University of Vermont

The College of Arts and Sciences

Department of Psychological Science

Kate Linnea

Post-Doctoral Fellow and Lecturer

Kate Linnea

Kate Linnea
Post-Doctoral Fellow and Lecturer

  • B.A. University of Vermont, 2007
  • Ph.D. University of Vermont, 2013
  • C.V. (PDF)
Contact Information
Office Hours: By appointment only


Clinical Services

I provide both assessment and treatment services through the BTPC. I offer comprehensive evaluation services to youth with chronic childhood illness and cognitive injury as well as those with various clinical presentations including ADHD. Depending on an individual’s needs, evaluation may include cognitive, memory, academic, motor, behavioral, and social/emotional assessment. These evaluations may serve several purposes including establishing a baseline of functioning prior to treatment (e.g., chemotherapy), evaluation of functioning following injury (e.g., concussion), and for obtaining appropriate school services/intervention. These evaluations may also provide diagnostic clarity to youth struggling in school and/or with behavior.

In terms of treatment, my areas of specialization include:

  • The treatment of externalizing disorders in children (ADHD, Oppositional Defiant Disorder, Disruptive Behavior Disorder)
  • The treatment of anxiety and depression in adolescents and young adults
  • Couples therapy

Research Interests

  • Social functioning of children with ADHD
  • Examination of sport involvement and athletic ability as potential protective factors for children at risk of peer rejection
  • The creation and improvement of interventions for youth with externalizing disorders

Representative Publications

  • Linnea, K., Hoza, B., Tomb, M., & Kaiser, N. (2012). Does a positive illusory bias relate to social behavior in children with ADHD? Behavior Therapy.
  • Smith, A. L., Hoza, B., Linnea, K., McQuade, J., Tomb, M., Vaughn, A. J., Shoulberg, E. K., & Pierce, H. (2012). Pilot physical activity intervention improves ADHD symptoms in young children. Journal of Attention Disorders.
  • Forehand, R., Merchant, M. J., Parent, J., Long, N., Linnea, K., & Baer, J. (2011). An examination of a group curriculum for parents of young children with disruptive behavior. Behavior Modification, 35, 235-251.
  • Forehand, R., Parent, J., Linnea, K., Merchant, M. J., Long, N., & Jones, D. (2011). Why do parents seek help when their children’s behavior is within normal levels? Journal of Psychopathology and Behavioral Assessment.
  • Tomb, M., Linnea, K., McQuade, J. D., & Hoza, B. (2011). Attention-Deficit/Hyperactivity Disorder and peer interactions. In B. Hoza & S. Evans (Eds.). Attention Deficit Hyperactivity Disorder: State of the science & best practices, Volume 2 (pp. 18-1 – 18-24). New York: Civic Research Institute.
  • Zelaznik, H., Vaughn, A. J., Green, J., Smith, A. L., Hoza, B., & Linnea, K. (2011). Motor timing deficits in children with Attention-Deficit/Hyperactivity Disorder. Human Movement Science.

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