Elia Soto, Assistant Professor

Headshot of Dr. Elia Soto

 

 

Office: 209 Audubon Hall

Department of Psychology

Louisiana State University

Baton Rouge, LA 70803

Email: esoto@lsu.edu 

 

 

Dr. Soto will be accepting students for Fall 2025.

Research Interests

Dr. Soto’s research focuses on two overarching goals to ultimately inform diagnostic and intervention efforts for neurodevelopmental disorders: a) refine executive dysfunction assessment in children using multimodal and multi-level analysis assessment methodologies and b) identify unique executive function profiles within ADHD, Autism, and co-occurring ADHD and Autism. To obtain these goals, Dr. Soto’s work takes an interdisciplinary approach and combines neural (event-related potentials: ERPs), behavioral (reaction times, accuracy), cognitive (e.g., IQ testing) and clinical (e.g., diagnostic assessments, parent- and self-reports) measurements and examines executive function components subserving important functional outcomes across childhood and adolescence among typically developing children and children with ADHD, autism, and co-occurring ADHD and autism.


Education

  • Ph.D., Clinical Psychology, Florida State University
  • M.S., Clinical Psychology, Florida State University
  • B.S., Biochemistry, University of Nebraska – Lincoln
  • B.S., Psychology, University of Nebraska – Lincoln


Representative Publications


Soto, E.F., Black, K., & Kofler, M.J. (In press). Is hyperactivity in children with ADHD a functional response to demands on specific executive functions or cognitive demands in general?. Neuropsychology.


Kofler, M.J., Soto, E.F., Singh, L.J., Harmon, S.L., Jaisle, E., Smith, J.N., Feeney, K.E., & Musser, E.D. (In press). Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder. Nature Reviews Psychology.


Soto, E. F., Orantes, D., Russo, N., & Antshel, K. M. (2024). Autism and sexual and gender minority identity in college students: Examination of self-reported rates, functional outcomes, and treatment engagement. Autism, 50(6), 1519-1539. https://doi.org/10.1177/13623613241236228.


Groves, N.B., Wells, E.L., Soto, E.F., Marsh, C.L., Jaisle, E.M., Harvey, T.K., & Kofler, M.J. (2022). Executive functioning and emotion regulation in children with and without ADHD. Research in Child and Adolescent Psychopathology, 50(6), 721-735. https://doi.org/10.1007/s10802-021-00883-0


Soto, E.F., Irwin, L.N., Chan, E.S.M., Spiegel, J.A., & Kofler, M.J. (2021). Executive functions and writing skills in children with and without ADHD. Neuropsychology, 35(8), 792. https://doi.org/10.1037/neu0000769

 

 

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