPSY683. FIELD PRACTICUM
2014B,2013C,2013B,2013A,2012C
SPSY683. FIELD EXPER/EXTERN IN SPSY
2020B,2020A,2019C,2019B,2019A
SPSY683.
2005A,2004B
SPSY683. Fld Pract - In-absentia
2009B,2008C,2008B
SPSY683. Field Practicum
2009B,2009A,2008C,2008B,2008A
SPSY684. Internship - In Absentia
2008C,2007A,2006C,2006A,2005C
SPSY684.
2005A
SPSY684. Profess Internship
2007B,2005C
SPSY684. PROFESS INTERNSHIP
2020B,2020A,2019C,2019B,2019A
SPSY685. DIRECTED STUDIES
2016C,2016A,2015A,2014C,2013C
SPSY685.
2005B
SPSY685. Directed Studies
2008C,2008B,2007B,2006C,2006A
SPSY689. Special Topics In Crisis Interventn
2007C
SPSY689. Special Topics In Preschool Assessmt
2004C

FORMER DOCTORAL STUDENTS
Maria Jose Castro Aviles (Summer 2020)
Emily Ann Brewer (Fall 2019)
Morgan Bethany Drake (Summer 2019)
Oscar Widales-Benitez (Summer 2019)
Marta Lynn Pardo (Summer 2019)
Bianca Simone Watkins (Summer 2019)
Elizabeth Anne Perdue (Summer 2019)
Ryan Heath Hinojosa (Summer 2019)
Ashley Michelle Smith (Summer 2019)
Colby Paul Wiley (Spring 2019)
Amanda Catherine Kearns (Summer 2018)
Lindsey Jordan Carnes (Summer 2018)
Myracle Angella Primus Elliott (Summer 2018)
Laura Beth Frame (Summer 2017)
Benjamin Charles Karren (Summer 2017)
Stephanie Michelle Vidrine (Summer 2017)
Brenda Lagunas Wiley (Summer 2017)
Brittany Michelle Warnick (Summer 2017)
Elena Marie Madeleine Doskey (Summer 2017)
Ivonne Estralla (Fall 2016)
Catharina Faria De Carvalho (Summer 2016)
Jessica Arean Pliego (Summer 2016)
Amanda Drake (Summer 2016)
Andrea Dennison (Summer 2015)
Brenda Patience (Summer 2015)
Mereidth Jones (Summer 2015)
Alane Blakely (Summer 2015)
Morgan Sowell (Fall 2014)
Andrea Wahlberg (Summer 2014)
Hyun Hee Yoon (Summer 2014)
Chelsea Dark (Summer 2013)
Vivina Rivera (Summer 2012)
Andrew Martinez (Summer 2012)
Nichole Villarreal (Summer 2012)
Robb Matthews (Fall 2011)
Rachel Weber (Summer 2011)
Erica Bonura (Summer 2011)
Sarah Hall (Summer 2011)
Sarita Mohan (Fall 2010)
Courtney E. Alison (Summer 2010)
Kelly Ann Lawrence (Summer 2010)
Brandi Kocian (Spring 2010)
Tia Crossley (Summer 2009)
Maria Fragioudakis (Summer 2009)
Lisa Hewitt (Fall 2008)
Calissia Tasby (Fall 2008)
Shantina Dixon (Summer 2008)
Katherine Newton (Summer 2007)
Deborah Cash (Summer 2007)
Olga Rodriguez-Escobar (Summer 2007)
Susan D'Esposito (Summer 2006)
Rachel Team (Summer 2006)
Kelly Jarratt (Summer 2005)
Dahl Rollins (Summer 2005)
Susan Homack (Summer 2005)
Kristen Gsanger (Summer 2005)
Becky Siekierski (Summer 2005)
Monica Wolfe (Fall 2004)
Carrie Geroge (Summer 2004)
Dong Hyung Lee (Summer 2004)
Christine French (Summer 2003)
Jeremy Sullivan (Summer 2003)
Brigette Noel Frederick (Fall 2002)
Sandra Jimenez (Fall 2001)

SELECTED PUBLICATIONS
Books and Monographs
Riccio, C. A. & Sullivan, J. R. (Eds.). (2016). Pediatric neurotoxicology: Academic and psychosocial outcomes. New York: Springer Science
Sullivan, J. R., & Riccio, C.A. (2016). Conclusion: Common themes and directions for future research. In C. A. Riccio & J. R. Sullivan (Eds.), Pediatric neurotoxicology: Academic and psychosocial outcomes (p. 181-192). New York: Springer Science
Riccio, C. A., Dennison, A., & Bowman-Perrott, L. (2014). Individual assessment of specific academic areas. In S. G. Little & A. Akin-Little (Eds.), Academic assessment and intervention, New York: Routledge.
