Dr. Bagner conducts research examining evidence-based interventions for children and their families. He has specific interests in the prevention and treatment of young children with externalizing behavior problems and other at-risk populations. Dr. Bagner is the author of over 30 research articles and book chapters and has received grants from the National Institute of Mental Health and the National Institute of Child Health and Human Development to conduct research.
SELECT COURSES TAUGHT
Research Methods for Psychology
Child Psychopathology
A Randomized Controlled Trial for Disruptive Behavior of Children Born Premature
National Institute of Child Health and Human Development, F32 HD056748
Parent Training for Children with Co-Occurring Mental Disorders
National Institute of Mental Health, F31 MH068947
Parent Training for Children with Mental Retardation
Children’s Miracle Network
Child Intervention, Prevention, & Services (CHIPS) Fellow
National Institute of Mental Health
Graduate Student Research Training Award
Society of Clinical Child and Adolescent Psychology (Division 53, American Psychological Association)
Bagner, D. M., Boggs, S. R., & Eyberg, S. M. (in press). Evidence-based school behavior assessment of externalizing behavior in young children. Education and Treatment of Children.
Bagner, D.M., Sheinkopf, S. J., Miller-Loncar, C. L., Vohr, B. R., Hinckley, M., Eyberg, S. M., Lester, B. M. (in press). Parent-child interaction therapy for children born premature: A case study and illustration of vagal tone as a physiological measure of treatment outcome. Cognitive and Behavioral Practice.
Lester, B. M., Bagner, D. M., Liu, J., LaGasse, L. L., Seifer, R., Bauer, C. R., Shankaran, S., Bada, H., Higgins, R. D., & Das, A. (in press). Infant neurobehavioral dysregulation related to behavior problems in children with prenatal substance exposure. Pediatrics.
Bagner, D. M., Sheinkopf, S. J., Miller-Loncar, C., LaGasse, L. L., Lester, B. M., Liu, J., Bauer, C. R., Shankaran, S., Bada, H., & Das, A. (2009). The effect of parenting stress on child behavior problems in high-risk children with prenatal drug exposure. Child Psychiatry and Human Development, 40, 73-84.
Bagner, D. M., & Eyberg, S. M. (2007). Parent-child interaction therapy for disruptive behavior in children with mental retardation: A randomized controlled trial. Journal of Clinical Child and Adolescent Psychology, 36, 418-429.
Bagner, D. M., Williams, L. B., Geffken, G. R., Silverstein, J. H., & Storch, E. A. (2007). Type I diabetes in youth: The relationship between adherence and executive functioning. Children’s Health Care, 36, 169-179.
Bagner, D. M., Harwood, M., & Eyberg, S. M. (2006). Psychometric considerations in child behavioral assessment. In M. Hersen (Ed.). Handbook of child behavioral assessment (pp. 63-79). San Diego: Elsevier.
Bagner, D. M., Rodrigue, J. R., Hemme, J., Adkins, J., & Gonzalez-Peralta, R. (2005) Developmental considerations in the context of pediatric transplantation. Annals of Transplantation, 10, 13-16.
McDiarmid, M., & Bagner, D. M. (2005). Parent-child interaction therapy for children with disruptive behavior and developmental disabilities. Education of Treatment and Children, 28, 130-141.
Storch, E. A., Murphy, T. K., Geffken, G. R., Bagner, D. M., Soto, O., Sajid, M., Allen, P., Killiany, E. M., & Goodman, W. K. (2005) Factor structure of the Children's Yale-Brown Obsessive-Compulsive Scale. Journal of Clinical Child and Adolescent Psychology, 34, 312-319.
Bagner, D. M., Fernandez, M. A., & Eyberg, S. M. (2004). Parent-child interaction therapy and chronic illness: A case study. Journal of Clinical Psychology in Medical Settings, 11, 1-6.
Boggs, S. R., Eyberg, S. M., Edwards, D. L., Rayfield, A., Jacobs, J., Bagner, D. M., & Hood, K. K. (2004). Outcomes of parent-child interaction therapy: A comparison of treatment completers and study dropouts one to three years later. Child and Family Behavior Therapy, 26, 1-21.
Bagner, D. M. & Eyberg, S. M. (2003). Father involvement in parent training: When does it matter? Journal of Clinical Child and Adolescent Psychology, 32, 599-605.
