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Publications: PLUS

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(* = trainee authors)


*Sulik, M. J., *Finch, J. E., & Obradović, J. (2020). Moving beyond executive functions: Challenge preference as a predictor of academic achievement in elementary school. Journal of Experimental Child Psychology198, 104883. doi:10.1016/j.jecp.2020.104883


*Bardack, S., & Obradović, J. (2019). Observing teachers' displays and scaffolding of executive functioning in the classroom context. Journal of Applied Developmental Psychology62, 205–219. doi:10.1016/j.appdev.2018.12.004

*Finch, J. E., *Garcia, E., *Sulik, M. J., & Obradović, J.  (2019). Peers matter: Links between classmates’ and individual students' executive functions in elementary school. AERA Open, 5(1), 1–14. doi:10.1177/2332858419829438


Obradović, J., *Sulik, M. J., *Finch, J. E., & *Tirado-Strayer, N. (2018). Assessing students’ executive functions in the classroom: Validating a scalable group-based procedure. Journal of Applied Developmental Psychology55, 4–13. doi:10.1016/j.appdev.2017.03.003

*Sulik, M. J., & Obradović, J. (2018). Teachers’ rankings of children’s executive functions: Validating a methodology for school-based data collection. Journal of Experimental Child Psychology, 173, 135–154. doi:10.1016/j.jecp.2018.01.016

*Garcia, E., *Sulik, M., & Obradović, J. (2018). Teachers’ perceptions of students’ executive functions: Disparities by gender, ethnicity and ELL status. Journal of Educational Psychology, 111, 918–931.

*Sulik, M. J., *Haft, S. L., & Obradović, J. (2018). Visual-motor integration, executive functions, and academic achievement: Concurrent and longitudinal relations in late elementary school. Early Education and Development, 29, 956970doi:10.1080/10409289.2018.1442097