Riccio, C. A., & Reynolds, C. R. (2013). Principles of neuropsychological assessment in children and adolescents. In D. Saklofske, Psychological assessment of children and adolescents. Oxford
Matthews, R. N., Riccio, C. A., & Davis, J. (2012). NEPSY-II in D. P. Flanagan, & P. L. Harrison (Eds.), Contemporary intellectual assessment -- third edition. New York: Guilford
Riccio, C. A., Sullivan, J. R., & Cohen, M. J. (2010). Neuropsychological assessment and intervention for childhood and adolescent disorders. New Jersey: Wiley
Hughes, T., Kaufman, J., Riccio, C., Crespi, T. D., & Garcia-Vazquez, E. (2009). Envisioning the future: Looking into the crystal ball. In Hughes, T., Kaufman, J., & Riccio, C. (Eds.), Handbook of education, training, and supervision of school psychologists in school and community Volume II: Bridging the training and practice gap (pp. ). New York: Routledge
Hughes, T., Kaufman, J., & Riccio, C. (Eds.) (2009). Handbook of education, training, and supervision of school psychologists in school and community Volume II: Bridging the training and practice gap. New York: Routledge
Riccio, C. A., Reynolds, C. R., & Lowe, P. A. (2001). Clinical applications of continuous performance tests: Measuring attention and impulsive responding in children and adults. New York: Wiley.
Journal Articles
Drake, M. B., Riccio, C. A., & Hale, N. S. (2017). Assessment of adult Attention Deficit Hyperactivity Disorder (ADHD) with self-report. Journal of Attention Deficit Disorders. Online first https://doi.org/10.1177/108705471769822
Riccio, C. A., Pliego, J., & Rae, W. A. (2016). Mind-body approaches and chronic illness: Status of research. International Journal of School and Educational Psychology, 4, 16-24
Riccio, C. A., Vidrine, S., & Cohen, M. (2016 Online first view). Neurocognitive profiles of children with Landau Kleffner syndrome. Applied Neuropsychology: Child, http://www.tandfonline.com/doi/full/10.1080/21622965.2016.1197127
Fenning, P., Valley-Gray, S., Cash, G., Hazel, C., Harris, A., Riccio, C. A., Spearman, C., Diaz, Y., & Grunewald, S. (2015). School psychology trainers[48]19 and practitioners[48]19 perceptions of competencies. Psychology in the Schools, 52, 1032-1041
Riccio, C. A., Cook, K. T., Fenning, P., & Harris, A. (2015). Determining readiness for internship: A complex process. Psychology in the Schools, 52, 998-1007
Riccio, C., Pliego, J., Cohen, M., & Park, Y. (2015). Executive function performance for children with epilepsy localized to the frontal or temporal lobes. Applied Neuropsychology: Child, 4, 277-284.
