Healey, D. M., Rajendran, K., O'Neill, S., Gopin, C., & Halperin, D. M. (2016).  The interplay among temperament, neurocognitive abilities, and global functioning in young hyperactive/inattentive children. British Journal of Developmental Psychology, 34, 354-370. doi: 10.1111/bjdp.12134.Epub 2016 Feb 11  


Rabinovitz, B. B., O’Neill, S., Rajendran, K., & Halperin, J. M. (2016). Temperament, executive control, and ADHD across early development. Journal of Abnormal Psychology, 125(2), 196-206. doi: 10.1037/abn0000093.


O’Neill, S., Thornton, V., Marks, D. J., Rajendran, K., & Halperin, J. M. (2016). Early language mediates the relations between preschool inattention and school-age reading achievement. Neuropsychology, 30, 398-404. Epub 2015 Nov 16. 

Mlodnicka, A., O’Neill, S., Marks, D. J., Rajendran, K., Bedard, A. C. V., Schneiderman, R. L., Basu, B., & Halperin, J. M. (2016). Impact of occupational, physical, and speech and language therapy in preschoolers with hyperactive/inattentive symptoms: A naturalistic 2-year follow-up study. Children’s Health Care, 45, 67-83. doi: 10.1080/02739615.2014.979918. Epub 2015 Mar 8.


Zajac, R., Dickson, J., Munn, R., & O’Neill, S. (2016). Trussht me, I know what I shhaw: the acceptance of misinformation from an apparently unreliable co-witness. Legal and Criminological Psychology, 21, 127-140. doi: 10.1111/lcrp.12032. Epub 2013 Oct 28


Rajendran, K., O’Neill, S., Marks, D. J., & Halperin, J. M. (2015). Latent profile analysis of neuropsychological measures to determine preschoolers’ risk for ADHD. Journal of Child Psychology and Psychiatry, 56(9), 958-65. doi: 10.1111/jcpp.12434. Epub 2015 Jun 6. 


Rajendran, K., Rindskopf, D., O’Neill, S., Marks, D. J., Nomura, Y., & Halperin, J. M. (2013). Neuropsychological functioning and severity of ADHD in early childhood: A four-year cross-lagged study. Journal of Abnormal Psychology, 122(4), 1179-1188. doi: 10.1037/a0034237


O’Neill, S., Schneiderman, R. L., Rajendran, K., Marks, D. J., & Halperin, J. M. (2014). Reliable ratings or reading tea leaves: Can parent, teacher, and clinician behavioral ratings of preschoolers predict ADHD at age six?  Journal of Abnormal Child Psychology, 42(4), 623-34. doi: 10.1007/s10802-013-9802-4. Epub 2013 Oct 2.


Righarts, S., O’Neill, S., & Zajac, R (2013). Addressing the negative effect of cross-examination questioning on children’s accuracy: Can we intervene? Law and Human Behavior, 37(5), 354-365.doi. 10.1037/lhb0000042


Rajendran, K, Trampush, J. W., Rindskopf, D., Marks, D. J., O’Neill, S., & Halperin, J. M. (2013). Association between variation in neuropsychological development and trajectory of ADHD severity in early childhood. American Journal of Psychiatry, 170, 1205-1211. doi: 10.1176/appi.ajp.2012.12101360. Epub 2013 Jul 30.


O’Neill. S., & Zajac, R. (2013). Preparing children for cross-examination: How does intervention timing influence efficacy? Psychology, Public Policy and Law, 19, 307-320. doi: 10.1037/a0031538. Epub 2013 May 7.


Rajendran, K., O’Neill, S., & Halperin, J. M. (2013). Inattention symptoms predict level of depression in early childhood. Postgraduate Medicine, 125, 154-161. doi: 10.3810/pgm.2013.01.2630


O’Neill S. & Zajac, R. (2013). The role of repeated interviewing in children’s responses to cross-examination-style questioning. British Journal of Psychology, 104, 14-38. doi: 10.1111/j.2044-8295.2011.02096.x. Epub 2012 Feb 21. 


Zajac, R., O’Neill, S., & Hayne, H. (2012). Disorder in the courtroom? Child witnesses under cross-examination. Developmental Review, 32, 181-204. doi:10.1016/j.dr.2012.06.006.


Zajac, R., Jury, E., & O’Neill, S. (2009). The role of psychosocial factors in young children’s responses to cross-examination style questioning. Journal of Applied Cognitive Psychology, 23, 918–935. doi:10.1002/acp.1536



O’Neill, S. & Zajac, R. (2016). Child sexual abuse complainants under cross-examination: the ball is in our court. In M. Finnane, A. Kaladelfos, & Y. Smaal (Eds), The sexual abuse of children. Melbourne, Australia: Monash University Press.


O’Neill, S., Berwid, O. G., & Bedard, A. C. (2016). The exercise-cognition interaction and ADHD.  In T. McMorris (Ed.), Exercise-cognition interaction: neuroscience perspectives. USA: Elsevier 


Halperin, J. M., O’Neill, S., Simone, A., & Bourchtein, E. (2014). Executive functioning in children with ADHD. In J. E. Morgan, S. Koffler, B. Marcopulos, & M. Greiffenstein (Eds.),  Neuropsychology Science & Practice: Volume II (pp. 169-220).  New York, NY: Oxford University Press. 



O’Neill, S. (2016).  Novel targets for ADHD interventions: Can potential biomarkers be identified from longitudinal data? [Peer commentary on “Attention-deficit/hyperactivity disorder remission is linked to better neurophysiological error detection and attention-vigilance processes,” by G. Michelini, G. L. Kitsune, C. H. M. Cheung, D. Brandeis, T. Banaschewski, P. Asherson, et al]. Biological Psychiatry, 80(12), e99-e101. Epub 2016 Dec 15.


Halperin, J. M., Berwid, O. G., & O’Neill, S. (2014). Healthy body, healthy mind? The effectiveness of physical activity to treat ADHD in children.Child and Adolescent Psychiatric Clinics of North America, 23(4):899-936. doi: 10.1016/j.chc.2014.05.005. Epub 2014 Aug 3. 


O’Neill, S., & Rajendran, K., & Halperin, J. M. (2012). More than child's play: the potential benefits of play-based interventions for young children with ADHD. Expert Review of Neurotherapeutics, 12, 1165-1167. doi: 10.1586/ern.12.106.