Biosketch
As an undergraduate, I was originally interested in infants and cognitive development. My early research on infant habituation sparked my interest in understand individual differences in the rate of learning. Clinical work with children with mental retardation and adjudicated adolescents peaked my interest in cognitive and motivational differences in learning. My first graduate experience was in counseling psychology at Boston College . During my stint in Boston I taught eighth grade in an inner-city catholic school. It became quite clear that academic performance was more than simply raw intelligence, with affective, motivational, and environmental playing an important role. My research interests were peaked causing me to change my path and return to University of Notre Dame to pursue a masters and Ph.D. in Developmental Psychology. During my graduate work, I focused on memory development in preschoolers and the development of reading strategies In school-aged children. Upon graduation, I joined the staff t the Frank Porter Graham Child Development Center where I fine-tuned my statistical skills and became heavily invested in understanding children with learning disabilities and Attention Deficit Disorder. In 1984, I joined the faculty at CWRU and quickly realized that my interest and training with special populations would be enhanced by completion of the clinical re-specialization tract at CWRU. As such, I am trained as a developmental, cognitive, and clinical psychologist. I am interested in individual differences in cognitive, motivational, and affective processing, with special attention directed towards how these constructs affect academic and social functioning. I spend most of my time teaching (undergraduate and graduate students) and performing research, with clinical work primarily centered on teaching behavioral skills to children with attention deficit disorder.
Research Interests
My primary research focus is to better understand the processes underlying cognitive development in preschoolers and school-aged children. Specifically, I am interested in cognitive, metacognitive, affective, and motivational factors that impact academic achievement. Much of my research has focused on individual differences in learning. My research has attempted to understand cognitive and academic consequences of learning disabilities, attention deficit disorder, language disabilities, and reading disabilities. More recently, collaborative work has focused on the academic, attentional, and behavioral consequences of broncho-pulmonary dysplasia and prenatal cocaine exposure.
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Courses Taught
- PSCL 230 - Child Psychology
- PSCL 231 - Child Psychology Practicum
- PSCL 357 - Cognitive Psychology
- PSCL 329 - Adolescent Psychology
- PSCL 427 - Specialized Assessment
- PSCL 402 - Cognitive Psychology
- PSCL 453 - Teaching Psychology
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Recent, Representative Publications (2001-present)
Findling, R.L., Short, E.J., & Manos, M.J. (2001). Short-Term Cardiovascular Effects of Methylphenidate and Adderall. Journal of the American Academy of Child and Adolescent Psychiatry , 40 (5), 525-529.
Singer, L.T., Arendt, R.E., Minnes, S., Lewis, B., Klein, N., Short, E . J., Russ, S., & Salvator A. (2001). Cognitive abilities at 4 years after fetal cocaine/polydrug exposure. Pediatric Research , 46,303A.
Kercsmer, C., Baley, J., Short, E.J., Lewis, B., Klein, N, Salvator, A., Khosla, A., & Singer, L.T. (2001). 8 Year Pulmonary Function, Cognitive and Motor Outcomes of Bronchopulmonary Dysplasia (BPD) and Very Low Birthweight (VLBW) Infants. Pediatric Research , 46, 316A.
Findling, R.L., Short, E.J., & Manos, M.J. (2002). Developmental Aspects of Psychostimulant Treatment in Children and Adolescents with Attention Deficit/Hyperactivity Disorder. Journal of the American Academy of Child and Adolescent Psychiatry , 40 (12) , 1441-1447 .
Faraone, S.V., Short, E. J ., Findling, R.L., Manos, M.J., Skolnik, R., & Biederman, J. (2002). Efficacy of Adderal and Methylphenidate in Attention-Deficit/Hyperactivity Disorder: A Drug-Placebo and Drug-Drug Response Curve Analysis of a Naturalistic Study, International Journal of Neuropsychopharmacolgy.
