Stephen R Hooper
Biographic Data
| ID | 5477215 |
|---|---|
| NAME | Stephen R Hooper |
| GIVEN NAMES | Stephen R |
| FAMILY NAME | Hooper |
| SIGNATURE | HOOPER S R |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| ORCID | 0000-0002-6761-4504 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 90 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Teacher Professional Learning and Practice for Writing Instruction
Misconceptions About Traumatic Brain Injury
This study surveyed school psychologists' misconceptions about traumatic brain injury (TBI) and their perceived competency working with students affected by TBI. A state‐wide curriculum devoted to TBI also was examined with respect to its impact on the rates of myths and misconceptions. A sample of 145 school psychologists in North Carolina (NC) participated in the survey which assessed 27 common misconceptions about TBI. Compared to a similar su…
The Contribution of FMRP to the Development of Speech and Vocabulary in Young Boys with Fragile X Syndrome
These findings implicate increased complexity in the relationship between various contributors to the rates of growth of speech, expressive vocabulary, and receptive vocabulary in boys with FXS, with FMRP being a key variable potentially moderating the relationship between nonverbal abilities, Autism status, and speech and vocabulary development
Neurological and neuropsychological sequelae of Zika virus infection in children in León, Nicaragua
Objectives. To describe the presence and persistence of neurological and neuropsychological sequelae among children with acquired Zika virus infection and assess whether those sequelae were more common in children infected with Zika virus compared to uninfected children. Methods. We conducted a prospective cohort study of children with and without Zika virus infection in León, Nicaragua, using a standard clinical assessment tool and questionnaire…
Establishing Consensus for Essential Elements in Returning to Learn Following a Concussion
BACKGROUND: Returning to learn following a concussion is the process of managing a student's recovery during the school day by implementation of academic supports with varying intensity. Due to a lack of consensus or even guidance on Return to Learn, this paper set out to establish cross discipline consensus on some essential elements of Return to Learn using a Delphi method. METHODS: Sixteen national organizations participated in a Delphi proces…
An examination of sex differences on neurocognitive functioning and behavior problems in maltreated youth
Both maltreated boys and girls showed poorer cognitive function than their nonmaltreated sex-matched controls. Maltreated girls had subtle sparing of attention and short-term memory (STM). Understanding sex differences in neurocognitive functioning may have implications for designing large population studies of maltreated youth. (PsycINFO Database Record
Blood Pressure and School Performance
Lande, Marc B. MD, MPH; Kupferman, Juan C. MD, MPH; Hooper, Stephen R. PhD; Pavlakis, Steven G. MD; Batisky, Donald L. MD; Adams, Heather R. PhD Author Information
A written language intervention for at-risk second grade students
Behavioral Risk Elicits Selective Activation of the Executive System in Adolescents
We investigated adolescent brain processing of decisions under conditions of varying risk, reward, and uncertainty. Adolescents (n = 31) preformed a Decision-Reward Uncertainty task that separates decision uncertainty into behavioral and reward risk, while they were scanned using functional magnetic resonance imaging. Behavioral risk trials involved uncertainty about which action to perform to earn a fixed monetary reward. In contrast, during rew…
Early screening for autism spectrum disorders
Longitudinal predictors of reading and math trajectories through middle school for African American versus Caucasian students across two samples
This study's primary purpose was to examine the relative contribution of social-behavioral predictors to reading and math skills. The study expands on Duncan et al.'s (2007) work by using longitudinal methodology from the National Institute of Child Health and Human Development's Study of Child Care and Youth Development (SECCYD) and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) databases, and by focusing on pot…
Confirmatory Factor Analysis of the Nepsy for Younger and Older School-Age Children
Using the standardization sample from the NEPSY, confirmatory factor analysis was conducted to examine the factor structure for ages 5 through 12 of the NEPSY sample, as well as for the younger (5 to 8 years, n=400) and older (9 to 12 years, n=400) age bands, to explore possible differences in test structure at different developmental epochs. Using four standard fit indices, results indicated that a 5-factor model was less than adequate for the e…
Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years
Objective. African American children exposed to multiple social risk factors during early childhood often experience academic difficulties, so identification of protective factors is important. Design. Academic and school behavior trajectories from kindergarten through third grade were studied among 75 African American children who have been followed prospectively since infancy to test hypothesized protective factors: quality of home and child ca…
The Psychobiology of Maltreatment in Childhood
The varied maladaptive behavioral, social, medical, and psychiatric outcomes associated with maltreatment in childhood have been extensively documented in the extant empirical literature. In this review, we examine the adverse impact of the stress associated with child maltreatment on the regulation of the neurobiological stress systems, alterations in brain maturation, and neuropsychological outcomes in the developing child. Further, we provide …
Cumulative risk and early cognitive development
Ecological outcomes of adolescents in a psychoeducational residential treatment facility
