Nelson, J. M., & Liebel, S. W.* (in press). Anxiety and depression among college students with attention-deficit/hyperactivity disorder (ADHD): Cross-informant, gender, and subtype differences. Journal of American College Health.

Nelson, J. M. & Liebel, S. W.* (in press). Socially desirable responding and college students with dyslexia: Implications for the assessment of anxiety and depression, Dyslexia.

Lovett, B. J., & Nelson, J. M. (in press). Test anxiety and the Americans with Disabilities Act. Journal of Disability Policy Studies.

Liebel, S. W.*, & Nelson, J. M. (in press). Auditory and visual working memory functioning in college students with attention-deficit/hyperactivity disorder and/or learning disabilities. Archives of Clinical Neuropsychology.

Gregg, N., & Nelson, J. M. (2018). Empirical studies on the writing abilities of adolescents and adults with learning difficulties. In B. Miller, P. McCardle, & V. Connelly (Eds.), Writing Development in Struggling Learners: Understanding the Needs of Writers across the Lifecourse (pp. 73-95). Leiden, The Netherlands: Brill.  

Lindstrom, W., & Lindstrom, J.H. (2017). College admissions tests and LD and ADHD documentation guidelines: Consistency with emerging legal guidance. Journal of Disability Policy Studies, 28(1), 32-42. 

Whipple, B.*, & Nelson, J. M. (2016). Naming speed of adolescents and young adults with ADHD: Differences in alphanumeric versus color/object naming. Archives of Clinical Neuropsychology, 31(1), 66-78. 

Nelson, J. M. (2015). Examination of the double-deficit hypothesis with adolescents and young adults with dyslexia.  Annals of Dyslexia, 65(3), 159-177. 

Nelson, J. M., Lovett, B., & Lindstrom, W. (2015). Assessing, documenting, and accommodating ADHD in college students. The ADHD Report, 23(6), 7-11. 

Lovett, B., Nelson, J. M., & Lindstrom, W. (2015). Documenting hidden disabilities in higher education: Analysis of recent guidance from the Association on Higher Education and Disability (AHEAD). Journal of Disability Policy Studies, 26(1), 44-53. 

Nelson, J. M., Lindstrom, W., & Foels, P. (2015). Test anxiety among college students with specific reading disability (dyslexia): Nonverbal ability and working memory as predictors. Journal of Learning Disabilities, 48(4), 422-432.

Lindstrom, W.Nelson, J. M., & Foels, P. (2015). Postsecondary ADHD documentation requirements: Common practices in the context of clinical issues, legal standards, and empirical findings. Journal of Attention Disorders, 19(8), 655-665.

Nelson, J. M., Whipple, B.*, Lindstrom, W., & Foels, P. (2014). How is ADHD assessed and documented?: Examination of Psychological Reports Submitted to Determine Eligibility for Postsecondary Disability. Journal of Attention Disorders. Advance online publication. 

Nelson, J. M.Lindstrom, W., & Foels, P. (2014). Test anxiety and college students with attention deficit hyperactivity disorder (ADHD). Journal of Psychoeducational Assessment, 32(6), 548-557.

Nelson, J. M. (2013). Self-concept of college students with ADHD: Discordance between self- and parent-reports. Journal of Attention Disorders, 17, 163-170.

Nelson, J. M., Canivez, G. L., & Watkins, M. (2013). Structural and incremental validity of the Wechsler Adult Intelligence Scale - Fourth Edition (WAIS-IV) with a clinical sample. Psychological Assessment, 25, 618-630.

Nelson, J. M., Lindstrom, J. H., Lindstrom, W., & Denis, D. V. (2012). The structure of phonological processing and its relationship to basic reading. Exceptionality, 20, 179-196.

Nelson, J. M. (2012). General and domain-specific self-concepts of adults with learning disabilities: A meta-analysis. Learning Disabilities: A Multidisciplinary Journal, 18, 61-70.

Nelson, J. M., & Canivez, G. L. (2012). Examination of the structural, convergent, and incremental validity of the Reynolds Intellectual Assessment Scales (RIAS) with a clinical sample. Psychological Assessment, 24, 129-140.

Nelson, J. M., & Gregg, N. (2012). Depression and anxiety among transitioning adolescents and college students with ADHD, dyslexia, and comorbid ADHD/dyslexia. Journal of Attention Disorders, 16, 244-254.

Gregg, N., & Nelson, J. M. (2012). Meta-analysis on the effectiveness of extra time as a test accommodation for transitioning adolescents with learning disabilities: More questions than answers. Journal of Learning Disabilities, 45, 128-138.

Davis, J., Cheung, S., Takahashi, T., Shinoda, H., & Lindstrom, W. (2011). Cross-national invariance of Attention-Deficit/Hyperactivity Disorder factors in Japanese and U.S. university students. Research in Developmental Disabilities, 32(6), 2972-2980.

Lindstrom, J., & Lindstrom, W. (2011). Assessment and documentation considerations for postsecondary students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 17(2), 63-68.

Nelson, J. M., & Harwood, H. (2011a). A meta-analysis of parent and teacher reports of depression among students with learning disabilities: Evidence of the importance of multi-informant assessment. Psychology in the Schools, 48, 371-384.

Nelson, J. M., & Harwood, H. (2011b). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44, 3-17.

Coleman, C., Lindstrom, J., Nelson, J. M., Lindstrom, W., & Gregg, N. (2010). Passageless comprehension of the Nelson-Denny Reading Test: Well above chance for university students. Journal of Learning Disabilities, 43, 244-249.

Lindstrom, W., Coleman, C., Thomassin, K., Southall, C., & Lindstrom, J. (2010). Simulated Dyslexia in Postsecondary Students: Description and Detection Using Embedded Validity Indicators. The Clinical Neuropsychologist, 25(2), 302-322.

Machek, G. R., & Nelson, J. M. (2010). School psychologists’ perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and response to intervention (RTI) considerations. Psychology in the Schools, 47, 230-245.

Lindstrom, W., Lindstrom, J., Coleman, C., Nelson, J., & Gregg, N. (2009). The diagnostic accuracy of symptom validity tests when used with postsecondary students with learning disabilities: A preliminary investigation. Archives of Clinical Neuropsychology, 24(7), 659-669.

Nelson, J. M., Canivez, G. L., Lindstrom, W., & Hatt, C. V. (2007). Higher-order exploratory factor analysis of the Reynolds Intellectual Assessment Scales with a referred sample. Journal of School Psychology, 45, 439-456.

Machek, G. R., & Nelson, J. M. (2007). How should reading disabilities be operationalized?: A national survey of school psychologists. Learning Disabilities Research and Practice, 22, 147-157.

Nelson, J. M., & Machek, G. R. (2007). A survey of training, practice, and competence in reading assessment and intervention. School Psychology Review, 36, 311-327.


*Student author



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