Paul T. Cirino, Ph.D.

Paul T. Cirino

Associate Professor
Director of Developmental Neuropsychology Lab
Clinical Psychology
Texas Center for Learning Disabilities
Texas Institute for Measurement, Evaluation and Statistics
Ph.D., University of Houston

Health & Biomedical Sciences Building (HBSB), Room 480
832-842-2002
pcirino@uh.edu

Research Interests

  • Developmental Neuropsychology
  • Math and Reading Learning Difficulties and Disabilities
  • Attention, Working Memory, and Executive Functions
  • Measurement and Metholodology

Teaching

  • PSYC 7338: Cognitive Disorders and Lifespan Neuropsychology: II (graduate)
  • PSYC 6356: Clinical Assessment I (graduate)
  • PSYC 6357: Clinical Assessment II (graduate)
  • PSYC 3301: Introduction to Psychological Statistics (undergraduate)

Selected Publications

Fuchs, L.S., Powell, S.R., Cirino, P.T., Schumacher, R.F., Marrin, S., Hamlett, C.L., Fuchs, D., Compton, D.L., & Changas, P.C. (in press). Does calculation or word-problem instruction provide a stronger route to pre-algebraic knowledge? Journal of Educational Psychology.

Cirino, P.T., Romain, M., Barth, A.E., Tolar, T.D., Fletcher, J.M., & Vaughn. S. (2013). Reading skill components and impairments in middle school struggling readers. Reading and Writing: An Interdisciplinary Journal, 26, 1059-1086.

Cirino, P.T. (2011). The interrelationships of mathematical precursors in kindergarten. Journal of Experimental Child Psychology, 108, 713-733.

Vaughn, S., Cirino, P.T., Wanzek, J., Wexler, J., Barth, A.E., Romain, M.A., Francis, D.J., Denton, C.A., & Fletcher, J.M. (2010). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39(1), 3-21.

Cirino, P.T., & Berch, D.B. (2010). Introduction to the Special Issue: Perspectives on Math Learning Disability and Difficulty. Learning and Individual Differences, 20(2), 61-62.

Fuchs, L.S., Powell, S.R., Seethaler, P.M., Fuchs, D., Hamlett, C.L., Cirino, P.T., & Fletcher, J.M. (2010). A framework for remediating the number combination deficits of students with mathematics difficulty. Exceptional Children, 76(2), 135-156.

Dennis, M., Francis, D.J., Cirino, P.T., Schachar, R., Barnes, M.A., & Fletcher, J.M. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders. Journal of the International Neuropsychological Society, 15, 331-343.

Cirino, P.T., Vaughn, S., Linan-Thompson, S., Cardenas-Hagan, E., Fletcher, J.M., & Francis, D.J., (2009). One year follow-up of Spanish and English interventions for English language learners at risk for reading problems. American Educational Research Journal, 46(3), 744-781.

Juranek, J., Fletcher, J.M., Hasan, K., Breier, J.I., Cirino, P.T., Alvarez, P.P., Diaz, J.D., Ewing-Cobbs, L., Dennis, M., & Papanicolaou, A.C. (2008). Neocortical reorganization in spina bifida. NeuroImage, 40, 1516-1522.

Mahone, E.M., Cirino, P.T., Cutting, L.E., Cerrone, P.M., Hagelthorn, K.M., Hiemenz, J.R., Singer, H.S., & Denckla, M.B. (2002). Validity of the Brief Rating Inventory of Executive Functions (BRIEF) in children with Tourette Syndrome and/or ADHD. Archives of Clinical Neuropsychology, 17(7), 635-655.

Cirino, P.T., Morris, M., & Morris, R. (2002). Neuropsychological concomitants of calculation skills in college students referred for learning difficulties. Developmental Neuropsychology, 21(2), 201-218.