Assistant Professor
CH 213F
(205) 934-9897
Research Interests: Intellectual and Developmental Disabilities, Specific Learning Disabilities, Williams syndrome, Down syndrome, Autism Spectrum Disorders, academic achievement, reading, emotional well-being
Office Hours: By appointment
Education:
- B.A., Psychology, Universidade Federal de Minas Gerais, Brazil
- Certified Cognitive-Behavioral Therapist, Wainer Psicologia Cognitiva, Brazil
- M.A., Developmental Psychology, Universidade Federal de Minas Gerais, Brazil
- M.S., Experimental Psychology, University of Louisville, Louisville, KY
- Ph.D., Experimental Psychology, University of Louisville, Louisville, KY
- Postdoctoral Research Associate, University of Connecticut, Storrs, CT
Dr. Caroline G. Richter's research expertise is in the area of children with neurodevelopmental disorders. She is founder and director of the Science of Child DevelopmenT And NeuRodiverSity (STARS) laboratory. She is interested in understanding the cognitive and socio-emotional aspects that contribute to the variability on the academic achievement of individuals with neurodevelopmental disorders. She is particularly interested in working with children with learning disabilities, autism spectrum disorders, and Williams syndrome. She hopes that the results of her research can be used to inform targeted assessments and interventions, leading to improvements in the quality of life of individuals with neurodevelopmental disorders and their families.
-
Recent Courses
- PY 415 Intellectual and Developmental Disabilities
-
Select Publications
Last authorship reflects senior author.
* Indicates a student coauthor.
- Mercier, A., Koslouski, J., Chafouleas, S., Hall, S., & Richter, C. G. (2025). Emotional well-being measures used with individuals with intellectual and developmental disabilities and their psychometric properties: A scoping review. Research in Developmental Disabilities, 166, 105115.
- Paquette, B., *Johnson, R. J., & Richter, C. G. (2025). The role of anxiety on reading comprehension in the context of socioemotional and cognitive risk and promotive factors. Mind, Brain, and Education.
- Yu, W., *Ward, O.F., *Paquette, B., Mrug, S., Richter, C. G. (2025). Teacher personality predicts emotional well-being and academic achievement in students with specific learning disorders. Children, 12(6), 764; 1-20.
- Stein, B., Hoeft, F., & Richter, C. G. (2024). Stress, resilience, and emotional well-being in children and adolescents with specific learning disabilities. Current Opinion in Behavioral Sciences, 58: 101410.
- Goering, M., *Espinoza, C. N., *Mercier, A., *Johnson, W., *Eason, E., & Richter, C. G. (2024). Moral Identity in Relation to Emotional Well-Being: A Meta-Analysis. Frontiers in Psychology, 15:1346732.
- Richter, C. G., Cardoso-Martins, C., & Mervis, C. B. (2023). Longitudinal predictors of word reading for children with Williams syndrome. Reading and Writing: An Interdisciplinary Journal, 36, 2119–2145.
- Haft, S. L., Greiner de Magalhães, C., & Hoeft, F. (2023). A systematic review of the consequences of stigma and stereotype threat for individuals with specific learning disabilities. Journal of Learning Disabilities, 56(3), 193-209.
- Richter, C. G., Siegelman, N., Mahaffy, K., van den Bunt, M., Kearns, D. M., Landi, N., Sabatini, J., Pugh, K., & Hoeft, F. (2022). The impact of computer-assisted technology on literacy acquisition during COVID-19-related school closures: Group-level effects and predictors of individual-level outcomes. Frontiers in Psychology, 13:1001555.
Please visit Dr. Richter’s Google Scholar page for more information about her publications.