Daniel S. Shaw, Ph.D.

  • Distinguished Professor, Psychology


  • Parents and Children Laboratory. Studies of parent-child interaction including both basic and intervention research on young children at risk for conduct problems and/or emotional problems.
  • Center for Parents and Children. Collaborating with community-based agencies serving young children and families to implement evidence-based interventions, such as the Family Check-Up and Video Interaction Project; facilitating Pitt faculty interested in testing their basic research with low-income community samples; facilitating Pitt faculty interested in developing preventive interventions and testing them with community samples. 

Graduate Student Advisees:

  • Luciano Dolcini-Catania
  • