Academic
Integrity Lab
Dr. Cathy Grist
Associate Professor
Research Interests: preschool personality, assessment, social-emotional competence in young children, behavioral issues, and online teaching strategies and methods.
Education:
-Ph.D., University of Tennessee Knoxville, 2007.
-MA, Western Carolina University, 1994.
-BA, Auburn University, 1991.
Cathy Grist, Ph.D. is an Associate Professor and Director of the Birth-Kindergarten Program at Western Carolina University. She has taught courses in assessment and intervention for young children with disabilities in a fully online program for the last 8 years. She also provides psychological and behavioral assessments, as well as interventions for preschool age children in private practice.
Recent Publications
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Caudle, L. A., Grist, C. L., & Watson, M. (In Press). Promoting higher levels of preservice teacher informal reflection through virtual critical friend partnerships. Teacher Education and Practice.
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Caudle, L. A., & Grist, C. L. (2016). Teaching Social Emotional Skills through a Balanced Literacy Approach in the Preschool Classroom. Preschool Children: Social Skills, Educational Development and Health Disparities. Nova Publishers.
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Grist, C. L. (2015). Update on Response-to-Intervention in Preschool: Preliminary findings for Response-to-Intervention in Emergent Literacy Skills, Social-Emotional Skills, and Challenging Behaviors. Progress in Education. Hauppauge, NY: Nova Publications.
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Grist, C. L., & McCord, D. M. (2013). Preschool Personality Assessment: Concepts and Instruments. In Elizabeth E. Crossman and Maria A. Weiler (Ed.), Personality Traits: Causes, Conceptions and Consequences. https://www.novapublishers.com/catalog/product_info.php?products_id=37785
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Hurt, A. A., Grist, C. L., Malesky, L. A., & McCord, D. M. (2013). Personality traits associated with occupational “Burnout” in ABA therapists. Journal of Applied Research in Intellectual Disabilities.
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Grist, C. L. (2012). Assessing Personality Traits in the Young Child for Individualized Planning for Social-Emotional Skills in the Kindergarten Classroom. In Henry Switzer and Dwayne Foulke (Ed.), Kindergartens: Teaching Methods, Expectations and Current Challenges. https://www.novapublishers.com/catalog/product_info.php?products_id=36064
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Grist, C. L., Socha, A., & McCord, D. M. (2012). The M5-PS-35: A five factor personality questionnaire for preschool children. Journal of Personality Assessment, 94(3), 287-295.
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Fortenberry, C.L., Grist, C.L., & McCord, D.M. (2011). Personality trait differences between typically developing children and those diagnosed with autism spectrum disorder. Individual Differences Research, 9(2), 73-83.
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Scheck, A. M., Malesky, L. A., Grist, C. L., & McCord, D. M. (2010). Personality in preschool children: Preliminary psychometrics of the M5-PS questionnaire. American Journal of Psychological Research, 6(1), 134-156.
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Grist, C.G. & McCord, D.M. (2010). Individual differences in young children: Temperament vs. personality? Infant and Child Development, 19, 264-274.
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Litty, C. Grist. (2007). Domestic violence. In New, R. S., & Cochran, M. (Eds.). Early Childhood Education: An International Encyclopedia. Westport, CT: Greenwood Publishing.
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Litty, C. Grist. & Hatch, A. J. (2006). Hurry up and wait: Rethinking special education identification in kindergarten. Early Childhood Education Journal, 33, 203-208.
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Litty, C.L. Grist., Kowalski, R., & Minor, S. (1996). Moderating effects of physical abuse and perceived social support on the potential to abuse. Child Abuse and Neglect, 20(4), 305-314.