Professor of Psychology
Sheryl Olson has specialized in articulating developmental and social processes that place young children at elevated risk for unfavorable adjustment outcomes, particularly high levels of disruptive, aggressive behavior. She is PI of the Michigan Longitudinal Study, which highlights early self-regulatory deficits associated with the development of chronic externalizing problems. She also is engaged with projects designed to integrate biological, behavioral, and socio-cultural contributions to our understanding of the development and phenomenology of children’s self-regulatory competence.
Olson, S.L., Bates, J.E., Sandy, J., & Schilling, E.M. (2002). Early developmental precursors of impulsive and inattentive behavior: From infancy to middle childhood. Journal of Abnormal Child Psychology and Psychiatry, 43, 435-447.
Olson, S.L., Sameroff, A.J., Kerr, D.C.R., Lopez, N.L., & Wellman, H.M. (2005). Developmental foundations of externalizing problems in young children: The role of effortful control. Developmental and Psychopathology, 17, 25-45.
Olson, S.L., Sameroff, A.J., Kerr, D.C.R., & Lunkenheimer, E.S. (2009). Self-regulatory processes in the development of early disruptive behavior: the preschool to school transition. In S.L. Olson & A.J. Sameroff (Eds.). Biopsychosocial Regulatory processes in the development of childhood behavior problems. NY: Cambridge University Press.