Weber, R. C., Johnson, A., Riccio, C. A., & Liew, J. (2015 Online First View). Balanced bilingualism and executive functioning in children. Bilingualism: Language and Cognition, xx, xx-xx. DOI 10.1017/S1366728915000553
Villarreal, N. W., Riccio, C. A., Cohen, M. J., & Park, Y. (2014). Adaptive skills and somatic complaints in children with epilepsy. Epilepsy Research and Treatment, 2014, 7 pages, http://dx.doi.org/10.1155/2014/856735
Riccio, C. A., Blakely, A., Yoon, M., & Reynolds, C. R. (2013). Two-factor structure of the Comprehensive Trail Making Test in adults. Applied Neuropsychology-Adult, 20, 155-158
Riccio, C. A., & Gomes, H. (2013). Interventions for executive function deficits in children and adolescents. Journal of Applied Neuropsychology-Child, 2, 1-8
Weber, R. C., Riccio, C. A., & Cohen, M. J. (2013). Does the Rey-Osterrieth copy performance measure executive function in children. Applied Neuropsychology- Child, 1, 1-7
Hall S.E, & Riccio, C.A. (2012). Complementary and alternative treatment use for autism spectrum disorders. Complementary Therapies in Clinical Practice, 18, 159-163
Kahn, D., Riccio, C. A., & Reynolds, C. R. (2012). Comprehensive trail making test (CTMT): Gender and ethnic differences for ages 8-18. Applied Neuropsychology: Child, 1, 53-56
8.Riccio, C. A., Lockwood, L. H.., & Blake, J. J. (2011). Relation of measures of executive function to aggressive behavior in children. Applied Neuropsychology, 18, 1-10
D'Esposito*, S. E., Blake, J. J., & Riccio, C. A. (2011). Adolescent's vulnerability to victimization: Interpersonal and intrapersonal predictors. Professional School Counseling, 14, 299-309
Riccio, C. A., Kahn, D., Yoon, M., Perez, E., & Reynolds, C. R. (2011). Confirmation of a two-factor model for interpretation of the Comprehensive Trail Making Test (CTMT) with children. Archives of Clinical Neuropsychology. 26, 235-239
Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C.,Clark, M., et al.(2010). Critical issues in response to intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 1-14
Riccio, C. A., Avila, L., & Ash, M. J. (2010). Pesticide poisoning in a preschool child. Applied Neuropsychology, 17, 153-159
Sullivan, J. R., & Riccio, C. A. (2010) Language functioning and deficits following pediatric traumatic brain injury. Applied Neuropsychology, 17, 93-98
Lee, D. & Riccio, C. A. (2009). Validity of an executive function model of ADHD symptoms, reading difficulty and substance abuse in adults. Korean Journal of Clinical Psychology, 28(3), 783-809
Sullivan, J. R., Riccio, C. A., & Castillo, C. L. (2009). Concurrent validity of the tower tasks as measures of executive function in adults: A meta-analysis. Applied Neuropsychology, 16, 62-75.
Riccio, C. A., Cash, D. L., & Cohen, M. J. (2007). Learning and memory performance of children with specific language impairment (SLI). Applied Neuropsychology, 14, 1-7.
Riccio, C. A., Garland, B. H, & Cohen, M. J. (2007). Relations between the TOVA and CMS. Journal of Attention Disorders, 11, 167-171.
Riccio, C. A., & Rodriguez, O. (2007). Integration of psychological assessment approaches in school psychology. Psychology in the Schools, 44, 243-255.
Sullivan, J. R. & Riccio, C. A. (2007). Diagnostic group differences in parent and teacher ratings on the BRIEF and Conners' Scales. Journal of Attention Disorders, 11, 398-406.
Riccio, C. A., Homack, S., Jarratt, K. P., & Wolfe, M. E. (2006). Differences in academic and executive function domains among children with ADHD predominantly inattentive and combined type. Archives of Clinical Neuropsychology, 21, 657-667.
Rosenthal, E. N., Riccio, C. A., Gsanger, K. M., & Jarratt, K. P. (2006). Digit span components as predictors of attention problems and executive functioning in children. Archives of Clinical Neuropsychology, 21, 131-139.
Sullivan, J. R., & Riccio, C. A. (2006). An empirical analysis of the BASC frontal lobe/executive control scale with a clinical sample. Archives of Clinical Neuropsychology, 21, 495-501.
