Labs
- Parents and Children Laboratory. Studies of parent-child interaction and intervention effectiveness and efficacy including both basic and intervention research on young children at risk for conduct problems and/or emotional problems.
- Center for Parents and Children. Collaborating with community-based agencies serving young children and families to implement evidence-based interventions, such as the Family Check-Up and PlayReadVIP; facilitating Pitt faculty interested in testing their basic research with low-income community samples; facilitating Pitt faculty interested in developing preventive interventions and testing them with community samples.
Graduate Student Advisees:
- Callie Benson-Williams
- Luciano Dolcini-Catania
- Julia Gajewski-Nemes
- Sonia Rowley
- Sam Seaver
- Kendra Whitfield
- PhD, University of Virginia
Education & Training
- Recipient, Provost’s Award for Excellence in Doctoral Mentoring, University of Pittsburgh, 2023
- Fellow, American Psychological Association, Division 7, Developmental Psychology, 2023-
- Fellow, Society for Prevention Research, 2020-
- Robert B. Cairns Award for Contributions to Developmental Science, Carolina Consortium on Human Development, University of North Carolina, 2015
- Friend of Early Career Preventionist Network Award, Society for Prevention Research (2011)
- Research Scientist Award (K2), National Institute of Mental Health (1999-2009)
- Senior Research Scientist Award (K5), National Institute on Drug Abuse (2009-2014)
- Fellow, American Psychological Association, Division 53, Clinical Child and Adolescent Psychology
- Fellow, Association for Psychological Science
- Recipient, Boyd R. McCandless Young Scientist Award, Division 7 (Developmental), American Psychological Association (1995)
Shaw, D. S., Mendelsohn, A. L., Morris-Perez, P. A., & Weaver Krug, C. (2024). Integrating equifinality and multifinality into the prevention programs in early childhood: The conceptual case for the use of tiered models. Development and Psychopathology. https://doi.org/10.1017/S095457942400021X
Shaw, D. S., & Wilson, M. N. (2021). Taking a motivational interviewing approach to prevention science: Progress and extensions. Prevention Science. 22, 826-830. https://doi.10.10007/s11121-021-01269-w
Shaw, D. S., Galán, C., Lemery-Chalfant, K., Dishion, T. J., Elam, K. K., Wilson, M. N., & Gardner , F. (2019). Early predictors of children’s early-starting conduct problems: Child, family, genetic, and intervention effects. Development and Psychopathology, 31, 1911-1921. https://doi.org/10.1017/S0954579419000828
Shaw, D. S., & Taraban, L. E. (2017). New directions and challenges in preventing conduct problems in early childhood. Child Development Perspectives, 11, 85-89.
Sitnick, S. Shaw, D. S., Weaver, C., Shelleby, E. C., Choe, D. E., Reuben, J., Gilliam, M., Winslow, E. B., & Taraban, L. (2017). Early childhood predictors of extreme youth violence. Child Development, 88, 27-40.
Shaw, D. S., Sitnick, S., Brennan, L. M., Choe, D. E., Dishion, T. J., Wilson, M. N., & Gardner, F. (2016). The long-term effectiveness of the Family Check-Up on school-age conduct problems: Moderation by neighborhood deprivation. Development and Psychopathology, 28, 1471-1487.
Shaw, D. S., & Shelleby, E. C. (2014). Early-onset conduct problems: Intersection of conduct problems and poverty. Annual Review of Clinical Psychology, 10, 503-528
Shaw, D. S., Hyde, L. W., & Brennan, L. M. Early predictors of boys’ antisocial trajectories (2012). Development and Psychopathology, 24, 871-888.
Shaw, D. S., Dishion, T. J., Connell, A., Wilson, M. N., & Gardner, F. (2009). Improvements in maternal depression as a mediator of intervention effects on early child problem behavior. Development and Psychopathology, 21, 417-439.
Shaw, D.S., Gilliom, M., Ingoldsby, E.M., & Nagin, D (2003). Trajectories leading to school-age conduct problems. Developmental Psychology, 39, 189-200.
Shaw, D.S., Bell, R.Q., & Gilliom, M. (2000). A truly early starter model of antisocial behavior revisited. Clinical Child and Family Psychology Review.
Development and prevention of early child conduct and emotional problems, development and dissemination of family-centered interventions for treating conduct problems and promoting school readiness in early childhood, use of novel community platforms for implementing preventive interventions in early childhood.
