Barr, Jason (jjb2262)

Ph.D., Fordham Univeristy, Applied Developmental Psychology

MA, New York University, Educational Psychology

BA, University of Hartford, Psychology & Criminal Justice

My research has focused on both the social-cognitive and social-emotional development of empathy. I study the intersection of empathy, prosocial behavior and school culture, and its implication for positive developmental outcomes in adolescence. I am especially interested in the school environment as a socializing agent, particularly when it comes to influencing prosocial moral reasoning. More recently, my research has focused on the development of empathy in adolescents with Autism Spectrum Disorder (ASD) with a specific emphasis on the underlying executive function and language skills required for empathy.

Cascia, J., & Barr, J. J. (2020). Associations among parent and teacher ratings of systemizing, vocabulary and executive function in children with Autism Spectrum Disorder. Research in Developmental Disabilities. Advance online publication. doi.org/10.1016/j.ridd.2020.103779

Barr, J. J., & Cascia, J. (2018). Brief report: Parent and teacher ratings of empathizing and systemizing in children with autism spectrum disorder. Journal of Educational Sciences and Psychology, 8, 4-7.

Cascia, J., & Barr, J. J. (2016). Associations among vocabulary, executive function skills, and empathy in individuals with Autism Spectrum Disorder. Journal of Applied Research in Intellectual Disabilities, 30, 627-637. doi: 10.1111/jar.12257 

Barr, J. J., & Bracchitta, K. (2015). Attitudes toward individuals with disabilities: The effects of contact with different disability types. Current Psychology, 34, 223-238. 

Barr, J. J. (2013). Student-teachers’ attitudes toward students with disabilities: Associations with contact and empathy. International Journal of Education and Practice, 1, 87-100. 

Barr, J. J., & Bracchitta, K. (2012). Attitudes toward individuals with disabilities: The effects of age, gender, and relationship. Journal of Relationships Research, 3, 10-17. 

Barr, J. J. (2011). The relationship between teachers’ empathy and perceptions of school culture. Educational Studies, 37, 365-369.

Barr, J. J., & Higgins-D’Alessandro, A. (2009). How adolescent empathy and prosocial behavior change in the context of school culture: A two-year longitudinal study. Adolescence, 44, 751-772. 

Garrett, T., Barr, J., & Rothman, T. (2009). Perspectives on caring in the classroom: Do they vary according to ethnicity or grade level? Adolescence, 44, 505-521. 

Barr, J. J., & Bracchitta, K. (2008). Differences in preservice teachers’ attitudes toward individuals with physical, developmental, and behavioral disabilities. The Journal of Research in Education, 18, 125-127. 

Barr, J. J., & Bracchitta, K. (2008). The effects of contact with individuals with disabilities: Positive attitudes and majoring in education. The Journal of Psychology: Interdisciplinary and Applied, 142, 225-244. 

Barr, J. J., & Higgins-D’Alessandro, A. (2007). Adolescent empathy and prosocial behavior in the multidimensional context of school culture. The Journal of Genetic Psychology, 168, 231-250.

Barr, J. J. (2006). Empathy. In L. Sherrod, C. Flanagan, & R. Kassimir (Eds.), Youth Activism: An International Encyclopedia, (pp. 228-230). Westport, CT: Greenwood Publishing. 

Barr, J. J., Rodstein, H., & Higgins-D’Alessandro, A. (2006). Just Community high schools and youth activism. In L. Sherrod, C. Flanagan, & R. Kassimir (Eds.), Youth Activism: An International Encyclopedia, (pp. 366-369). Westport, CT: Greenwood Publishing.