Homack, S., Lee, D., & Riccio, C.A. (2005). Test Review: Delis-Kaplan executive function system. Journal of Clinical and Experimental Neuropsychology, 27, 599-609.
Jarratt, K.P., Riccio, C.A., & Siekierski, B. (2005). Assessment of Attention Deficit Hyperactivity Disorder (ADHD) using the BASC and BRIEF. Applied Neuropsychology, 12, 83-93 [Invited submission].
Riccio, C. A., Cohen, M. J., Garrison, T., & Smith, B. (2005). Central auditory processing (CAP) measures: Correlation with neuropsychological measures of attention, memory, and behavior. Child Neuropsychology, 11, 363-372.
Riccio, C. A., Wolfe, M., Davis, B., Romine, C., George, C., & Lee, D. (2005). Attention deficit hyperactivity disorder: Manifestation in adulthood. Archives of Clinical Neuropsychology, 20, 249-269.
Homack, S., & Riccio, C. A. (2004). A meta-analysis of the sensitivity and specificity of the Stroop color and word test with children. Archives of Clinical Neuropsychology,19, 725-743.
Lee, D., Riccio, C. A., & Hynd, G. W. (2004). The role of executive function in ADHD: testing predictions from two models. Canadian Journal of School Psychology, 1/2, 167-190.
Ochoa, S.H., Riccio, C.A., Jimenez, S., Garcia de Alba, R., & Sines, M. (2004). Psychological assessment of limited English proficient and/or bilingual students: An investigation of school psychologists' current practices. Journal of Psychoeducational Assessment, 22, 93-105.
Riccio, C. A., & French, C. L. (2004). The status of empirical support for treatment of attention deficits. The Clinical Neuropsychologist, 18, 528-558.
Riccio, C. A., Wolfe, M. E., Romine, C., Davis, B., & Sullivan, J. R. (2004). The Tower of London and neuropsychological assessment of ADHD in adults. Archives of Clinical Neuropsychology, 19, 661-671 .
Romine, C. B., Lee, D., Wolfe, M. E., Homack, S., George, C., & Riccio, C. A. (2004). Wisconsin Card Sorting Test with children: a meta-analytic study of sensitivity and specificity. Archives of Clinical Neuropsychology, 19, 1027-1041.
Riccio, C. A., Ochoa, S. H., Garza, S. G., & Nero, C. L. (2003). Referral of African American children for evaluation of emotional or behavioral concerns. Multiple Voices.
Riccio, C. A., Reynolds, C. R., Lowe, P. A., & Moore, J. J. (2002). The continuous performance test: A window on the neural substrates for attention? Archives of Clinical Neuropsychology, 17, 235-272.
Sofie, C.A., & Riccio, C.A., (2002). A comparison of multiple methods in the identification of children with reading disabilities. Journal of Learning Disabilities, 35, 234-244.
Riccio, C. A., Amado, A., Jim[233]nez, S., Hasbrouck, J. E., Imhoff, B., & Denton, C. (2001). Cross-linguistic transfer of phonological processing: Development of a measure of phonological processing in Spanish. Bilingual Research Journal, 25, 583-604.
Riccio, C. A., Moore, J. J., Reynolds, C. R., & Lowe, P. A. (2001). Effects of stimulants on the continuous performance test (CPT): Implications for CPT use and interpretation. Journal of Neuropsychiatry and Clinical Neurosciences, 13, 1-10.
Cohen, M. J., Riccio, C. A., Kibby, M. Y., & Edmonds, J.E. (2000). Developmental progression of clock face drawing in children. Child Neuropsychology, 6, 64-76.
Denton, C. A., Hasbrouck, J. E., Weaver, L. R., & Riccio, C. A. (2000). What do we know about phonological awareness in Spanish? Journal of Reading Psychology, 21, 335-352.