Lewis, B.A., Singer, L.T., Fulton , S., Salvator, A., Short, E.J., & Klein, N. (2002 ). Eight year speech and language outcomes of children with a history of Bronchopulmonary Dysplasia and VLBW. Journal of Communication Disorders , 35(5), 393-406.
Singer, L.T., Short, E.J ., Klein, N., Lewis, B., Fulton , S., Kerscmar, C., & Baley, J. (2002). School age behavioral outcomes of children with a history of very low birthweight and Bronchopulmonary Dysplasia, Pediatric Research (A).
Singer, L.T., Minnes, S., Arendt, R.E., Klein, N., Short, E.J., Lewis, B., & Farkas, K. (2002). Preschool behavioral outcomes of cocaine, polydrug-exposed children. Pediatric Research.
Arendt, R.E., Short, E.J., Klein, N., Lewis, B., Singer, L.T. (2002) Language development in cocaine-exposed children. Pediatric Research.
Findling, R.L., Short, E.J., & Manos, M.J. (in press). Psychostimulants in Preschool, School-age, and Adolescent Children. Psychiatric Times.
Arendt, R.E., Noland, J.S., Short, E.J., & Singer, L.T. (in press). Prenatal Drug Exposure and Mental Retardation. International Handbook of Mental Retardation .
Noland, J.S., Arendt, R., Short, E.J., Minnes, S., & Singer, L. T. (2003). Prenatal alcohol exposure and response inhibition in poly-substance exposed preschool-age children. Alcoholism: Clinical and Experimental Research , 27 (4), 647-656.
Short, E.J., Klein, N., Singer, L. T., Lewis, B. A., Fulton, S., Salvator, A., & Baley, J. (2003) The Cognitive and Academic Consequences of Bronchopulmonary Dysplasia and Very Low Birth Weight: Eight Year Outcomes. Pediatrics.
Short, E.J., Manos, M.J., Findling, R.L., & Schubel, E. (2004). A Prospective Study of Stimulant Response in Preschoolers. Journal of the American Academy of Child and Adolescent Psychiatry.
Arendt, R., Short, E.J., Singer, L.T. ,Klein , N., Minnes, S., Hewitt, J., Flynn, S., Carlson, L., Min, M. & Flannery, D. (in press) Children Prenatally Exposed to Cocaine: Developmental Outcomes and Environmental Risks at Seven Years of Age. Journal of Developmental and Behavioral Pediatrics.
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Publications (Selected Others)
Manos, M.J., Short, E.J. & Findling, R.L. (1999). Differential effectiveness of methylphenidate and AdderallR in school-aged youth with Attention Deficit/Hyperactivity Disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 38:7, 813-819.
Short, E.J., Dasari, M., & Linares, T. (2000), Cognitive and Achievement Differences in Newly Diagnosed ADHD Youth: Subtype Effects. Pediatric Research, 45(4), 33A.
Arendt, R., Hewitt, J. Hills, A., Salvator, A., Short, E.J., Klein, N. (2000), Prenatal Cocaine Exposure Relationship to Children’s Ability to Integrate Visual and Motor Skills at Age Seven Years. Pediatric Research, 45(4), 301A.
Lewis, B.A., Fulton, S.E., Short, E.J., Klein, N., Davillier, M.R., & Singer, L.T. (2000). School Age Outcomes of Children with VLBW and BPD. Pediatric Research, 45(4), 317A.
Short, E.J., Klein, N., Lewis, B., Fulton, S., Guo, S., Carlisle, M., Baley, J.,& Singer, L.T.(2000). The Stability of Intelligence in BPD, VLBW, & Term Children: Follow-up at Eight Years of Age. Pediatric Research, 45(4), 323A.
Manos, M.J., Short, E.J., & Findling, R.L.(2000), Dose Response Curves Across ADHD Subtypes: Differential Effects Between Adderall and Methylphenidate. Pediatric Research, 45(4), 30A.
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