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Crystal Bryce

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Clinical Assistant Professor
Faculty, TEMPE Campus, Mailcode 3701
Biography: 

Dr. Bryce is an assistant clinical professor and undergraduate internship coordinator in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. Dr. Bryce has worked with multiple community partners within her role, helping to implement survey and data collection guided by the needs of those partners. Broadly, her two lines of research focuses on (1) the role of multiple contextual and individual factors (e.g., hope, school engagement) on students' academic success, with a focus on how to translate findings to actionable steps, and (2) utilizing advanced statistical techniques in examining health outcomes measured via salivary biomarkers among varied samples/populations.

Education: 

Ph.D. Family and Human Development, Arizona State University

M.A. Educational Psychology, Arizona State University

B.A. Psychology, Arizona State University

Publications: 

Bryce, C. I., Bradley, R. H., Abry, T., Swanson, J. & Thompson, M. S. (in press). Parents' and teachers' academic influences, behavioral engagement, and first- and fifth-grade achievement. Manuscript accepted for publication in School Psychology Quarterly.

 

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.  

Fall 2020
Course NumberCourse Title
SOC 390Social Statistics I
FAS 484Internship
SOC 484Internship
FAS 492Honors Directed Study
Summer 2020
Course NumberCourse Title
SOC 484Internship
FAS 484Internship
Spring 2020
Course NumberCourse Title
SOC 484Internship
FAS 484Internship
Fall 2019
Course NumberCourse Title
CDE 450Child Dysfnc in the Family
SOC 484Internship
FAS 484Internship
Summer 2019
Course NumberCourse Title
CDE 450Child Dysfnc in the Family
Spring 2019
Course NumberCourse Title
CDE 450Child Dysfnc in the Family
SOC 484Internship
FAS 484Internship
Fall 2018
Course NumberCourse Title
CDE 450Child Dysfnc in the Family
SOC 484Internship
FAS 484Internship
Summer 2018
Course NumberCourse Title
SOC 484Internship
FAS 484Internship
Spring 2018
Course NumberCourse Title
SOC 390Social Statistics I
CDE 450Child Dysfnc in the Family
FAS 484Internship
SOC 484Internship
FAS 499Individualized Instruction
Fall 2017
Course NumberCourse Title
FAS 361Research Methods
SOC 390Social Statistics I
SOC 391Research Methods
CDE 450Child Dysfnc in the Family
SOC 484Internship
FAS 484Internship
Summer 2017
Course NumberCourse Title
CDE 450Child Dysfnc in the Family
FAS 484Internship
Spring 2017
Course NumberCourse Title
CDE 337Early Childhood Intervention
FAS 361Research Methods
SOC 391Research Methods
SOC 484Internship
FAS 484Internship
Fall 2016
Course NumberCourse Title
CDE 337Early Childhood Intervention
SOC 390Social Statistics I
SOC 484Internship
FAS 484Internship