Reid, R., Riccio, C. A., Kessler, R. H., DuPaul, G. J. Power, T. J., Anastopoulos, A. D., Rogers-Adkinson, D., & Noll, M-B. (2000). Gender and ethnic differences in attention deficit hyperactivity disorder as assessed by behavior ratings. Journal of Emotional and Behavioral Disorders, 8, 38-48.
Riccio, C. A., & Hynd, G. W. (2000). Measurable biological substrates to verbal performance differences in Wechsler scales. School Psychology Quarterly, 15, 389-399.
Cohen, M. J., Morgan, A. E., Vaughn, M., Riccio, C. A., & Hall, J. (1999). Developmental differences in verbal fluency in children. Archives of Clinical Neuropsychology, 14, 433-443.
Cohen, M. J., Riccio, C. A., & Hynd, G. W. (1999). Children with specific language impairment: Quantitative and qualitative analysis of dichotic listening performance. Developmental Neuropsychology, 16, 243-252.
Reid, R., DuPaul, G. J., Power, T. J., Anastopoulos, A. D., Rogers-Askinson, D., Noll, M.B., & Riccio, C. A. (1998). Assessing culturally different students for attention deficit hyperactivity disorder using behavior rating scales. Journal of Abnormal Ch.
Riccio, C. A., Houston, F., & Harrison, P. L. (1998). Assessment practices for children with severe mental retardation. Journal of Psychoeducational Assessment, 16, 292-301.
Riccio, C. A., & Jemison, S. (1998). ADHD and emergent literacy: Influence of language factors. Reading and Writing Quarterly, 14, 43-58.
Book Chapters
Perdue, E., Carnes, L., & Riccio, C. A. (in press). Neurofibromatosis. In M. M. Perfect, C. A. Riccio, & M. Bray (editors), Health-related disorders in children and adolescents: A guidebook for understanding and educating, 2nd Edition (pp. ---). Washington, DC: American Psychological Association Press.
Riccio, C. A., & Castro, M. J. (in press). Executive function and school performance. In F. C. Worrell & T. L. Hughes (Eds.), The Cambridge Handbook of Applied School Psychology (pp. xx-xx). New York: Cambridge University Press.
Riccio, C. A., Maykel, C., Howell, M., & Bray, M. A. (2018). Coping with chronic illness and medical stress. In S. G. Forman & J. D. Shahidullah (eds.), Handbook of pediatric behavioral healthcare: An interdisciplinary collaborative approach (pp. 261-274). New York: Springer.
Riccio, C. A., & Prickett, C. S. (2018). Assessment and program planning. In J. Ganz & R. Simpson (Eds.), Interventions for individuals with autism spectrum disorders with significant communication challenges (pp. 21-43). New York: Brookes.
Riccio, C. A., & Schwartz, J. (in press). Neuropsychological impact on mental health and associated treatments for children with chronic illness. In M.A. Bray, & C. Maykel (eds.), Mind-body health: School-based interventions (pp. xxx-xxx). Washington, DC: APA Publications.
*Riccio, C. A., & Castro, M. J. (in press). Executive function and school performance. In F. C. Worrell & T. L. Hughes (Eds.), The Cambridge Handbook of Applied School Psychology (pp. xx-xx). New York: Cambridge University Press
Riccio, C. A., Drake, M. B., & Sullivan, J. R. (2016). Neurotoxins and neurodevelopment. In C. A. Riccio & J. R. Sullivan (Eds.), Pediatric neurotoxicology: Academic and psychosocial outcomes (p. 1-13). New York: Springer Science.
