To my parents, my steadfast support, mentors, and role models, because without you, this would not have been possible. You inspire me every day. iv Acknowledgements This completed dissertation is a reflection of the strong mentorship and support I have been fortunate to receive throughout my doctoral studies at the University of Virginia. As a student of the Curry School of Education, I have benefitted from the supportive yet challenging academic environment that has helped me evolve into an inquisitive, innovative, and autonomous scholar. To each faculty and staff member of the Curry School of Education Clinical & School Psychology Program and the Neurocognitive Assessment Laboratory (NCAL), within the University of Virginia Health System, I give thanks for all that you have contributed to my personal and academic development within the field of psychology. Within this large group of individuals, I would like to highlight the impact of a group of esteemed mentors. To my major professor, Dr. Michael Kofler, thank you for your unwavering mentorship that not even distance could challenge. Tenacity, dedication, and excellence are three, among the many, qualities that you have taught me strive for as a scholar. I am grateful to my research advisor, Dr. Catherine Bradshaw, for being the unifying thread among my UVa research endeavors, and for her steadfast support in all realms. Guidance and collaboration from fellow Children's Learning Clinic (CLC) laboratory members, as well as Drs. Dustin Sarver and Daniel Cox was pivotal to the development and completion of these studies. Lastly, thank you to my dissertation committee members, Drs.