Laudan B. Jahromi
M.A., New York University
B.A., University of California, Los Angeles
NIMH Postdoctoral Fellowship, University of California, Los Angeles -- Psychological Studies in Education with Developmental Disabilities Focus
Social-emotional development, particularly the development of self-regulation, in typically developing children and parent-child dyads, children with Autism Spectrum Disorder, and high-risk teenage parent-child dyads
Emotion regulation and executive function in children with developmental disabilities, particularly those with Autism Spectrum Disorder; emotion knowledge; coping strategies; the family context, including the role of culture and stress; the importance of self-regulation for promoting children's behavioral adjustment, positive engagement with parents and peers, school readiness, and academic success; identifying targets for intervention
Jahromi, L. B., Guimond, A. B., Umana-Taylor, A. J., Updegraff, K. A., & Toomey, R. B. (2014). Family context, Mexican-origin adolescent mothers' parenting knowledge, and children's subsequent developmental outcomes. Child Development, 85, 593 - 609.
Derlan, C. L., Umana-Taylor, A. J., Toomey, R. B., Updegraff, K. A., Jahromi, L. B., & Flores, L. I. (2014). Perceived discrimination and ethnic affirmation: Anglo culture orientation as a moderator among Mexican-origin adolescent mothers. Child Development, 85, 1357-1365.
Toomey, R. B., Umana-Taylor, A. J., Williams, D., Harvey-Mendoza, E. C., Jahromi, L. B., & Updegraff, K. A. (2014). The impact of Arizona's S.B. 1070 immigration law on utilization of health care and public assistance among Mexican-origin teen mothers and their mother figures. American Journal of Public Health, 104 (s1), S28 - S34.
Bravo, D. Y., Umana-Taylor, A. J., Guimond, A. B., Updegraff, K. A., & Jahromi, L. B. (in press). Familism, family ethnic socialization, and Mexican-origin adolescent mothers' educational adjustment. Cultural Diversity and Ethnic Minority Psychology.
Perez-Brena, N. P., Updegraff, K. A., Umana-Taylor, A. J., Jahromi, A. B., Guimond, A. B. (in press). Co-parenting profiles in the context of Mexican-origin teen pregnancy: Links to mother-daughter quality and adjustment. Family Process.
Zeiders, K. H., Umana-Taylor, A. J., Updegraff, K. A., & Jahromi, L. B. (in press). Acculturative stress and enculturative stress, depressive symptoms, and maternal warmth: Examining within-person relations among Mexican-origin adolescent mothers. Development & Psychopathology.
Derlan, C. L., Umana-Taylor, A. J., Toomey, R. B., Updegraff, K. A., Jahromi, L. B. (in press). Person-environment fit: Everyday conflict and coparenting conflict in Mexican-origin teen mother families. Cultural Diversity and Ethnic Minority Psychology.
Jahromi, L. B. & Bryce, C. D. (2013). Entry Topics: Recognition Memory, Short-Term Memory, and the Temperament and Atypical Behavior Scale Screener. Entries to appear in F. R. Volkmar (Ed.) The Encyclopedia of Autism Spectrum Disorders. Springer.
Meek, S. E. & Jahromi, L. B. (2013). Entry Topics: Arousal, Attention. Entries to appear in F. R. Volkmar (Ed.) The Encyclopedia of Autism Spectrum Disorders. Springer.
Meek, S.E., Lemery-Chalfant, K., Jahromi, L.B., & Valiente, C. (2013). A review of gene-environment correlations and their implications for autism: A conceptual model. Psychological Review, 120, 497-521.
Jahromi, L. B., Bryce, C. D., & Swanson, J. (2013). The importance of self-regulation for the school and peer engagement of children with high-functioning autism. Research in Autism Spectrum Disorders, 7, 235-246.
Bryce, C. D., & Jahromi, L. B. (2013). Compliance and noncompliance to parental control strategies in children with high functioning autism and their typical peers. Journal of Autism and Developmental Disorders, 43, 236-243.
Toomey, R. J., Umana-Taylor, A. J., Jahromi, L. B., & Updegraff, K.A. (2013). Measuring mothers' social support in the transition from adolescent pregnancy to parenthood. Hispanic Journal of Behavioral Sciences, 35, 195-212.
Toomey, R. J., Umana-Taylor, A. J., Updegraff, K. A. & Jahromi, L. B. (2013). Ethnic identity development and ethnic discrimination: Examining longitudinal associations with adjustment for Mexican-origin adolescent mothers. Journal of Adolescence, 36, 825-833.
Umana-Taylor, A. J., Guimond, A. B., Updegraff, K. A., & Jahromi, L. B. (2013). A longitudinal examination of social support and self-esteem interacting to inform Mexican-origin adolescent mothers' parenting efficacy. Journal of Marriage and Family, 75, 746-759.
Updegraff, K. A., Perez-Brena, N. J., Umana-Taylor, A. J., Jahromi, L. B., & Harvey-Mendoza, E. C. (2013). Mothers' trajectories of depressive symptoms across Mexican-origin adolescent daughters' transitions to parenthood. Journal of Family Psychology, 27, 376-386.
Kasari, C., Jahromi, L. B., & Gulsrud, A. (2012). Emotional Development in Children with Developmental Disabilities. In J. Burack, R. Hodapp, G. Iarocci, and E. Zigler (Eds.) The Oxford Handbook of Intellectual Disability and Development. New York: Oxford University Press.
