Publications

Peer-Reviewed Publications from the LEA Lab

Burek, B., & Martinussen, R. (2020). The Relationship between Behavioral Inattention, Meta-Attention, and Graduate Students’ Online Information Seeking [Manuscript submitted for publication]. Department of Applied Psychology and Human Development, University of Toronto.

DeLuca, C, Pyle, A, Braud, H, & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 1-22.

Kang, M., Bedard, A.-C., & Martinussen, R. (2020). Rumination moderates the relationship between math computation and executive function skills in elementary students. Canadian Journal of School Psychology. https://doi.org/10.1177/0829573520973087

Biondic, D., Wiener, J., & Martinussen, R. (2019). Parental Psychopathology and Parenting Stress in Parents of Adolescents with Attention-Deficit Hyperactivity Disorder. Journal of Child and Family Studies, 28(8), 2107–2119. https://doi.org/10.1007/s10826-019-01430-8

Beach, P., Martinussen, R., Poliszczuk, D., & Willows, D. (2018). A window into the classroom: Examining the use of virtual classrooms in teacher education. Contemporary Issues in Technology and Teacher Education, 18(3), 578-600.

Tannock, R., Frijters, J. C., Martinussen, R., White, E. J., Ickowicz, A., Benson, N. J., & Lovett, M. W. (2018). Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study. Journal of Learning Disabilities, 51(1), 55–72. https://doi.org/10.1177/0022219416678409

Capodieci, A., & Martinussen, R. (2017). Math error types and correlates in adolescents with and without attention deficit hyperactivity disorder. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01801

Aitken, M., Martinussen, R., Childs, R., & Tannock, R. (2016). Profiles of Co-Occurring Difficulties Identified Through School-Based Screening. Journal of Attention Disorders, 108705471668437. https://doi.org/10.1177/1087054716684377

Aitken, M., Martinussen, R., & Tannock, R. (2016). Incremental validity of teacher and parent symptom and impairment ratings when screening for mental health difficulties. Journal of abnormal child psychology, 1-11.

Aitken, M., Martinussen, R., Wolfe, R. G., & Tannock, R. (2015). Factor structure of the strengths and difficulties questionnaire in a Canadian elementary school sample. Assessment for Effective Intervention, 40(3), 155-165.

Batho, L., & Martinussen, R. (2015). The effects of different types of environmental noise on academic performance and perceived task difficulty in adolescents with ADHD. Journal of Attention Disorders.  DOI: 10.1177/1087054715594421

Chan, T., & Martinussen, R. (2015). Positive Illusions? The Accuracy of Academic Self-Appraisals in Adolescents With ADHD. Journal of pediatric psychology.

Gray, S., Rogers, M., Martinussen, R., & Tannock, R. (2015). Longitudinal relations among inattention, working memory, and academic achievement: Testing mediation and the moderating role of gender. Peerj 3:e939 https://dx.doi.org/10.7717/peerj.939

Martinussen, R., Ferrari, J., Aitken, M., & Willows, D. (2015). Preservice teachers’ knowledge of phonemic awareness: Relationship to perceived knowledge, self-efficacy, and exposure to a multimedia-enhanced lecture. Annals of Dyslexia, 1-17

Martinussen, R., & Mackenzie, G. (2015). Reading comprehension in adolescents with ADHD: Exploring the poor comprehender profile and individual differences in vocabulary and executive functions. Research in developmental disabilities, 38, 329-337.

Plamondon, A., & Martinussen, R. (2015). Inattention symptoms are associated with academic achievement mostly through variance shared with intrinsic motivation and behavioral engagement. Journal of Attention Disorders, 1-13. DOI: 10.1177/1087054715587098

Aitken, M., Martinussen, R., Wolfe, R. G., & Tannock, R. (2014). Factor Structure of the Strengths and Difficulties Questionnaire in a Canadian Elementary School Sample. Assessment for Effective Intervention.

Martinussen, R., Grimbos, T., & Ferrari, J. L. S. (2014). Word-Level Reading Achievement and Behavioral Inattention: Exploring Their Overlap and Relations with Naming Speed and Phonemic Awareness in a Community Sample of Children. Archives of Clinical Neuropsychology, 29(7), 680–690. https://doi.org/10.1093/arclin/acu040

Aitken, M., & Martinussen, R. (2013). Exploring predictors of performance on a curriculum-based measure of written expression. Journal of Research in Writing, 4 (3), 281-299.

Major, A., Martinussen, R., & Wiener, J. (2013). Self-efficacy for self-regulated learning in adolescents with and without attention deficit hyperactivity disorder (ADHD). Learning and Individual Differences, 27, 149-156.

 

Invited Articles

Colomer, C., Martinussen, R., & Wiener, J. (2016). The Self-Enhancement Bias in Attention Deficit/Hyperactivity Disorder: Origin, Nature, and Consequences. Current Developmental Disorders Reports, 3(1), 1-6.

Martinussen, R. (2015). The overlap of ADHD, reading disorders, and language impairment. Perspectives on Language and Literacy. Winter, 1-13.

Martinussen, R., & Major, A. (2011). Working memory weaknesses in students with ADHD: Implications for instruction. Theory into Practice, 50, 68-75. 

 

Conference & Poster Presentations

Kang, M. & Di Lonardo, S. (2020, January 9). Instructional strategies for helping incoming RMC calculus students [Colloquium session] Science Division Colloquium Series, Royal Military College (RMC), Kingston, ON.

Burek, B., & Martinussen, R. (2019, October 4). Investigating the impacts of behavioural inattention and meta-attention on post-secondary students’ online information seeking [Poster Presentation]. Canadian ADHD Resource Alliance (CADDRA), Toronto, ON.

Kang, M., Bedard, A.C., & Martinussen, R. (2019, October 4). Dwelling is telling: Ruminating over school challenges can affect how students with strong executive skills do in math [Poster Presentation]. Canadian ADHD Resource Alliance (CADDRA), Toronto, ON.

Kang, M., Bedard, A.C., & Martinussen, R. (2019, July 18). Dwelling is telling: Ruminating over school challenges can affect how students with strong executive skills do in math [Poster Presentation]. Education & Cognition (EgCogs), Hamilton, ON.

Kang, M., Bedard, A.C., & Martinussen, R. (2019, June 8). Dwelling is telling: Ruminating over school challenges can affect how students with strong executive skills do in math [Poster Presentation]. Canadian Society for Brain, Behaviour, and Cognitive Science (CSBBCS), Waterloo, ON.

Tsujimoto, K. C., Martinussen, R., Schachar, R., & Crosbie, J. (2018). Do Profiles of Executive Functions Delineate Differential Clinical Outcomes? | Request PDF. Retrieved from https://www.researchgate.net/publication/328512539_Do_Profiles_of_Executive_Functions_Delineate_Differential_Clinical_Outcomes

Burek, B., & Martinussen, R. (2016, October). Investigating the impacts of behavioural inattention and meta-attention on post-secondary students’ online information seeking: A pilot study [Poster Presentation]. Canadian ADHD Resource Alliance Conference, Ottawa, Ontario.

Mackenzie, G., & Martinussen, R. (2015). Reading comprehension among adolescents with and without ADHD: Drawing for the Simple View of Reading [Poster Presentation].