Research Area: Developmental Science
Research surrounding how children interact with and learn from symbolic media.
Zachary Stuckelman is a graduate student at Vanderbilt University. His line of research primarily focuses on how children and parents interact with an electronic book that models dialogic reading methods. Additionally, Zach is interested in studying how parenting style may influence the way that parents interact with their children surrounding symbolic media.
Stuckelman, Z., Mulqueen, J., Ferracioli-Oda, E, Cohen, S., Coughlin, C., & Bloch M. (2017). Meta-analysis: Risk of irritability with psychostimulant treatment. Journal of Clinical Psychiatry, 78(6), 648-655.
Cohen, S., Mulqueen, J., Ferracioli-Oda, E., Stuckelman, Z., Coughlin, C., Leckman, J., & Bloch, M. (2015). Meta-analysis: Risk of tics associated with psychostimulant use in randomized, placebo-controlled trials. Journal of the American Academy of Child & Adolescent Psychiatry, 728-736.
Coughlin, C., Cohen, S., Mulqueen, J., Ferracioli-Oda, E., Stuckelman, Z., & Bloch, M. (2015). Meta-analysis: Reduced risk of anxiety with psychostimulant treatment in children with attention-deficit/hyperactivity disorder. Journal of Child and Adolescent Psychopharmacology, 611-617.
Psychology Honors Society (Psi Chi), University of Rochester, Spring 2017 inductee
Dale McAdam Award for Undergraduate Teaching, University of Rochester, Class of 2017 recipient
Awarded Highest Honors in Psychology, University of Rochester, Class of 2017 recipient