articles & Reports
King, Colin B.; Rzezniczek, Amy R.; Krahn, Rachel L. (May 2025). Parent Resource Guide: Supporting Knowledge & Skills in Managing Anxiety Using Storybooks. London, Ontario: Mary J. Wright Child and Youth Development Clinic, Faculty of Education, Western University.
Rzezniczek, Amy R.; Krahn, Rachel L.; King, Colin B. (May 2025). Storybook Finder: A Companion to the Parent Resource Guide on Supporting Knowledge & Skills in Managing Anxiety Using Storybooks. London, Ontario: Mary J. Wright Child and Youth Development Clinic, Faculty of Education, Western University.
Archibald, L., Davison, C., Kuiack, A., Doytchinova, S., King, C.B., Shore-Reid, D., & Cook, P. (2023). Comparing community-based reading interventions for middle school children with learning disabilities: Possible order effects when emphasizing skills or reasoning. Frontiers in Education, 8, 1-13. https://doi.org/10.3389/feduc.2023.1104945
Friesen, D.C, King, C.B., & Fenesi, B. (2023). Preservice teachers' impressions of psychoeducational reports. Psychology in the Schools, 60(4), 1205-1215. https://doi.org/10.1002/pits.22826
Semovski, V., King, C.B., Lapshina, N., & Stewart, S. (2022). Examining service complexity in youth with comorbid autism spectrum disorder and physical or mental health diagnoses across service sectors. Frontiers in Psychology, 13, 1-16. www.frontiersin.org/articles/10.3389/fpsyg.2022.1027373
Vollebregt, M., Leggett, J., Raffalovitch, S., King, C.B., Friesen, D., & Archibald, L. (2021). Evidence for complementary effects of code-and knowledge-focused reading instruction. Child Language Teaching and Therapy, 37(3), 300-320. https://doi.org/10.1177/02656590211014246
Semovski, V., King, C.B., & Stewart, S.L. (2021). Mental health service urgency in children’s mental health: Factors impacting the need for expedited services. Child Psychiatry & Human Development, 53, 765-775. https://doi.org/10.1007/s10578-021-01161-2
Cadieux, C., Crooks, C., & King, C.B. (2019). Parents’ experiences with an individualized intervention designed to strengthen the family-school partnership: The parents in partnership with educators (PIPE) program. Exceptionality Education International, 29(2), 1-17. https://doi.org/10.5206/eei.v29i2.9398
Student theses
Evaluating The Impact of a Family-Based Early Intervention Program for Supporting Youth Mental Health Challenges and Building Mental Health Literacy (Carlyn Zylak, M.A. Thesis, 2025)
An Investigation of Supports: Understanding Students' and Educators' Experiences of Anxiety in School and Classroom Settings (Shelby Federman, M.A. Thesis, 2025)
Engaging in Professional Development: Teachers' Perspectives on What is Required for Engagement (Jordon Bell, M.A. Thesis, 2025)
Caregiver Perceptions of the Impact of Psychoeducational Reports on Children with Learning Disabilities and ADHD (Rafia Junaid, M.A. Thesis, 2024)
A Feasibility Study and Process Evaluation of a Parent-Led Anxiety Intervention Grounded in Modular Cognitive Behavioural Therapy (Amy Rzezniczek, M.A. Thesis, 2024)
A Scoping Review Examining Treatment Components of Classroom and Small Group School-Based Anxiety and Test Anxiety Interventions(Lindsay Pittman, M.A. Thesis, 2023)
Exploring Teachers’ Perspectives on Child Anxiety: Opportunities to Promote Anxiety Management Skills in the Classroom (Sydney Coleman, M.A. Thesis, 2021)
Understanding Service Gaps and Support Opportunities in the Treatment of Childhood Anxiety (Chelsey Masson, M.A. Thesis, 2021)
Exploring the Impacts of Learning Challenges for Children Not Yet Identified with a Learning Disability (Joseph Capozza, M.A. Thesis, 2020)
