Temperament and Narratives Students at a Research Conference

Temperament and Narratives Lab

Publications

Fleece, H., & Teglasi, H. (2025). Behavioral inhibition places preschoolers at risk for reduced social competence, but only in the context of other temperamental traits. Children, 13(1), 42.  

Fleece, H., & Teglasi, H. (2024). Behavioral inhibition and social competence through the eyes of parent and teacher informants. Behavioral Sciences, 14(11), 1080.  

Teglasi, H., Putnam, S. P., & Majdandžić, M. (2023). Editorial: Integrative perspectives on the person-context interplay through the lens of temperament. Frontiers in Psychology, 14, 1156267.  

Teglasi, H., Caputo, M. H., & Scott, A. L. (2022). Explicit and implicit theory of mind and social competence: A social information processing framework. New Ideas in Psychology, 64.

Vaughan, H. S., & Teglasi, H. (2022). Preschoolers’ temperament and social functioning in novel and routine contexts. Frontiers in Psychology, 13, 975110.  

Verron H, Teglasi H. (2018). Indirect effects of temperament on social competence via emotion understanding early education and development. 29: 655-674.  

Teglasi, H., Ritzau, J., Sanders, C., Kim, M. J., & Scott, A. (2017). Explaining discrepancies in assessment protocols: Trait relevance and functional equivalence. Psychological Assessment, 29(12), 1517–1530.  

Annotti, L. A., & Teglasi, H. (2016). Functioning in the real world: Using storytelling to improve validity in the assessment of executive functions. Journal of Personality Assessment, 99(3), 254–264.  

Teglasi, H., Schussler, S. L., Gifford, K., Annotti, L.A., Sanders, C., & Liu, H. (2015). Child Behavior Questionnaire-Short Form for Teachers: Informant Correspondences and Divergences, Assessment, 22 (6), 730-748.  

Teglasi, H., Nebbergall, A. J., & Newman, D. (2011). Construct validity and case validity in assessment. Psychological Assessment, 24(2), 464–475.  

Teglasi, H. (2010). Cross-Disciplinary discourse to bridge the socioemotional and academic strands of development. Early Education and Development, 21(5), 615–632.  

Teglasi, H., French, M., Lohr, L., Miller, K. J., Erwin, H. D., Rothman, L., & Denny, M. (2009). Dimensions of temperamental activity level and adjustment. Journal of Applied Developmental Psychology, 30(4), 505–514.  

Teglasi, H. (2007). Introduction to the series—personality assessment: The whole and its parts. Psychology in the Schools, 44(3), 209–214.  

Teglasi, H., Simcox, A. G., & Kim, N. (2007). Personality constructs and measures. Psychology in the Schools, 44(3), 215–228.  

Nuijens, K. L., Teglasi, H., Simcox, A. G., Kivlighan, D. M., & Rothman, L. (2006). The development and validation of the group leader intervention system. Group Dynamics Theory Research and Practice, 10(2), 116–135.  

Lohr, L. B., Teglasi, H., & French, M. (2003). Schemas and temperament as risk factors for emotional disability. Personality and Individual Differences, 36(7), 1637–1654.  

Teglasi, H., Cohn, A., & Meshbesher, N. (2004). Temperament and learning disability. Learning Disability Quarterly, 27(1), 9–20.  

Odiorne, R.L., Wilson, S.V., & Teglasi, H. (2026, February) How Books Benefit: Educators' Evaluation of Emotion Coaching with Storybooks. [Poster Presentation]. National Association of School Psychologists, Chicago, IL.

Cerrato, S., McMahon, C., Vaganek, M., & Sheth, A. (2026, February). Assessment Strategies for Students with High Support Needs. [Mini Skills Training]. Annual Convention of the National Association of School Psychologists, Chicago, Illinois.

McMahon, C., Cerrato, S., Vaganek, M., & Sheth, A. (2026, February). Adapting Counseling for Students with High Support Needs. [Practitioner Conversation]. Annual Convention of the National Association of School Psychologists, Chicago, Illinois.

Kelly, L., Odiorne, R., Wilson, S., & Teglasi, H. (2025, August). Emotion Regulation in K-3: A Storybook-Based, Flexible SEL Teacher Training [Poster]. American Psychological Association Annual Convention, Denver, Colorado.