Riccio, C. A., Yoon, H., & McCormick, A. S. (2013). Neuropsychological test selection. In J. M. Davis & R. C D[8217]Amato (Eds.), Neuropsychology with Asian Americans (pp. ). New York: Springer
Garcia-Vazquez, E. Crespi, T. D., Riccio, C. A., Hughes, T. L., & Kaufman, J. (2009). Into the future: New directions for education and training. In E. Garcia-Vazquez, T. Crespi, & C. A. Riccio (eds.), Handbook of education, training, and supervision of school psychologists in school and community. Volume I: Foundations of professional practice (pp. 323-330). New York: Routledge
Riccio, C. A., Garcia-Vazquez, E., & Crespi, T. D. (2009). School psychology as a profession: Introduction and overview. In Garcia-Vazquez, E., Crespi, T., & Riccio, C. (Eds.), Handbook of education, training, and supervision of school psychologists in school and community Volume I: Foundations of professional practice (pp. 3-12). New York: Routledge
Youngman, A. R., Riccio, C. A., & Wicker, N. (2009). Best practices in assessing and intervening with children with seizure disorders. In D. C. Miller (Ed.), Best practices in school neuropsychology: Guidelines for effective practice, assessment, and evidence-based intervention (pp. 767-791). New York: Wiley
Riccio, C. A. (2008). Compatibility of Neuropsychology and RtI in the Diagnosis and Assessment of Learning Disabilities. In C. R. Reynolds & E. Fletcher-Janzen (Eds.), Neuropsychological perspectives on learning disabilities in the era of RTI: Recommendations for diagnosis and intervention (pp. 82-98). New York: Wiley.
Ash, M. J., Macey, K., Gonzalez, M., Rosenthal, E., & Riccio, C.A. (2005). Bipolar disorder: Childhood onset. In S. W. Lee (Ed.), Encyclopedia of School Psychology (pp. 71-72) New York: Wiley.
Lee, D., & Riccio, C. A. (2005). Cognitive retraining. In R. C. D'Amato & C. R. Reynolds (Eds.), Handbook of School Neuropsychology. New York: Wiley.
Riccio, C. A. (2005). Intelligence theories: Crystallized and fluid. In T. S. Watson, & C. H. Skinner (Eds.), Comprehensive encyclopedia of school psychology.
Riccio, C. A., & Jarratt, K. P. (2005). Abnormalities of neurological development. In R. C. D'Amato & C. R. Reynolds (Eds.), Handbook of School Neuropsychology. New York: Wiley.
Riccio, C.A., & Jarratt, K. P. (2005). Neuropsychological assessment. In S. W. Lee (Ed.), Encyclopedia of School Psychology (pp. 348-350). New York: Wiley.
Riccio, C. A., Rodriguez, O., & Valle, M. (2005). Intelligence. In S. W. Lee (Ed.), Encyclopedia of School Psychology (pp. 267-272). New York: Wiley.
Rollins, D., & Riccio, C. A. (2005). The search for self: Racial/ethnic identity development. In C. R. Reynolds & C. Frisby (Eds.), Comprehensive handbook of multicultural school psychology. NY: Wiley.
Riccio, C.A. (2003). Multiple entries by disorder in C.R. Reynolds & E. Fletcher-Janzen (eds), Childhood Disorders Diagnostic Desk Reference. New York, Wiley.
Riccio, C. A., & Wolfe, M. E. (2003). Neuropsychological perspectives on the assessment of children. In C. R. Reynolds, & R. W. Kamphaus (Eds.), Handbook of Psychological and Educational Assessment of Children, 2nd Ed.: Personality, Behavior, and Context (pp.205-234). New York: Guilford.
Riccio, C., & Reynolds, C. (2003). Assessment of attention via continuous performance tests. In C. Reynolds & R. Kamphaus (Eds.), Handbook of Psychological and Educational Assessment of children, 2nd Ed., (291-319). NY: Guilford.
Riccio, C. A., & Hughes, J. N. (2001). Established and emerging models of psychological services in the schools. In J. N. Hughes, J. C. Conoley, & A. La Greca (Eds.), Handbook of psychological services to children and adolescents (pp. 63-88). Oxford Press.
Riccio, C. A., & Reynolds, C. R. (2001). Continuous performance tests are sensitive to ADHD in adults but lack specificity: A review and critique for differential diagnosis. In J. Wasserstein, L. Wolf, & F. F. LeFever (Eds.), New York Academy of Science Annals, 113-139.
