Dr. Carlomagno Panlilio
228 CEDAR Building
University Park, PA 16802
Title
Assistant Professor of EducationDepartment
Educational Psychology, Counseling, and Special EducationPrograms
Educational PsychologyOther Penn State Affiliations
Child Maltreatment Solutions Network; Child Study Center; Population Research InstituteBiography
Dr. Panlilio’s research interests include early maltreatment and later student achievement, school readiness, student engagement, the role of context in shaping development, person-oriented approach in data analysis, and the application of latent variable models in the analysis of longitudinal data.
Areas of Expertise
Age Levels
Individual Difference
Methodological Research
Courses Taught
EDPSY 10: Individual Differences and Education
EDPSY 101: Analysis and Interpretation of Statistical Data in Education
CMAS 493: Child Maltreatment and Advocacy Studies Capstone Experience
Office Hours
Monday and Wednesday 1:00 p.m - 2:00 p.m
Education History
Ph.D. (2015) University of Maryland, College Park; M.S. (2005) University of Maryland, College Park; B.A. (2000) California State University, Long BeachRepresentative Publications
Lunkenheimer, E., Panlilio, C., Lobos, F., Olson, S., & Hamby, C. (in press). Preschoolers’ selfregulation in context: Task persistence profiles with mothers and fathers and later attention problems in kindergarten. Journal of Abnormal Child Psychology
Lunkenheimer, E., Busuito, A., Brown, K., Panlilio, C., & Skowron, E. (in press). The interpersonal neurobiology of child maltreatment: Parasympathetic substrates of interactive repair in maltreating and non-maltreating mother-child dyads. Child Maltreatment
Panlilio, C., Miyamoto, S., Font, S. A., & Schreier, H. M. C. (2018). Assessing risk of commercial sexual exploitation among children involved in the child welfare system. Child Abuse & Neglect. doi:10.1016/j.chiabu.2018.07.021
Panlilio, C., Jones Harden, B., & Harring (2017). School readiness of maltreated preschoolers and later school achievement: The role of emotion regulation, language, and context. Child Abuse & Neglect. Available online: http://dx.doi.org/10.1016/j.chiabu.2017.06.004
Jones Harden, B., Panlilio, C. & Monahan, C., Duncan, A. D., Duchene, M., & Clyman, R. B. (2016). Emotion regulation of preschool children in foster care: The influence of maternal depression and parenting. Journal of Child and Family Studies, 1 – 11. doi:10.1007/s10826-016-0636-x
Jones Harden, B., Duncan, A. D., Morrison, C. I., Panlilio, C., & Clyman, R. B. (2015). Compliance and internalization in preschool foster children. Children and Youth Services Review, 55, 103 – 110.
Lanier, P., Maguire-Jack, K., Mienko, J., & Panlilio, C. (2015). From causes to outcomes: Determining prevention can work. In D. Daro, A. C. Donnelly, L. A. Huang, & B. Powell (Eds.). Advances in Child Abuse Prevention Knowledge: The Perspective of New Leadership. New York, NY: Springer.
Dierkhising, C., Geiger, J. M., Hurst, T., Panlilio, C., & Schelbe, L. (2015). Preventing adolescent maltreatment: A focus on child welfare, juvenile justice, and sexual exploitation. In D. Daro, A. C. Donnelly, L. A. Huang, & B. Powell (Eds.). Advances in Child Abuse Prevention Knowledge: The Perspective of New Leadership. New York, NY: Springer.
Grants
Tirrell-Corbin, C., & Panlilio, C. (2018). Trauma sensitive pedagogy for young children: A curriculum for early childhood educators. Bainum Family Fund, $50,000.00.
Panlilio, C. (2017). Improving the social-emotional well-being of children with disabilities and early traumatic experiences: Implementation of the PATHS curriculum using a teacher coaching model. Research Initiation Grant, College of Education, Pennsylvania State University
Tirrell-Corbin, C., & Panlilio, C. (2017). Trauma sensitive pedagogy for young children: A curriculum for early childhood educators. Bainum Family Fund