Lauren Moskowitz

Mueller, R.A.* & Moskowitz, L. J. (in press). Positive Family Intervention for children with ASD: Impact on parents’ cognitions and stress. Journal of Child and Family Studies. doi: 10.1007/s10826-020-01830-1

Moskowitz, L. J., Will, E. A., Black, C. J., & Roberts, J. E. (2020). Restricted and repetitive behaviors in males and females with fragile X syndrome: Developmental trajectories in toddlers through young adults. Journal of Autism and Developmental Disorders. doi: 10.1007/s10803-020-04459-7 

Berliner, S.*, Moskowitz, L. J., *Braconnier, M., & Chaplin, W. F. (2020). The role of parental attributions and discipline in predicting child problem behavior in preschoolers with and without autism spectrum disorder. Journal of Developmental and Physical Disabilities, 32, 695-717. doi: 10.1007/s10882-019-09715-y 

Kerns, C. M., Berkowitz, S. J., Moskowitz, L. J., Drahota, A., Lerner, M., the Usual Care for Autism Study (UCAS) Consortium, & Newschaffer, C. J. (2020). Screening and treatment of trauma-related symptoms in youth with ASD amongst community providers. Autism: The International Journal of Research and Practice, 24, 515-525. doi: 10.1177/1362361319847908 

Moskowitz, L. J., *Braconnier, M., & *Jeffay, M. (2019). Anxiety and phobias in individuals with intellectual disabilities. In J. L. Matson (Ed.), Handbook of Intellectual Disabilities: Integrating Theory, Research, and Practice. Springer International Publishing.

Durand, V. M., & Moskowitz, L. M. (2019). The link between problem behavior and communication impairment in persons with developmental disabilities. Current Developmental Disorders Reports, 6, 138-144. doi: 10.1007/s40474-019-00172-y

Kerns, C. M., Berkowitz, S. J., Moskowitz, L. J., Drahota, A., Lerner, M., the Usual Care for Autism Study (UCAS) Consortium, & Newschaffer, C. J. (2019). Screening and treatment of trauma-related symptoms in youth with ASD amongst community providers. Autism: The International Journal of Research and Practice. doi: 10.1177/1362361319847908

Kerns, C. M., Moskowitz, L J., Rosen, T., Drahota, A., Wainer, A., *Josephson, A. R., Soorya, L., Cohn, E., Chacko, A., & Lerner, M. D. (2018). A multisite, multidisciplinary Delphi consensus study describing “usual care” intervention strategies for school-age to transition-age youth with autism. Journal of Clinical Child & Adolescent Psychology, 48:sup1, S247-S268, doi: 10.1080/15374416.2017.1410826

Moskowitz, L. J., Walsh, C. E., Mulder, E., Magito McLaughlin, D., Hajcak, G., Carr, E. G., & Zarcone, J. R. (2017). Intervention for anxiety and problem behavior in children with autism spectrum disorder and intellectual disability. Journal of Autism and Developmental Disorders, 47, 3930-3948. doi: 10.1007/s10803-017-3070-z

Wainer, A., Drahota, A., Cohn, E., Kerns, C., Lerner, M. D., Marro, B., Moskowitz, L., & Soorya, L., (2017). Understanding the landscape of psychosocial intervention practices for social, emotional, and behavioral challenges in youth with ASD: A study protocol.  Journal of Mental Health Research in Intellectual Disabilities, 10, 178-197. doi: 10.1080/19315864.2017.1284289

Moskowitz, L. J., Rosen, T., Lerner, M. D., & Levine, K. (2017). Assessment of anxiety in youth with autism spectrum disorder. In C. Kerns, E. Storch, P. Kendall, J. J. Wood, & P. Renno (Eds.), Evidence Based Assessment and Treatment of Anxiety in Children and Adolescents with Autism Spectrum Disorder. Elsevier. doi: 10.1016/B978-0-12-805122-1.00005-3

Smith, C. E., Carr, E. G., & Moskowitz, L. J. (2016). Fatigue as a biological setting event for severe problem behavior in Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 23, 131-144. doi: 10.1016/j.rasd.2015.12.003

Moskowitz, L. J., Walsh, C. W., & Durand, V. M. (2016). Assessment and intervention for self-injurious behavior using positive behavior support. In S. M. Edelson, & J. Johnson, (Eds.), Understanding and treating self-injurious behavior in autism: A multidisciplinary perspective. London: Jessica Kingsley Publishers.

Moskowitz, L. J., & *Ritter, A. B. (2016). Assessment and intervention for self-injurious behavior related to anxiety. In S. M. Edelson, & J. Johnson, (Eds.), Understanding and treating self-injurious behavior in autism: A multidisciplinary perspective. London: Jessica Kingsley Publishers.

Durand, V. M., & Moskowitz. L. J. (2016). Using Functional Communication Training to treat self-injurious behavior. In S. M. Edelson, & J. Johnson, (Eds.), Understanding and treating self-injurious behavior in autism: A multidisciplinary perspective. London: Jessica Kingsley Publishers.