Riccio, C. A., & Reynolds, C. R. (1999). Assessment of traumatic brain injury in children for neuropsychological rehabilitation. In M. Raymond, T. L. Bennett, L. Hartlage, & C. M. Cullum (Eds.), Mild brain injury: A clinician's guide (pp. 77-116). Austin: Pro-ed.
Hynd, G. W., Cohen, M. J., Riccio, C. A., & Arceneaux, J. M. (1998). Neuropsychological basis of intelligence and the WISC-III. In. A. Prifitera & D. Saklofske (Eds.). WISC-III: A scientist-practitioner perspective (pp. 203-226). San Antonio, TX: Psychology.
Riccio, C. A., & Reynolds, C. R. (1998). Neuropsychological assessment of children. In C. R. Reynolds (Ed.), Comprehensive clinical psychology (vol. 4), (pp. 267-301). Oxford: Elsevier.
Other Publications and Presentations
Riccio, C. A., Beathard, J., & Rae, W. A. (2014). Best practices in meeting the needs of children with chronic illness. In A. Thomas and P. Harrison (Eds.), Best practices in school psychology VI: Systems Level Services (pp. 389-403). Bethesda, MD: National Association of School Psychologists.
Sullivan, J. R., Riccio, C. A., & Reynolds, C. R. (2008). Variations in school-and teacher-related attitudes across gender, ethnicity, and age. Journal of Instructional Psychology, 35, 296-305.
Riccio, C. A. (in press). Continuous performance tests. In F. T. L. Leong (Ed.), Encyclopedia of Counseling, Vol 1. Thousand Oaks, CA: Sage.
Homack, S., & Riccio, C. A. (in press). Test review: Conners' Continuous Performance Test- Second Edition. Journal of Attention Disorders.
Riccio, C. A., Imhoff, B., Hasbrouck, J. E., & Davis, G. N. (2003). Prueba de conciencia fonol[243]gica en Espa[241]ol ("a test of phonological awareness in Spanish"). Austin, TX: PRO-ED.

RESEARCH PROJECTS
Parent-directed Treatment: Coach to Communicate (C2C)
Co-I (). Texas Higher Education Coordinating Board (State)
2018-08-09 — 2020-06-30
Innovative ASD Treatment Model: Lsquared [8211] Exponentially increasing opportunities for literacy and language through comprehensive story-based reading instruction.
Co-PI (). Texas Higher Education Coordinating Board (State)
2018-07-01 — 2020-06-30
Innovative ASD Treatment Model: Lsquared [8211] Exponentially increasing opportunities for literacy and language through comprehensive story-based reading instruction.
Co-PI (). Texas Higher Education Coordinating Board (State)
2018-07-01 — 2020-06-30
Bridging Community, School, and Parent Connections for Effective Transition to School
Co-PI (). Texas Higher Education Coordinating Board (State)
2017-07-01 — 2019-06-30
Catapult Round 3 - Linking Metabolic Phenotype to Mood and Neurocognitive Functions in Autism Spectrum Disorder (Funded amount $30,000)
Co-PI (). TAMU College of Education & Human Development (State)
2016-12-01 — 2018-05-31
Computer/Video Games, Hemodynamics, and ADHD
PI. TAMU Office of the Vice President for Research - PESCA (State)
2015-05-01 — 2016-04-30
Dissociation of ADH and ADHD: Memory, Attention, Planning & Problem Solving (MAPPS)
PI. DHHS-PHS-NIH (Federal)
2012-06-01 — 2015-05-31
Doctoral Training Program in School Psychology/Special Education-Focus on Children who are English Language Learners
PI. US Department of Education (Federal)
2011-01-01 — 2015-12-31
Developmental Impact of Pesticide Exposure in Colonias
PI. DHHS-PHS-NIH (Federal)
2009-04-01 — 2014-03-31
Doctoral Training Program in School Psychology/Special Education: Focus on Hispanic Children with Disabilitites and their Families
