Crystal Bryce

Riis, J. L., Ahmadi. H., Silke, O., Granger, S. M., Bryce, C. I., & Granger, D. A. (2020). Cytomegalovirus IgG titers in saliva: Relation to measures of oral inflammation, blood contamination, and saliva flow rate and correspondence with serum titers and status. Frontiers in Immunology; Viral Immunology, 11, 2095. doi: https://doi.org/10.3389/fimmu.2020.02095

Francis, L. A., Rollins, B. Y., Bryce, C. I., & Granger, D. A. (2020). Biobehavioral Dysregulation and its Association with Obesity and Severe Obesity Trajectories from 2 to 15 years of age. Obesity, 23, 831- 839. doi.org/10.1002/oby.22762

Bryce, C. I., Alexander, B. L., Fraser, A.M., & Fabes, R. A. (2020). Dimensions of Hope in Adolescence: Relations to Academic Functioning and Well-being. Psychology in the Schools, 57, 171-190. doi: 10.1002/pits.22311

Riis, J. L., Bryce, C. I., Stebbins, J. L., & Granger, D.A. (2020). Salivary total Immunoglobulin G as a surrogate marker of oral immune activity in salivary bioscience research. Brain, Behavior, & Immunity – Health, 1, 100014. doi.org/10.1016/j.bbih.2019.100014

Taylor, M., McLean, L., Bryce, C. I., Abry, T., & Granger, K. L. (2019). The influence of multiple life stressors during teacher training on burnout and career optimism in the first year of teaching. Teaching and Teacher Education, 86, 102910. doi.org/10.1016/j.tate.2019.102910

Bryce, C. I., Bradley, R. H., Abry, T., Swanson, J. & Thompson, M. S. (2019). Parents' and teachers' academic influences, behavioral engagement, and first- and fifth-grade achievement. School Psychology, 34(5), 492-502. doi:10.1037/spq0000297

Berlin, L. J., Martoccio, T. L., Bryce, C. I., & Harden, B. J. (2019). Improving infants’ stress-induced cortisol regulation through attachment-based intervention: A randomized controlled trial. Psychoneuroendocrinology, 103, 225-232.

Bryce, C. I., Goble, P., Swanson, J., Fabes, R. A., Hanish, L. D., & Martin, C. L. (2018). ​Kindergarten school engagement: Linking early temperament and academic achievement at the transition to school. Early Education and Development, 29, 780-796. 

Rodriguez, K. E., Bryce, C. I., Granger, D. A., & O’Haire, M. E. (2018). The effect of a service dog on salivary cortisol awakening response in a military population with Posttraumatic Stress Disorder. Psychoneuroendocrinology, 98¸ 202-210.

Riis, J. L., Bryce, C. I., Hand, T., Bayer, J., Matin, M. J., Stebbins, J.L., Kornienko, O., Segal, S. S., *van Huisstede, L, & Granger, D.A. (2018). The validity, stability, and utility of measuring uric acid in saliva: A salivary bioscience-biobehavioral research interface. Biomarkers in Medicine, 6, 583-593.

Quas, J. A., Castro, A., Bryce, C. I., & Granger, D. A. (2018). Stress physiology and memory for emotional information: Moderation by individual differences in pubertal hormones. Developmental Psychology, 54, 1606-1620.

Abry, T., Granger, K. L., Bryce, C. I., Taylor, M., Swanson, J., & Bradley, R. H. (2018). First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning. School Psychology Quarterly, 33, 547-560. 

Winchester, S. B., Sullivan, M. C., Roberts, M. B., Bryce, C. I., & Granger, D. A. (2018).  Long-term effects of prematurity, cumulative medical risk, and proximal and distal social forces on individual differences in diurnal cortisol at young adulthood. Biological Research for Nursing, 20, 5-15

Sullivan, M. C., Winchester, S. B., Bryce, C. I., & Granger, D. A. (2017). Prematurity and perinatal adversity effects hypothalamic-pituitary-adrenal axis reactivity to social evaluative threat in adulthood. Developmental Psychobiology, 59, 976-983. 

Riis, J. L., Bryce, C. I., Ha, T., Hand, T., Stebbins, J. L., Matin, M., Jaedicke, K.M., & Granger, D. A. (2017). Adiponectin: Serum-saliva associations and relations with oral and systemic markers of inflammation. Peptides, 91, 58-94.

Abry, T., Bryce, C.I., Swanson, J., Bradley, R. H., Fabes, R. A., & Corwyn, R. F. (2017). Concurrent and longitudinal relations between classroom-level adversity and children’s social-emotional and academic development in elementary school. Developmental Psychology, 53, 497-510.

Thomas, J. C., Letourneau, N., Bryce, C. I., Campbell, T. S., Giesbrecht, G.F., & APrON Study Team (2017). Biological embedding of perinatal social relationships in infant stress reactivity. Developmental Psychobiology, 59, 425-435.  

Goble, P., Eggum-Wilkens, N.D., Bryce, C.I., Foster, S.A., Hanish, L. D, Martin, C.L., & Fabes, R.A., (2017). The transition from preschool to first grade: A transactional model of development. Journal of Applied Developmental Psychology, 49, 55-67.

Giesbrecht, G., Bryce, C. I., Letourneau, N., Campbell, T., Granger, D. A., & APrON Study Team (2015). Latent trait cortisol (LTC) during pregnancy: Composition, continuity, change, and concomitants. Psychoneuroendocrinology, 62, 236-243.

Bryce, C. I., & Jahromi, L. B. (2013). Brief report: Compliance and non-compliance to parental control strategies in children with high functioning autism and their typical peers. Journal of Autism and Developmental Disorder, 43, 236-243.

Jahromi, L. B., Bryce, C. I., & Swanson, J. (2013). The importance of self-regulation for the school and peer engagement of children with high-functioning autism. Research in Autism Spectrum Disorders, 7, 235-246.

Jahromi, L.B. & Bryce, C. I. (2012). Short-term memory. In F. R. Volkmar (Ed.) The Encyclopedia of Autism Spectrum Disorders. New York: Springer.  

Jahromi, L.B. & Bryce, C. I. (2012). Temperament and Atypical Behavior Scale Screener (TABS Screener). In F. R. Volkmar (Ed.) The Encyclopedia of Autism Spectrum Disorders. New York: Springer.