Moskowitz, L. J. & Jones, E. A. (2015). Uncovering the evidence for behavioral interventions with individuals with fragile X syndrome. Research in Developmental Disabilities, 38, 223-241. doi: 10.1016/j.ridd.2014.12.011

Durand, V. M., & Moskowitz, L. J. (2015). Functional Communication Training: 30 years of treating challenging behavior. Topics in Early Childhood Special Education, 35, 116-126. doi: 10.1177/0271121415569509

Moskowitz, L. J., Mulder, E., Walsh, C. McLaughlin, D. M., Zarcone, J., Hajcak, G., & Carr, E. G. (2013). A Multimethod assessment of anxiety and problem behavior in children with autism spectrum disorders and intellectual disability. American Journal on Intellectual and Developmental Disabilities, 118, 419-434. doi: 10.1352/1944.7558.118.6.419

Martin, G. E., Roberts, J. E., Helm-Estabrooks, N., Sideris, J., Assall, J., & Moskowitz, L. J. (2012). Perseveration in the connected speech of boys with fragile X syndrome with and without autism spectrum disorder.  American Journal on Intellectual and Developmental Disabilities, 117, 384-399. doi: 10.1352/1944-7558-117.5.384

Moskowitz, L.J., Carr, E. G., & Durand, V. M. (2011). Behavioral intervention for problem behavior in children with fragile X syndrome.  American Journal on Intellectual and Developmental Disabilities, 116, 457–478. doi:10.1352/1944-7558-116.6.457.

Cohen, I. L., Yoo, J. H., Goodwin, M. S., & Moskowitz, L.J. (2011) Assessing challenging behaviors in autism spectrum disorders: Prevalence, rating scales and autonomic indicators. In J. L. Matson & P. Sturmey (Eds.), International Handbook of Autism and Pervasive Developmental Disorders. New York, NY: Springer. doi: 10.1007/978-1-4419-8065-6_15

Roberts, J.E., Chapman, R.S., Martin, G.E., & Moskowitz, L.J. (2008). Language of preschool and school-age children with Down syndrome and fragile X syndrome. In J.E. Roberts, R.S. Chapman, and S.F. Warren (Eds.), Speech and Language Development and Intervention in Down Syndrome andFragile X Syndrome (pp. 77-115). Baltimore, MD: Paul Brookes.

Roberts, J., Martin, G.E., Moskowitz, L.J., Harris, A., Foreman, J., & Nelson, L. (2007). Discourse skills of boys with fragile X syndrome in comparison to boys with Down syndrome. Journal of Speech, Language, and Hearing Research, 50, 475–492. doi:10.1044/1092-4388(2007/033)

Roberts, J., Price, J., Barnes, E., Nelson, L., Burchinal, M., Hennon, E., Moskowitz, L.J., Edwards, A., Malkin, C., Anderson, K., Misenheimer, J., & Hooper, S.R. (2007). Receptive vocabulary, expressive vocabulary, and speech production of boys with fragile X syndrome in comparison to boys with Down syndrome. American Journal on Mental Retardation, 112, 177-193.  doi: 10.1352/0895-8017(2007)112[177:RVEVAS]2.0.CO;2

Courses Taught at St. John’s University:

Graduate Courses

PSY 716: Psychoeducational Consultation

PSY 744: Assessment & Intervention in Autism Spectrum Disorders

PSY 745: Applied Behavior Analysis

Undergraduate Courses

PSY 2990: Sophomore Seminar

PSY 3410: Autism & Intellectual Disabilities

PSY 3420: Applied Behavior Analysis & Positive Behavior Support

Berliner, S. (dissertation defended on 3/13/17). Parental attributions, discipline, and problem behavior in preschoolers with and without autism. School Psychology, Psy.D.

Gabriele, A. (in progress). Exploring the relationship between restricted and repetitive behaviors, anxiety, and aggression in children with Autism Spectrum Disorder. School Psychology, Psy.D.

Goodman, C. (dissertation defended on 4/3/17). Relationship between attendance at Autism-Friendly Spaces events and parent satisfaction with community participation and inclusion. School Psychology, Psy.D.

Jeffay, M. (in progress). Teaching swimming skills to children with Autism Spectrum Disorder. School Psychology, Psy.D

Josephson, A. (dissertation defended on 1/23/19). Parental overprotection and its relation to child test anxiety and performance. School Psychology, Psy.D.

Luber, J. (dissertation defended on 3/27/18). Effects of PEER-DM Training on the self-determination in adolescents with intellectual and developmental disabilities. School Psychology, Psy.D.

Mueller, R. (dissertation defended 7/28/15). Positive Family Intervention for three families of children with autism spectrum disorder: An examination of parental stress, self-efficacy, and parental beliefs. School Psychology, PsyD.

Mootz, C. A. (in progress; dissertation proposal defended on 10/3/17). Positive Family Intervention for families of children with fragile X syndrome: Using telehealth to reduce problem behavior and improve maternal mental health. Clinical Psychology, Ph.D.

Nichols, E. (in progress). Behavioral interventions for higher-order restricted and repetitive behaviors in autism spectrum disorders. School Psychology, Psy.D.

Nicosia, V. (in progress; dissertation proposal defended on 11/21/18). Piloting Organizational Skills Training with children with Autism Spectrum Disorder. School Psychology, Psy.D.

Palma, K. (in progress; dissertation proposal defended on 11/21/18). Teaching play skills to siblings of children with Autism Spectrum Disorder using video modeling. School Psychology, Psy.D.

Shah, M. (in progress; dissertation proposal defended on 11/13/18). Effectiveness of “Soles of the Feet” mindfulness-based intervention with students with Autism Spectrum Disorder. School Psychology, Psy.D.