Co-PI (). US Department of Education (Federal)
2008-09-01 — 2012-08-31
FACES: A Snapshot of Adolescence
PI. DHHS-PHS-NIH (Federal)
2008-07-01 — 2010-06-30
FACES: Trajectory through Middle School
PI. National Science Foundation (Federal)
2008-01-01 — 2012-12-31
FACES: A Snapshot of Middle School
PI. Spencer Foundation (Private)
2007-09-01 — 2009-08-31
Project TIIPS-Transition Involvement by Immigrant Parents and Students: Develop a Culturally Responsive Program
Co-PI (). US Department of Education (Federal)
2007-08-01 — 2011-07-31
Developmental Impact of Pesticide Exposure in Colonias
PI. DHHS-PHS-NIH (Federal)
2006-01-01 — 2010-12-31
Psychological Evaluations & Full and Individual Evaluations
PI. Bryan ISD (Local)
2006-01-01 — 2008-05-29
Self-Determination and Self-Efficacy Among Minority High School Students
PI. Spencer Foundation (Private)
2006-01-01 — 2006-12-31
Preparation of Leadership Personnel: Doctoral Training Program in School Psychology/Special Education and the Hispanic Child with Disabilities
PI. US Department of Education (Federal)
2005-09-01 — 2010-08-31
Substance Use & Aggression: Executive Function Process
PI. DHHS-PHS-NIH-NIDA (Federal)
2004-10-01 — 2009-09-30
Is Social-Emotional Development a Fundamental Aspect of School Rediness for Head Start Children? A Field Study
PI. DHHS-PHS-ACF-Community Services (Federal)
2004-09-01 — 2005-08-31
Teacher Perceptions of Children's Behavior
PI. McNeil Consumer & Specialty Pharmaceutic (Private)
2004-01-15 — 2005-01-14
Is Social-Emotional Development a Fundamental Aspect of School Readiness for Head Start Children? A Field Study
PI. DHHS-PHS-ACF-Community Services (Federal)
2003-10-01 — 2005-09-30
Psychological Evaluations
PI. Bryan ISD (Local)
2002-01-01 — 2005-06-01
Neuropsychological Profiles in Adults with Attention Deficit Hyperactivity Disorder (ADHD)
PI. National Academy of Neuropsychology (Private)
2001-07-01 — 2002-06-30
Psychological Evaluations
PI. Bryan ISD (Local)
2001-01-17 — 2001-06-15
Preparation of Adult Living Training
PI. Texas Department of Protective and Regulatory Services (State)
1999-01-01 — 2008-08-31
Counseling Services
PI. Texas Department of Protective and Regulatory Services (State)
1998-01-01 — 1998-12-31

AWARDS
Department Recognition of Service. EPSY. (2013)
Distinguished Achievement Award for Teaching. TAMU Association of Former Students. (2003)
Editor's Award. Best Paper at the ASHA convention. (1997)
Fellow. Fellow for National Academy of Neuropsycologists. (2009)
Lightner Witmer Award. American Psychological Association, Bostin, MA Division 16 School Psychology. (1999)
Outstanding Achievement Award. American Association of Colleges of Education.
Outstanding Service Award. CEHD. (2013)
Outstanding Service to the Profession. Texas Association of School Psychologists in oct 2018. (2018)
University Faculty Fellow. Texas A&M University. (2002)
EDITORSHIPS
Editorial Board Member. Applied Neuropsychology (2018)
Editorial Board Member. Journal of Attention Disorders (2005 - 2014)
Editor. Journal of Psychoeducational Assessment (2018)
Editorial Board Member. Learning Disabilities Quarterly (1996 - 1998)
LEADERSHIP POSITIONS
Chair, Early Awards Committee. Early Career Awards Committee, Society for Study of Psychology (National). (2007)
Program Coordinator of SPSY. Served on Exec as well. (2011)
SPSY Search for Clinical Associate. Chair. (2013)
Treasurer. Council of Directors of School Psychology Programs. (2011)