Moran, B., Teglasi, H. (2025, August). Picture Books as Tools to Help Families Discuss Screen Time [Poster]. American Psychological Association Annual Convention, Denver, Colorado.

McMahon, C., Teglasi, H., Callan, S., & Harring, J. (2025, August). Exploring Temperament and Social Behavior in Kindergarten: A Person-Centered Approach. [Poster Presentation]. Annual Convention of the American Psychological Association, Denver, Colorado.

Wilson, S.V., Fleece, H.M., Odiorne, R.L., & Teglasi, H. (2025, February). Unpacking Differences Between Parent and Teacher Ratings of Child Behavior. [Poster Presentation]. National Association of School Psychologists, Seattle, WA.

Odiorne, R., & Teglasi, H. (2025, February). Developing Parent and Teacher Emotion Coaches Through SEL-Centered Storytime. [Paper Presentation]. National Association of School Psychologists, Seattle, WA.

Hernandez, I., Kelly, L., Odiorne, R., Teglasi, H. (2025, February) Story-Based Strategies to Promote SEL: Centering Anger Management for Children [Practitioner Conversation]. National Association for School Psychologists, Seattle, Washington.

Kelly, L., Wilson, S., Odiorne, R., & Teglasi, H. (2025, February). Utilizing Storytelling to Link Temperament, Cognition, and Social Competence [Poster]. National Association of School Psychologists, Seattle, Washington.  

Fleece, H., Kelly, L., McMahon, C., & Teglasi, H. (2024, February). Overcoming Challenges of Group Counseling With Anxious Students Using Storytelling [Practitioner Conversation]. National Association of School Psychologists, New Orleans, Louisiana.

Hernandez, I. & Teglasi, H. (2023, August). The Portrayal of Anger Experiences in Children's Picture Books. Poster presented at the Annual Convention of the American Psychological Association, Washington, D.C.

Kelly, L., Fleece, H., McMahon, C., & Teglasi, H. (2023, August). Temperament and Storytelling in the Assessment of Children's Cognition and Self-Regulation. Poster presented at the Annual Convention of the American Psychological Association, Washington, D.C.

McMahon, C., Hernandez, I., McCurdy, K., & Teglasi, H. (2023, February). Understanding Teaching Experiences During COVID-19: It Matters How You Ask. Poster presented at the Annual Convention of the National Association of School Psychologists, Denver, Colorado.

Kim, M. J., Teglasi, H. Briody, J. (2017, August) Understanding Teacher Development through Narrative: Implications for Consultation. Poster presented at the Annual Convention of the American Psychological Association, Washington, D.C.

Haasbroek, M., & Teglasi, H. (2016, February). Social Skills Scales: Putting Item Scores in Context. Poster session presented at the Annual Convention of the National Association of School Psychologists, San Antonio, TX. 

Teglasi, H. (2016). Assessment of Temperament across the Home and School Contexts. International Temperament Consortium Conference, Washington ËÄÉ«AV, Seattle Washington (October).

Albrecht, J., Kim, M., Mulder, B., Lashley, A., Sanders, C., Berger, J., Teglasi, H., Denvir, S. & Dunheimer, T. & Peterson with Flook B. as discussant (2016, February). Collaboration between training programs in School Psychology and Education. Symposium presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Kim, M., Teglasi, H., Albrecht, J., Lashley, A., & Berger, J. (2016, February). Beyond Self-Report: Teachers' Stories to Understand Stress and Coping. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Lashley, A., Teglasi, H., Kim, M., Albrecht, J., & Berger, J. (2016, February). Beyond "Please and Thank You": Cognitive-Emotional Underpinnings of Social Competence. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Annotti, L. A. & Teglasi, H. (2015, August). Matching Predictor and Criterion Variables in Psychological Assessment. Poster presented at the American Psychological Association, Toronto Canada.

Mulder, B., Sedlik. S. & Teglasi, H. (2015, August). Scaffolding Children’sVerbal Interactions During a Group Intervention: Elicitors and Impacts.  Poster presented at the American Psychological Association, Toronto Canada.

Sedlik, S., Maslak, K., & Teglasi, H.  (2010, March). Characteristics of teacher referred children to a targeted social-emotional intervention. 42nd Annual Convention of the National Association of School Psychologists, Chicago, IL.   

