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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

Dr. Cirino will be reviewing graduate student applications for the 2017-2018 academic year. Application deadline is Dec 1, 2016. Please see Student Admissions, Outcomes, and Other Data for details.

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 (past 3 years)

*UH student

Cirino, P.T., Miciak, J., *Gerst, E., Barnes, M.A., Vaughn, S., *Child, A., & *Huston-Warren, E. (in press, 2016). Executive function, self-regulated learning, and reading comprehension: A training study. Journal of Learning Disabilities.

*Gerst, E., Cirino, P.T., Yoshida, H., & Fletcher, J.M. (in press, 2015). Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children. Child Neuropsychology.

*Martin, R., Cirino, P., Hiscock, M., Schultz, R., Collins, R., & Chapieski, L. (2016). Risks and benefits of epilepsy surgery in a pediatric population: Consequences for memory and academic skills. Epilepsy & Behavior, 62, 189-196.

Cirino, P.T., Tolar, T.D., Fuchs, L.S., & *Huston-Warren, E. (2016). Cognitive and numerosity predictors of mathematical skills in middle school. Journal of Experimental Child Psychology, 145, 95-119.

Dennis, M., Cirino, P.T., Simic, N., Juranek, J., Taylor, P., & Fletcher, J.M. (in press, 2016). White and grey matter relations to simple, choice, and cognitive reaction time in spina bifida. Brain Imaging and Behavior, 10(1), 238-251.

Miciak, J., Williams, J.L., Taylor, W.P., Cirino, P.T., Fletcher, J.M., & Vaughn, S. (2015). Do processing patterns of strengths and weaknesses predict differential treatment response? Journal of Educational Psychology, 108(6), 898-909.

*Raghubar, K.P., Taylor, H., Landry, S., Cirino, P.T., Dennis, M., & Barnes, M.A. (2015). Neurocognitive predictors of mathematical processing in school-aged children with spina bifida and their typically developing peers: Attention, working memory, and fine motor skills. Neuropsychology, 29(6), 861-873.

Cirino, P.T., Fuchs, L.S., *Elias, J.T, Powell, S.R., & Schumacher, R. (2015). Cognitive and mathematical profiles for different forms of learning disabilities. Journal of Learning Disabilities, 48(2), 156-175.

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. (2014). Does calculation or word-problem instruction provide a stronger route to pre-algebraic knowledge? Journal of Educational Psychology, 106(4), 990-1006.

*Ware, A.L., Juranek, J., *Williams, V.J., Cirino, P.T., & Fletcher, J.M. (2014). Anatomical and diffusion MRI of deep gray matter in pediatric spina bifida. Neuroimage: Clinical, 5, 120-127.

*Martin, R.B., Cirino, P.T., Barnes, M.A., & Sharp, C. (2014). Number and counting skills in kindergarten as predictors of grade 1 mathematical skills. Learning and Individual Differences, 34, 12-23.