North Academic Center
Biography & Education
Dr. Sarah O'Neill received her Ph.D. in Psychology and Postgraduate Diploma in Clinical Psychology from the University of Otago, Dunedin, New Zealand. She worked with Dr. Rachel Zajac to investigate factors that influence children's responses to cross-examination style questioning. Specifically, she sought to understand the mechanisms that account for children's often inconsistent and inaccurate responding to cross-examination questions; cognitive individual difference factors that may affect children's cross-examination performance; and the effectiveness of an intervention designed to improve children's cross-examination performance.
In the fall of 2009 Sarah moved from New Zealand to New York to take up a post-doctoral fellowship at Queens College of the City University of New York under the mentorship of Distinguished Professor Jeffrey Halperin. During her time at Queens College, Sarah worked on two of Dr. Halperin's federally-funded studies, the Queens College Preschool Project (QCPP) and Non-Pharmacological Interventions for Preschoolers with ADHD (NIPA). One of the key aims of the QCPP study is to understand the relation between children's neuropsychological development and change in their ADHD severity over time. The NIPA study evaluated the efficacy of two non-pharmacological treatments for young children with ADHD.
In the fall of 2013 Sarah joined the CCNY faculty as an Assistant Professor where she continues to research ADHD. Specifically, she is interested in better understanding the mechanisms that drive long-term outcomes in individuals with ADHD and in developing evidence-based interventions for ADHD.
Degree/Date: Ph.D. 2009
Institution: University of Otago, Dunedin, New Zealand
Specialization: Clinical Psychology
Research and Scholarship Group
1. What Role Does Executive Dysfunction Play In ADHD?
2. Why Are Children and Adults With ADHD At Greater Risk Of Obesity?
3. How Does Physical Exercise Impact Cognitive Functioning?
4. Why Are Children With ADHD At Risk For Learning Problems?
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Kryza-Lacombe, M., Tanzini, E., & O’Neill, S. (2018). Hedonic and eudaimonic motives: Associations with academic achievement and negative emotional states among urban college students. Journal of Happiness Studies,doi.org/10.1007/s10902-018-
9994-y. Epub 2018 June 16.
O'Neill, S., Halperin, J. M., & Coghill, D. R. (2018). Neuropsychological functioning and ADHD: a developmental perspective. In T. Banaschewski, D. R. Coghill, & A. Zuddas (Eds.), Oxford textbook of Attention Deficit Hyperactivity Disorder. Oxford, UK: Oxford University Press
O’Neill, S, Rajendran, K., Mahbubani, S., & Halperin, J. M. (2017). Preschool predictors of ADHD symptoms and impairment during childhood and adolescence. Current Psychiatry Reports, 19(12):95. doi: 10.1007/s11920-017-0853-z. Epub 2017 Oct 30.
Rabinovitz, B. B., O’Neill, S., Rajendran, K., & Halperin, J. M. (2016). Temperament, executive control, and ADHD across early development. Journal of
Abnormal Psychology, 125(2), 196-206. doi: 10.1037/abn0000093.
O’Neill, S., Thornton, V., Marks, D. J., Rajendran, K., & Halperin, J. M. (2015). Early language mediates the relations between preschool inattention and school-age reading achievement. Neuropsychology, 30, 398-404. Epub 2015 Nov 16.
PSY 246: Introduction to Human Development: Infancy and Childhood
PSY 373: Neuropsychology
PSY 7611: Neuropsychological Assessment