Teglasi, H., Annotti, L., Sanders, C., & Albrecht, J.(2014, February). Facing Reality: What to do when Informants Don’t Agree. Poster presentation at the annual meeting of the National Association of School Psychologists, Washington, DC.

Teglasi, H. (2014, October). Symposium on Application of Temperament in School Interventions: Conceptual perspectives and empirical evidence. Paper: Temperament-Based and Temperament-Informed Interventions in Schools. Temperament Consortium Conference, ËÄÉ«AV of Nebraska

Teglasi H. (January 2013). Symposium chair and presenter. Integration of Personality and Temperament. Temperament Consortium Conference, Salt Lake City, UT.

Teglasi, H.  (2010). Symposium co-chair and presenter. Temperamental and Cognitive Sources of Self-Regulation. Temperament Consortium Conference, Bowdoin, Brunswick Maine, October. 

Teglasi H. (2010) Essentials of TAT and Other Storytelling Assessments. New York: Wiley, 2nd edition.  ISBN-13: 978-0470281925  ISBN-10: 0470281928

Teglasi, H. (under contract). The Status of Projective Assessment in Psychological Science and Practice, In Oxford Handbook of Child and Adolescent Psychological Assessment, Oxford ËÄÉ«AV Press. (Editors: Don Saklofske, Cecil Reyolds, Craig Frisby, Tyler Renshaw, Vicki Schwean).

Teglasi, H., Fleece, H. M., Havewala, M., C., Bali, D. (2023).  The concept of validity in psychological assessment. In Oxford bibliographies in psychology. Ed., D. S. Dunn. New York: Oxford ËÄÉ«AV Press, 2023, DOI: 10.1093/OBO/9780199828340-0304

Teglasi, H. (2021). Thematic Apperception Test (TAT) for assessing disordered thought and perception. In I. B. Weiner & J. H. Kleiger (Eds.), Psychological assessment of disordered thinking and perception (pp. 169–186). American Psychological Association. 

Teglasi, H. Simcox A., & Kim N.Y. (2018) In: Issues in School Psychology: From theory to practice, published by the School Psychology Division of the Israel Ministry of Education, Edited by Sharone Maital and Reuvena Shalhevet-Kaniel. Reprinted in Hebrew translation: Teglasi, H., Simcox, A., Kim,N.Y. (2007). Personality Constructs and Measures, Psychology in the Schools, 44, 215-228

Teglasi, H. & Haasbroek, M. (2017 publication date). Multicultural Tasks of Emotional Development Test, Buros Mental Measurement Yearbook series (#20), edited by J. Carlson, K. Geisinger, & J. Johnson.

Teglasi H. & Yiu H. (2013) Lucie’s schemas about self, others, and the world, In Thematic Apperception Test: Interpretive Perspectives.  I. Cermak & T. Fikarova (Eds.), Nove Zamky: PSYCHOPROF (pp 201-271).

Teglasi H.  (2013) The Status of Projective Assessment in Psychological Science and in Practice, The Oxford Handbook of Child Psychological Assessment, D. H. Saklofske, V. L. Schwean, and C. R. Reynolds (Eds.), Oxford ËÄÉ«AV Press (pp 113-128).

Teglasi, H., Locraft, C., & Felgenhauer, K. (2008).  Empathy: schemas and social information processing, In S. Jenkins (Ed), A Handbook of Clinical Scoring Systems for Thematic Apperceptive Techniques. ( pp 573- 605) Mahwah, N.J.: Lawrence Erlbaum Associates.

Teglasi, H., Locraft, C. & Felgenhauer, K. (2008).  Manual for coding empathy from children’s TAT stories. In S. Jenkins (Ed.), A Handbook for Clinical Scoring Systems for Thematic Apperceptive Techniques. (pp 607- 632) Mahwah N.J.: Lawrence Erlbaum Associates.

Teglasi, H., Rahill, S., & Rothman, L, (2007). A Story Guided Peer Group Intervention for Reducing Bullying and Victimization in Schools: In J.E. Zins, M. J. Elias, & C.A. Maher (Eds.), Bullying, Victimization, and Peer Harassment: A Handbook of Prevention and Intervention(219-237). New York: Haworth Press.

Teglasi, H. (2006) Temperament in G. Bear & K. Minke(Eds), Children’s Needs. Washington, DC: National Association of School Psychologists, Third edition, 327-336