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Dr. Stone’s primary research interests relate to the assessment of adaptive skills and quality of life in individuals with autism spectrum disorders, the development of learning strategies in early childhood, and the use of mindfulness-based interventions in educational settings.

Floyd, R. G., Shands, E. I., Phillips, J. F., Autry, B. K., Mosteller, J. A., Alfonso, V. C., Skinner-Stone, M., & Irby, S. (2015). A systematic review and psychometric evaluation of adaptive behavior scales and recommendations for practice. Journal of Applied School Psychology, 31, 83-113. doi:10.1080/15377903.2014.979384

Marcano, J., Stone, M. (2018). Associations between New York school psychologists’ levels of mindful awareness, perceived stress, life satisfaction, and self-compassion. New York School Psychologist, 36, 4

Stone, M., Blumberg, F. C., Blair, C., & Cancelli, A. A. (2016). An executive function account for a utilization deficiency observed in preschoolers: Developmental trends and individual differences. Journal of Experimental Child Psychology, 152, 367-375.  doi:10.1016/j.jecp.2016.07.003

Vespo, P., Stone, M. (2018). The impact of professional development in structured peer group supervision: A pilot study with New York school psychologists. New York School Psychologist, 36, 2

Farrell, E.*, Callahan, K.*, & Stone, M. (2018, October). The relationship between adaptive functioning and quality of life in individuals on the autism spectrum receiving residential care. Poster presentation at the North Eastern Psychological Association Conference, Wooster, MA

Stone, M., & Vespo, P.** (2018, February). Fostering interest, engagement, and competency in the community: A pilot investigation of the impact of providing school psychologists professional development in peer supervision. Oral presentation at the National Association of School Psychologists Conference, Chicago, IL

Marcano, J.**, & Stone, M. (2017, October). Interactions between levels of mindful awareness, stress, and life satisfaction: Understanding New York State school psychologists’ thoughts and feelings in their daily lives. Poster presentation at the New York Association of School Psychologists Conference, White Plains, NY

Stone, M., Blass, J.*, & Blumberg, F. C. (2017, March). The effectiveness of categorical clustering as an encoding and retrieval strategy in preschoolers. Oral paper presented at the 2017 Meeting of the Eastern Psychological Association in Boston, MA

Blass, J.*, Stone, M., & Blumberg, F. (2017, March). The effect of training on spatial memory recall in preschoolers. Poster presented at the Eastern Psychological Association in Boston, MA

Stone, M. & Harsch, D.** (2016, February). From preservice to in-service: A one-year follow-up on the impact of traditional group supervision verses structured peer group supervision in the training of preservice school psychologists. Poster presented at the annual Trainers of School Psychology conference in New Orleans, Louisiana

Harsch, D.** & Stone, M. (2016, February). Current supervision practices in the training of preservice school psychologists. Poster presented at the annual Trainers of School Psychology conference in New Orleans, Louisiana

Stone, M., O’Donnell, P., & Williams, S. (2015, Februrary). Pilot study of traditional group supervision vs structured peer group supervision with school psychology interns. Poster presented at the annual Trainers of School Psychology conference in Orlando, Florida

* Marist undergraduate student
** Marist graduate student