Mailing Address:
PENN STATE BEHREND
170 KOCHEL CENTER
ERIE, PA 16563
Biography
Dr. Christopher R. Shelton earned his Ph.D. in Clinical Psychology from the University of Wyoming in 2018. He completed an APA-accredited internship at the University of Miami. Prior to his doctorate, he earned a terminal master's degree in Clinical Psychology from Eastern Illinois University. His dissertation focused on the feasibility and acceptability of a tailored Internet-based intervention for college students and adults with ADHD. Currently, he is an Assistant Professor of Clinical Psychology at Penn State Behrend and the Director of the Virtual/Augmented Reality Lab.
Research
His current research interests broadly fall within three areas: (1) examination of ADHD and Sluggish Cognitive Tempo, particularly within emerging adult (18-25) and adult (26+) populations; (2) development of digital mental health assessments and interventions to increase treatment availability; and (3) the use of immersive technologies across a range of domains. As part of his research and service endeavors, he founded and serves as the Director of the Virtual/Augmented Reality Lab.
Attention students: Dr. Shelton is always looking for detail-oriented, highly motivated students (at both the undergraduate and graduate level) to join the VAR Lab as research assistants. If you are interested in learning more or would like to apply to join the lab, please reach out to Dr. Shelton by email.
Teaching
His teaching interests include courses such as abnormal psychology, clinical psychology, developmental psychology, developmental psychopathology, internship at the undergraduate level, clinical practicum and clinical internship at the graduate level, and group intervention. He also enjoys engaging in supervision of undergraduate and graduate students in research/independent study courses (e.g., PSYCH 494).
Research Interests
Dr. Shelton's current research interests broadly fall within three areas: (1) examination of ADHD and Sluggish Cognitive Tempo, particularly within emerging adulthood (18-25) and adult (26+) populations; (2) development of digital mental health assessments and interventions to increase treatment availability; and (3) the use of immersive technologies across a range of domains. As part of his research and service endeavors, he founded and serves as the Director of the Virtual/Augmented Reality Lab.
Publications
Shelton, C. R., Addison, W. E., Hartung, C. M. (2019). ADHD and SCT Symptomatology in Relation to College Students’ Use of Self-Regulated Learning Strategies. Journal of Attention Disorders, 23(14), 1719-1728. https://doi.org/10.1177/1087054717691134
Zhao, R., Shelton, C. R., Hetzel-Riggin, M. D., Lariccia, J., Louchart, G., Meanor, A., & Risser, H. J. (2019). Knowledge assessment: Game for assessment of symptoms of child physical abuse. In F. Khosmood, J. Pirker, T. Apperley, & S. Deterding (Eds.), Proceedings of the 14th International Conference on the Foundations of Digital Games, FDG 2019 [1] (ACM International Conference Proceeding Series). Association for Computing Machinery. https://doi.org/10.1145/3337722.3337747
Stevens, A. E., Hartung, C. M., Shelton, C. R., LaCount, P. A., & Heaney, A. (2019). The Effects of a Brief Organization, Time Management, and Planning Intervention for At-Risk College Freshmen. Evidence-Based Practice in Child and Adolescent Mental Health, 4(2), 201-218. https://doi.org/10.1080/23794925.2018.1551093
Hartung, C. M., Lefler, E. K., Canu, W. H., Stevens, A. E., Jaconis, M., LaCount, P. A., Shelton, C. R., Leopold, D. R., Willcutt, E. G. (2019). DSM-5 and Other Symptom Thresholds for ADHD. Journal of Attention Disorders, 23(13), 1637-1646. https://doi.org/10.1177/1087054716629216
LaCount, P. A., Hartung, C. M., Shelton, C. R., & Stevens, A. E. (2018). Efficacy of an Organizational Skills Intervention for College Students With ADHD Symptomatology and Academic Difficulties. Journal of Attention Disorders, 22(4), 356-367. https://doi.org/10.1177/1087054715594423
LaCount, P. A., Hartung, C. M., Shelton, C. R., Clapp, J. D., & Clapp, T. K.W. (2015). Preliminary Evaluation of a Combined Group and Individual Treatment for College Students With Attention-Deficit/Hyperactivity Disorder. Cognitive and Behavioral Practice, 22(2), 152-160. https://doi.org/10.1016/j.cbpra.2014.07.004
Crouch, J. L., Irwin, L. M., Wells, B. M., Shelton, C. R., Skowronski, J. J., & Milner, J. S. (2012). The Word Game: An innovative strategy for assessing implicit processes in parents at risk for child physical abuse. Child Abuse & Neglect, 36(6), 498-509. https://doi.org/10.1016/j.chiabu.2012.04.004
Crouch, J. L., Shelton, C. R., Bardeen, J. R., Hiraoka, R., Milner, J. S., & Skowronski, J. J. (2012). Does Attentional Control Mediate the Association Between Adverse Early Experiences and Child Physical Abuse Risk? Journal of Family Violence, 27(2), 97-103. https://doi.org/10.1007/s10896-011-9406-0
Education
Ph D, Clinical Psychology, The University of Wyoming
MA, Clinical Psychology, Eastern Illinois University
BA, Psychology, Northern Illinois University