Loyola University Chicago

Department of Psychology

Zoe Smith

Title: Assistant Professor
Office: Coffey Hall 204
Phone: 773.508.3015

Background Information
Post-Doctoral Fellowship: Loyola University Chicago
Clinical Internship: University of Chicago Medicine, Pediatric/Child
Doctorate: Virginia Commonwealth University
Bachelors: Kenyon College
Additional Information
Twitter: @DrZoeRSmith@ACCTIONLab
Instagram: @ACCTIONLab
TikTok: @ACCTION.Lab
Classes Taught
PSYC 331 Psychopathology
PSYC 446 Psychopathology
Research Interests
I am accepting a student in the Clinical Psychology PhD program for Fall 2023 (this application cycle).
Through the ACCTION Lab at Loyola University Chicago I focus on community-based assessment and intervention development for youth with attention-deficit/hyperactivity disorder (ADHD) and sluggish cognitive tempo (SCT). We are a health equity focused lab that uses liberation focused methods to increase engagement and understanding of treatment needs for youth that have been systemically oppressed (e.g., creating culturally responsive interventions for Black and Latina/e/o by listening to needs of the community and allowing flexibility in the intervention development). We focus on working with Black and Brown youth and their families using a cultural responsiveness and healing-focused lens. This is particularly important for youth with ADHD, who often face discrimination, oppression, and racism related trauma in school, the medical system, and from peers. I also have expertise in longitudinal data analyses and psychometrics. Currently, we are working on Project CRAFT (Culturally Responsive Assessments for Teens), which is focused on creating healing and strengths based psychodiagnostic assessments for teens from systemically oppressed backgrounds (i.e., Black, Latina/e/o adolescents with ADHD). For more information, go to ACCTIONLAB.com!
Project CRAFT (Culturally Responsive Assessments for Teens) is focused on creating healing and strengths based psychodiagnostic assessments for Black and Latina/e/o teens who are suspected of having ADHD.
Ongoing Grants:
Effects of culturally responsive wellbeing assessments and referrals for Black and Latine adolescents with attention-deficit/hyperactivity disorder
December 2021 – November 2023
Health Equity Scholars for Action
Source: Robert Wood Johnson Foundation (RWJF-79247)
Total Funds: $249,973
Role: Principal Investigator
Community violence (CV) affects more than you think: CV moderating the relationship between attention-deficit/hyperactivity disorder and parenting.
May 2022 – May 2023
Source: Loyola University Chicago Undergraduate Social Justice Research Fellowship
Funds: $2,500
Role: Mentor of undergraduate principal investigator
Examining intersectionality of identities through course activities and syllabi content.
June 2022 – September 2022
Source: Loyola Anti-Racist Pedagogy Micro-Grant
Funds: $750
Role: Principal Investigator
Selected Publications (N = 35)
Brooks, B.D., & Smith, Z.R. (Accepted). Participant Compensation in Health Equity Research: How equitable is it? Families, Systems, & Health.
Becker, S.P., Willcutt, E.G., Leopold, D.R., Fredrick, J.W., Smith, Z.R., Jacobson, L.A., Burns, G.L., Mayes, S.D., Waschbusch, D.A., Froehlich, T.E., McBurnett, K., Servera, M., & Barkley, R.A. (Invited Under Review). Report of a work group on sluggish cognitive tempo: Key research directions and a consensus change in terminology to cognitive disengagement syndrome (CDS). Journal of the American Academy of Child and Adolescent Psychiatry.
Quimby, D., Richards, M., Onyeka, C., Miller, K., Tyson-McCrea, K., & Smith, Z.R. (Accepted). The Effects of Cross-Age Peer Mentoring on Adolescent Mentors of Color Residing in Low Income, Urban Communities. Youth & Society.
Smith, Z.R., & Balsink Krieg, D. (2022). Barriers and Recommendations from Parents in Rural Areas: Experiences with Individualized Education Programs. Rural Special Education Quarterly. Advanced online publication. https://doi.org/10.1177/87568705221092764
Smith, Z.R., *del Castillo, A., *Clark, O.E., & Holmbeck, G.N. (2022). Working memory and cognitive flexibility predict growth trajectories of sluggish cognitive tempo in youth with spina bifida. Child Neuropsychology. Advanced online publication. https://doi.org/10.1080/09297049.2022.2042503
Smith, Z.R., & Holmbeck, G.N. (2021). Cross-lagged analysis of medical responsibility and mastery of medical skills in youth with spina bifida. Journal of Pediatric Psychology. Advance online publication. https://doi.org /1093/jpepsy/jsab055
Safdar, M., Afzal, K.I., Smith, Z.R.,Ali, F., Zarif, P., Farooq Baig, Z. (2021). Suicide by poisoning in Pakistan: Review of regional trends, toxicity, and management of commonly used agents in the past three decades. BJPsych Open. Advanced online publication.https://doi.org /1192/bjo.2021.923
Smith, Z.R., & Holmbeck, G.N. (2021). Factor structure of medical autonomy scales in young people with spina bifida. Journal of Pediatric Psychology, 46, 698-709. https://doi.org /10.1093/jpepsy/jsab013
Smith, Z.R., Zald, D.H., & Lahey, B.B. (2020). Sluggish cognitive tempo and depressive symptoms in children and adolescents predict adulthood psychopathology. Journal of Abnormal Child Psychology48, 1591-1601. https://doi.org /10.1007/s10802-020-00692-x
