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.
Ph.D. Family and Human Development, Arizona State University
M.A. Educational Psychology, Arizona State University
B.A. Psychology, Arizona State University
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.
Summer 2022 | |
---|---|
Course Number | Course Title |
CDE 450 | Child Dysfnc in the Family |
Spring 2022 | |
---|---|
Course Number | Course Title |
LIA 194 | Special Topics |
SOC 484 | Internship |
FAS 484 | Internship |
Fall 2021 | |
---|---|
Course Number | Course Title |
SOC 484 | Internship |
FAS 484 | Internship |
SOC 498 | Pro-Seminar |
FAS 498 | Pro-Seminar |
CDE 590 | Reading and Conference |
Summer 2021 | |
---|---|
Course Number | Course Title |
SOC 484 | Internship |
FAS 484 | Internship |
Spring 2021 | |
---|---|
Course Number | Course Title |
FAS 484 | Internship |
SOC 484 | Internship |
FAS 492 | Honors Directed Study |
FAS 493 | Honors Thesis |
Fall 2020 | |
---|---|
Course Number | Course Title |
SOC 390 | Social Statistics I |
FAS 484 | Internship |
SOC 484 | Internship |
FAS 492 | Honors Directed Study |
Summer 2020 | |
---|---|
Course Number | Course Title |
SOC 484 | Internship |
FAS 484 | Internship |
Spring 2020 | |
---|---|
Course Number | Course Title |
SOC 484 | Internship |
FAS 484 | Internship |
Fall 2019 | |
---|---|
Course Number | Course Title |
CDE 450 | Child Dysfnc in the Family |
SOC 484 | Internship |
FAS 484 | Internship |
Summer 2019 | |
---|---|
Course Number | Course Title |
CDE 450 | Child Dysfnc in the Family |
Spring 2019 | |
---|---|
Course Number | Course Title |
CDE 450 | Child Dysfnc in the Family |
SOC 484 | Internship |
FAS 484 | Internship |
Fall 2018 | |
---|---|
Course Number | Course Title |
CDE 450 | Child Dysfnc in the Family |
SOC 484 | Internship |
FAS 484 | Internship |
Summer 2018 | |
---|---|
Course Number | Course Title |
SOC 484 | Internship |
FAS 484 | Internship |
Spring 2018 | |
---|---|
Course Number | Course Title |
SOC 390 | Social Statistics I |
CDE 450 | Child Dysfnc in the Family |
FAS 484 | Internship |
SOC 484 | Internship |
FAS 499 | Individualized Instruction |
Fall 2017 | |
---|---|
Course Number | Course Title |
FAS 361 | Research Methods |
SOC 390 | Social Statistics I |
SOC 391 | Research Methods |
CDE 450 | Child Dysfnc in the Family |
SOC 484 | Internship |
FAS 484 | Internship |