Jahromi, L. B., Meek, S.E., & Ober-Reynolds, S. (2012). Emotion regulation in the context of frustration among preschoolers with autism and their typical peers. Journal of Child Psychology and Psychiatry, 53, 1250-1258.
Jahromi, L. B., Umana-Taylor, A. J., Updegraff, K. A., & Lara, E. (2012). Birth characteristics and developmental outcomes of infants of Mexican-origin adolescent mothers: Risk and promotive factors. International Journal of Behavioral Development, 36, 146-156.
Meek, S. E., Robinson, L. & Jahromi, L. B. (2012). Parent-child predictors of social competence with peers in children with and without autism. Research in Autism Spectrum Disorders, 6, 815-823.
Gulsrud, A. C., Jahromi, L. B., & Kasari, C. (2010). The co-regulation of emotions between mothers and their children with autism. Journal of Autism and Developmental Disorders, 40, 227-237.
Jahromi, L. B., Kasari, C. L., McCracken, J., T., Lee, L. S-Y., Aman, M. G., McDougle, C. J., Scahil, L., Tierney, E., Arnold, E., Vitiello, B., Ritz, L., Witwer, A., Kustan, E., Ghuman, J., & Posey, D. J. (2009). Positive effects of methylphenidate on social communication and self-regulation in children with pervasive developmental disorders and hyperactivity. Journal of Autism and Developmental Disorder, 39, 395-404.
Jahromi, L. B., Gulsrud, A. C., & Kasari, C. (2008). Emotional competence in children with Down syndrome: Negativity and regulation. American Journal on Mental Retardation, 113, 32-43.
Jahromi, L. B., & Stifter, C. A. (2008). Individual differences in preschoolers' self-regulation and theory of mind. The Merrill-Palmer Quarterly, 54, 125-150.
Kasari, C., Freeman, S., Paparella, T., & Jahromi, L. B. (2008). Predicting language outcome in autism from controlled comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76, 125-137.
Stifter, C. A., Putnam, S. P., & Jahromi, L. B. (2008). Exuberant and inhibited toddlers: Stability of temperament and prediction to behavioral adjustment. Development and Psychopathology, 20, 401-421.
Jahromi, L. B., & Stifter, C. A. (2007). Individual differences in the contribution of maternal soothing to infant distress reduction. Infancy, 11, 255-269.
Riggs, N. R., Jahromi, L. B., Peters, R. A., Dillworth, J. E., & Mueller, U. (2006). Executive function and the promotion of social-emotional and behavioral competence. Journal of Applied Developmental Psychology, 27, 300-309.
Jahromi, L. B., Putnam, S. P., & Stifter, C. A. (2004). Maternal regulation of infant reactivity from 2 to 6 months. Developmental Psychology, 40, 477-487.
Self-Regulatory Processes in Children with Autism Spectrum Disorder
This project is focused on examining self-regulatory processes, such as emotion regulation coping strategies, executive function, and effortful control, in children with Autism Spectrum Disorder (ASD). We aim to better understand the role that self-regulatory processes play in explaining the heterogeneity in ASD. We are also exploring how self-regulation promotes aspects of school readiness and success for young students with disabilities, including their academic performance, classroom engagement, and prosocial behaviors with peers.
Social-Emotional Development in High-Risk Adolescent Mother-Child Dyads
This federally-funded longitudinal study, a collaboration between Dr. Jahromi and colleagues at Arizona State University (Dr. Adriana Umana-Taylor and Dr. Kimberly Updegraff), examines the developmental outcomes of children of adolescent mothers, who are at risk for developmental delays in intellectual, language, and social-emotional functioning. We are studying factors (e.g., mother-child interactions, family functioning, and the broader social context) that influence these children's development from infancy into early childhood (i.e., when they enter kindergarten). Our goal is to identify the mechanisms that promote positive development in this vulnerable population of children (NICHD R01 HD061376).
HBSE 4010: Nature and needs of persons with intellectual disability/autism
Characteristics of persons manifesting different degrees of intellectual disability/autism and other developmental disabilities from early childhood through adolescence. The course emphasizes implications for educational programming, curriculum, and instruction. Materials fee: $10.
HBSE 6001: Research in special education
Permission required. Prerequisites: HUDM 4122 and HUDM 4123. Instruction in the development, conduct, and reporting of research. Student research studies. All doctoral students in Special Education in Health and Behavior Studies must take all courses in this sequence which are as follows: HBSE 6001(2) - Research and experimental design, HBSE 6003(2) Qualitative approaches, and HBSE 6005(2) Single case experimental designs. Special fee: $30 per course.
HBSE 8901: Dissertation advisement in special education: Intellectual disability/autism
Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ed.D./Ph.D. degrees.
Centers and Projects
The Center for Opportunities and Outcomes for People with Disabilities confronts the challenges facing special education today through its commitment to the production of knowledge and professional expertise aimed at supporting the full inclusion of people with disabilities in society. The broad-based research, evaluation, and demonstration activities of the Center reflect an emphasis on empowering people with disabilities by increasing their capacity and opportunities for self-determination, reducing their vulnerability to victimization and abuse, and addressing the disability-related issues of culturally and ethnically diverse groups, including women and minorities. The Center encourages national and international partnerships aimed at strengthening the connection between research and policy.