Texas Tech University

Lucy Barnard-Brak, Ph.D.

Associate Professor
Educational Psychology & Leadership

Email: lucy.barnard-brak@ttu.edu

Phone: 806-834-2407


Barnard-Brak is an associate professor in the educational psychology program. Her research currently focuses measurement and assessment issues for vulnerable populations, especially individuals with disabilities. She currently enjoys refining the application of item response theory models and the comparison of ROC curves to data from special populations.


  • Ph.D. in Educational Psychology from Texas Tech University, May 2008
  • M.Ed. in Educational Psychology from Texas Tech University, December 2005
  • B.A. in Political Science from the University of North Texas, December 2003, magna cum laude

Areas of Expertise

Selected Publications

Barnard-Brak, L., Richman, D., Ellerbeck, K., & Moreno, R.* (in press). Health care provider responses to initial parental reports of Autism Spectrum Disorder symptoms: Results from a nationally representative sample. Child and Adolescent Mental Health

Barnard-Brak, L., Richman, D. M., Chesnut, S. R.*, & Little, T. D. (in press). More effective Autism Spectrum Disorder screening and the potential prevalence of Social Communication Disorder. School Psychology Quarterly

Barnard-Brak, L., Stevens, T., & Albright, E.* (in press). Academic red-shirting and academic achievement among students with ADHD. Contemporary Educational Psychology

Barnard-Brak, L., Richman, D. M., & Moreno, R.* (in press). Predictors of elopement exhibited by school-aged children with special health care needs: Towards the development of a screening instrument for elopement. The Journal of Primary Prevention. doi:10.1007/s10935-016-0449-0

Chesnut, S. R.*, Wei, T.*, Barnard-Brak, L., & Richman, D. M. (in press). A meta-analysis of the social communication questionnaire: Screening for autism spectrum disorder. Autism, doi: 1362361316660065.

Richman, D. M., Barnard-Brak, L., Abby, L.*, & Grubb, L.* (2016). Multiple-Stimulus without Replacement Preference Assessment: Reducing the Number of Sessions to Identify Preferred Stimuli. Journal of Developmental and Physical Disabilities, 28, 469-477.

Barnard-Brak, L.,  Brewer, A., Chesnut, S. R.*, Richman, D., & Schaeffer, A. M.* (2016). The sensitivity and specificity of the Social Communication Questionnaire with respect to age. Autism Research, 9(8), 838-845.

Barnard-Brak, L., Stevens, T., Xiao, F.*, & Chesnut, S. R.* (2016). Approaches to learning and medicated ADHD: The potential impact on learning and assessment. Learning and Individual Differences, 47, 298-303.

Stevens, T., Peng, L.*, & Barnard-Brak, L. (2016). The comorbidity of ADHD in children diagnosed with autism spectrum disorder. Research in Autism Spectrum Disorders, 31, 11-18.

Rojahn, J., BarnardBrak, L., Medeiros, K.*, & Schroeder, S. R. (2016). Stereotyped behaviours as precursors of self‐injurious behaviours: a longitudinal study with infants and toddlers at risk for developmental delay. Journal of Intellectual Disability Research, 60(2), 156-166.

Barnard-Brak, L., Davis, T. N., Schmidt, M.*, & Richman, D. M.  (2016).Effects associated with on- and off-label stimulant treatment of core autism and ADHD symptoms exhibited by children with autism spectrum disorder. Developmental Neurorehabilitation, 19(1), 46-53.