Cross-sectional follow-up data on 111 adolescents in a re-education residential facility were obtained in three domains--school, legal, and level of care--at 6, 12, 18, and 24 months postdischarge. Reports by community-based professionals on individual functioning were assessed on several criteria, the most stringent of which indicated successful outcomes for nearly 60% of the adolescents. Characteristics of the more successful students are noted…
Using Generalizability Theory to Estimate the Reliability of Writing Scores Derived from Holistic and Analytical Scoring Methods
Issues surrounding the psychometric properties of writing assessments have received ongoing attention. However, the reliability estimates of scores derived from various holistic and analytical scoring strategies reported in the literature have relied on classical test theory (CT), which accounts for only a single source of variance within a given analysis. Generalizability theory (GT) is a more powerful and flexible strategy that allows for the s…
Relationship between the Maternal Social Support Index and the Parenting Stress Index in Mothers of Very-Low-Birthweight Children Now Age 7
Two measures, the Maternal Social Support Index and the Parenting Stress Index were used to assess parents' stress and social support among mothers of 7-yr-old children born at very low birthweight. The MSSI Total scores did not significantly correlate with the PSI Total Child, Total Parent, or Total Stress Indices, although they were significant, but modestly correlated with scores on the Parent subscale of Social Isolation. The relationship bet…
Utility of the Hobby Wisc—R Split-Half Short Form for Children and Adolescents with Severe Head Injury
This study investigated the utility of the Hobby WISC-R Split-half Short Form in a sample of children and adolescents with severe head injury. Subjects included 30 patients with severe closed-head injuries who were referred for neuropsychological testing as part of their hospitalization in a pediatric rehabilitation center. Subjects ranged in age from 7.5 to 16.2 years and were of the low to middle socioeconomic range. Analyses yielded significan…
Research on the preschool prediction of later academic achievement
The Cattell Infant Intelligence Scale
Cumulative risk and early cognitive development
Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years
Objective. African American children exposed to multiple social risk factors during early childhood often experience academic difficulties, so identification of protective factors is important. Design. Academic and school behavior trajectories from kindergarten through third grade were studied among 75 African American children who have been followed prospectively since infancy to test hypothesized protective factors: quality of home and child ca…
Longitudinal predictors of reading and math trajectories through middle school for African American versus Caucasian students across two samples
This study's primary purpose was to examine the relative contribution of social-behavioral predictors to reading and math skills. The study expands on Duncan et al.'s (2007) work by using longitudinal methodology from the National Institute of Child Health and Human Development's Study of Child Care and Youth Development (SECCYD) and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) databases, and by focusing on pot…
The Psychobiology of Maltreatment in Childhood
The varied maladaptive behavioral, social, medical, and psychiatric outcomes associated with maltreatment in childhood have been extensively documented in the extant empirical literature. In this review, we examine the adverse impact of the stress associated with child maltreatment on the regulation of the neurobiological stress systems, alterations in brain maturation, and neuropsychological outcomes in the developing child. Further, we provide …
Early screening for autism spectrum disorders
The Cattell Infant Intelligence Scale
Research on the preschool prediction of later academic achievement
Utility of the Hobby Wisc—R Split-Half Short Form for Children and Adolescents with Severe Head Injury
This study investigated the utility of the Hobby WISC-R Split-half Short Form in a sample of children and adolescents with severe head injury. Subjects included 30 patients with severe closed-head injuries who were referred for neuropsychological testing as part of their hospitalization in a pediatric rehabilitation center. Subjects ranged in age from 7.5 to 16.2 years and were of the low to middle socioeconomic range. Analyses yielded significan…
Relationship between the Maternal Social Support Index and the Parenting Stress Index in Mothers of Very-Low-Birthweight Children Now Age 7
Two measures, the Maternal Social Support Index and the Parenting Stress Index were used to assess parents' stress and social support among mothers of 7-yr-old children born at very low birthweight. The MSSI Total scores did not significantly correlate with the PSI Total Child, Total Parent, or Total Stress Indices, although they were significant, but modestly correlated with scores on the Parent subscale of Social Isolation. The relationship bet…
Using Generalizability Theory to Estimate the Reliability of Writing Scores Derived from Holistic and Analytical Scoring Methods
Issues surrounding the psychometric properties of writing assessments have received ongoing attention. However, the reliability estimates of scores derived from various holistic and analytical scoring strategies reported in the literature have relied on classical test theory (CT), which accounts for only a single source of variance within a given analysis. Generalizability theory (GT) is a more powerful and flexible strategy that allows for the s…
Cumulative risk and early cognitive development
Ecological outcomes of adolescents in a psychoeducational residential treatment facility
Cross-sectional follow-up data on 111 adolescents in a re-education residential facility were obtained in three domains--school, legal, and level of care--at 6, 12, 18, and 24 months postdischarge. Reports by community-based professionals on individual functioning were assessed on several criteria, the most stringent of which indicated successful outcomes for nearly 60% of the adolescents. Characteristics of the more successful students are noted…
Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years
Objective. African American children exposed to multiple social risk factors during early childhood often experience academic difficulties, so identification of protective factors is important. Design. Academic and school behavior trajectories from kindergarten through third grade were studied among 75 African American children who have been followed prospectively since infancy to test hypothesized protective factors: quality of home and child ca…
The Psychobiology of Maltreatment in Childhood
The varied maladaptive behavioral, social, medical, and psychiatric outcomes associated with maltreatment in childhood have been extensively documented in the extant empirical literature. In this review, we examine the adverse impact of the stress associated with child maltreatment on the regulation of the neurobiological stress systems, alterations in brain maturation, and neuropsychological outcomes in the developing child. Further, we provide …
Confirmatory Factor Analysis of the Nepsy for Younger and Older School-Age Children
Using the standardization sample from the NEPSY, confirmatory factor analysis was conducted to examine the factor structure for ages 5 through 12 of the NEPSY sample, as well as for the younger (5 to 8 years, n=400) and older (9 to 12 years, n=400) age bands, to explore possible differences in test structure at different developmental epochs. Using four standard fit indices, results indicated that a 5-factor model was less than adequate for the e…
Longitudinal predictors of reading and math trajectories through middle school for African American versus Caucasian students across two samples
This study's primary purpose was to examine the relative contribution of social-behavioral predictors to reading and math skills. The study expands on Duncan et al.'s (2007) work by using longitudinal methodology from the National Institute of Child Health and Human Development's Study of Child Care and Youth Development (SECCYD) and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) databases, and by focusing on pot…
Behavioral Risk Elicits Selective Activation of the Executive System in Adolescents
We investigated adolescent brain processing of decisions under conditions of varying risk, reward, and uncertainty. Adolescents (n = 31) preformed a Decision-Reward Uncertainty task that separates decision uncertainty into behavioral and reward risk, while they were scanned using functional magnetic resonance imaging. Behavioral risk trials involved uncertainty about which action to perform to earn a fixed monetary reward. In contrast, during rew…
Early screening for autism spectrum disorders
A written language intervention for at-risk second grade students
Blood Pressure and School Performance
Lande, Marc B. MD, MPH; Kupferman, Juan C. MD, MPH; Hooper, Stephen R. PhD; Pavlakis, Steven G. MD; Batisky, Donald L. MD; Adams, Heather R. PhD Author Information
An examination of sex differences on neurocognitive functioning and behavior problems in maltreated youth
Both maltreated boys and girls showed poorer cognitive function than their nonmaltreated sex-matched controls. Maltreated girls had subtle sparing of attention and short-term memory (STM). Understanding sex differences in neurocognitive functioning may have implications for designing large population studies of maltreated youth. (PsycINFO Database Record
Establishing Consensus for Essential Elements in Returning to Learn Following a Concussion
BACKGROUND: Returning to learn following a concussion is the process of managing a student's recovery during the school day by implementation of academic supports with varying intensity. Due to a lack of consensus or even guidance on Return to Learn, this paper set out to establish cross discipline consensus on some essential elements of Return to Learn using a Delphi method. METHODS: Sixteen national organizations participated in a Delphi proces…
Neurological and neuropsychological sequelae of Zika virus infection in children in León, Nicaragua
Objectives. To describe the presence and persistence of neurological and neuropsychological sequelae among children with acquired Zika virus infection and assess whether those sequelae were more common in children infected with Zika virus compared to uninfected children. Methods. We conducted a prospective cohort study of children with and without Zika virus infection in León, Nicaragua, using a standard clinical assessment tool and questionnaire…
Misconceptions About Traumatic Brain Injury
This study surveyed school psychologists' misconceptions about traumatic brain injury (TBI) and their perceived competency working with students affected by TBI. A state‐wide curriculum devoted to TBI also was examined with respect to its impact on the rates of myths and misconceptions. A sample of 145 school psychologists in North Carolina (NC) participated in the survey which assessed 27 common misconceptions about TBI. Compared to a similar su…
The Contribution of FMRP to the Development of Speech and Vocabulary in Young Boys with Fragile X Syndrome
These findings implicate increased complexity in the relationship between various contributors to the rates of growth of speech, expressive vocabulary, and receptive vocabulary in boys with FXS, with FMRP being a key variable potentially moderating the relationship between nonverbal abilities, Autism status, and speech and vocabulary development
Teacher Professional Learning and Practice for Writing Instruction
Psychology (19 works) · Developmental psychology (14 works) · Medicine (12 works) · Psychiatry (10 works) · Child and Adolescent Psychosocial and Emotional Development (7 works) · Clinical Psychology (7 works) · Cognition (7 works) · Clinical Psychology (5 works) · Early Childhood Education and Development (4 works) · Injury prevention (4 works)