ARTICLES

• Piselli, K., Pella, J. E., Chan, G., & Ginsburg, G. S. (2021). Teacher Anxiety Program for Elementary Students (TAPES): An open trial. Education and Treatment of Children. https://doi.org/10.1007/s43494-021-00055-1
• Ginsburg, G. S., Pella, J. E., Piselli, K., & Chan, G. (2019). Teacher Anxiety Program for Elementary Students (TAPES): Intervention development and proposed randomized controlled trial. Trials, 20, 1-16.
• Schmitt, A. J., Piselli, K., Hoffman, R. L., & Schreiber, J. (2019). Factor analysis of a modified characteristics of giftedness scale. Contemporary School Psychology, 1-6.
• Schmitt, A. J., Piselli, K., Hoffman, R., Jaquette, C., Schutte, K., Rubinic, D., & Lovelace, T. (2017). Parent and teacher ratings of preschool inattention and hyperactivity/impulsivity: An exploration of the relationships with early literacy curriculum-based measurement in urban youth. The School Psychologist, 71, 5-17.
• Utchell, L. A., Schmitt, A. J., McCallum, E., McGoey, K., & Piselli, K. (2016). Ability of early literacy general outcome measures to predict future state assessment performance. Journal of Psychoeducational Assessment, 34, 511–523.

PRESENTATIONS

• Drachslin, L., Sklenarik, S., Piselli, K., & Ginsburg, G. S. (2019, June). The relation between parenting behaviors and negative automatic thoughts in a sample of clinically anxious youth. Poster presented at the 19th Biennial ISRCAP Scientific Meeting, Los Angeles, CA.
• Piselli, K., Pella, J. E., & Ginsburg, G. S. (2019, February). The teacher anxiety program for elementary students: Open trial results. Paper presented at the annual meeting of the National Association of School Psychologists, Atlanta, GA.
• Piselli, K., Ginsburg, G. S., Pella, J. E., Pikulski, P. J., & Drake, K. L. (2018, April). Evaluating working memory in a sample of clinically anxious youth. Poster presented at the annual conference of the Anxiety and Depression Association of America, Washington, D. C.
• Schmitt, A. J., Piselli, K., Schutte, K., Tiberi, A., Krohner, N., Miglioretti, M., & Lorenzi, L. (2016, August). State regulations regarding the identification of ADHD and autism. Poster presented at the annual meeting of the American Psychological Association, Denver, CO.
• Schutte, K., Piselli, K., Tiberi, A., Schmitt, A. J., & Wadsworth, J. (2016, February). A brief experimental analysis of four reading comprehension accommodation conditions. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

• Best practices in universal screening and assessment
• Correlates of cognitive, academic, and social-emotional functioning

• Drexel University School of Education (2020-2021)
  School Psychologist and Clinical Associate
• A.J. Drexel Autism Institute (2019-2020)
  School Psychologist and Clinical Associate
• University of Connecticut School of Medicine (2017-2019)
  Postdoctoral Fellow
• Florida State University Multidisciplinary Center (2016-2017)
  Psychology Intern

Kate Piselli, PhD is an Assistant Clinical Professor of School Psychology within the Department of Teaching, Learning, and Curriculum in the Drexel University School of Education. She received her PhD in School Psychology from Duquesne University. Subsequently, Dr. Piselli completed a postdoctoral fellowship in the University of Connecticut School of Medicine’s Department of Psychiatry, where she coordinated an IES-funded development study evaluating a brief teacher-delivered intervention for anxious elementary students. More recently, Dr. Piselli has worked as a school and licensed psychologist at the A.J. Drexel Autism Institute and Drexel School of Education. In these settings, her work specialized in the assessment and diagnosis of Autism Spectrum Disorder in preschool-aged children. She has a particular interest in determining best practices for the assessment of cognitive, achievement, and social-emotional difficulties in children and adolescents and applying these practices within a multitiered system of support (MTSS) model.