Smith, Z.R., Langberg, J.M., *Green, C., *Cusick, C.N., & Becker, S.P. (2020). Academic motivation deficits in adolescents with ADHD and associations with academic functioning. Journal of Abnormal Child Psychology, 48, 237-249. https://doi.org /10.1007/s10802-019-00601-x
Smith, Z.R., & Langberg, J.M. (2020). Do sluggish cognitive tempo symptoms improve with school-based ADHD interventions? Outcomes and predictors of change. Journal of Child Psychology and Psychiatry, 61, 575-583. https://doi.org /10.1111/JCPP.13149
Becker, S.P., Burns, L., Smith, Z.R., & Langberg, J.M. (2020). Sluggish cognitive tempo in adolescents with and without ADHD: Differentiation from adolescent-reported ADHD inattention and unique associations with internalizing domains. Journal of Abnormal Child Psychology, 48, 391-406. https://doi.org /10.1007/s10802-019-00603-9
Corona, R., Dvorsky, M.R., Romo, S., Parks, A., Bourchtein, E., Smith, Z.R., Avila, M., & Langberg, J.M. (2020). Integrating tobacco prevention skills into an evidence-based intervention for adolescents with ADHD: Results from a pilot efficacy randomized controlled trial. Journal of Abnormal Child Psychology48, 1439-1453. https://doi.org /10.1007/s10802-020-00689-6
Smith, Z.R., Breaux, R. P., *Green, C., *Cusick, C.N., & Langberg, J. M. (2019). Evaluation of the interplay between homework motivation and sluggish cognitive tempo in youth with ADHD: Associations with homework performance. Journal of Attention Disorders, 23, 1262-1273. https://doi.org /10.1177/1087054718763722
Smith, Z.R., *Eadeh, H.M., Breaux, R.P., & Langberg, J.M. (2019). Sleepy, sluggish, worried, or down? The distinction between self-reported sluggish cognitive tempo, daytime sleepiness, and internalizing symptoms in youth with ADHD. Psychological Assessment, 31, 365-375. https://doi.org /10.1037/pas0000671
Langberg, J.M., Breaux, R.P., Green, C.D., Smith, Z.R., Molitor, S.J., & Becker, S.P. (2019). Intraindividual variability of sleep in adolescents with and without attention deficit/hyperactivity disorder. Journal of Child Psychology and Psychiatry60, 1219-1229. https://doi.org /10.1111/jcpp.13082
Bourchtein, E., Langberg, J.M., Cusick, C.N., Breaux, R.P., Smith, Z.R., & Becker, S.P. (2019). Technology use and sleep in adolescents with and without attention-deficit/hyperactivity disorder. Journal of Pediatric Psychology. Advanced online publication. https://doi.org /10.1093/jpepsy/jsy101
Breaux, R.P., Langberg, J.M., Bourchtein, E., Eadeh, H.M., Molitor, S.J., & Smith, Z.R. (2019). Brief homework intervention for adolescents with ADHD: Trajectories and predictors of response. School Psychology Quarterly, 34, 201-211. doi: 10.1037/spq0000287
Breaux, R.P., Langberg, J., Molitor, S., Dvorsky, M., Bourchtein, E., Smith, Z. R., & Green, C. (2019). Predictors and trajectories of response to the Homework, Organization, and Planning Skills (HOPS) intervention for adolescents with ADHD. Behavior Therapy50, 140-154. https://doi.org /10.1016/j.beth.2018.04.001
Smith, Z.R., & Langberg, J.M. (2018). Review of the evidence for motivation deficits in youth with ADHD and their associations with functional outcomes. Clinical Child and Family Psychology Review, 21, 500-526. https://doi.org /10.1007/s10567-0n18-0268-3
Smith, Z. R., Becker, S. P., Garner, A. A., Rudolph, C. W., Molitor, S. J. *Oddo, L. E., & Langberg, J. M. (2018). Evaluating the structure of sluggish cognitive tempo using confirmatory factor analytic and bi-factor modeling with parent and youth ratings. Assessment, 25, 99-111. https://doi.org /10.1177/1073191116653471
Langberg, J.M., Smith, Z.R., Dvorsky, M.R., Molitor, S.J., Bourchtein, E., Eddy, L.D., Eadeh, H.M., & Oddo, L.E. (2018). Factor structure and predictive validity of a homework motivation measure for use with middle school students with Attention-Deficit/Hyperactivity Disorder. School Psychology Quarterly, 33, 390-398. https://doi.org /10.1037/spq0000 219
Langberg, J. M., Dvorsky, M. R., Molitor, S. J., Eddy, L. D., Smith, Z. R., Oddo, L. E., & Eadeh, H. M. (2018). Overcoming the research-to-practice gap: A Randomized trial with two brief homework and organization interventions for students with ADHD as implemented by school mental health providers. Journal of Consulting and Clinical Psychology, 86, 39-55. https://doi.org /10.1037/ccp0000265
Breaux, R. P., Langberg, J. M., McLeod, B. D., Molitor, S., Smith, Z.R., Bourchtein, E., & Green, C. (2018). The importance of therapeutic processes in school-based psychosocial treatments of homework problems in adolescents with ADHD. Journal of Consulting and Clinical Psychology, 86, 427-438. https://doi.org /10.1037/ccp0000300
Eddy, L.D., Dvorsky, M.R., Molitor, S.J., Bourchtein, E., Smith, Z.R., … & Langberg, J.M. (2018). Longitudinal evaluation of the cognitive-behavioral model of ADHD in a sample of college students with ADHD. Journal of Attention Disorders, 22, 323-333https://doi.org /10.1177/1087054715616184
Smith, Z. R., & Langberg, J. M. (2017). Predicting academic impairment and internalizing psychopathology using a multidimensional framework of Sluggish Cognitive Tempo with parent- and adolescent-report. Journal of European Child and Adolescent Psychiatry, 27, 1141-1150. https://doi.org /10.1007/s00787-017-1003-1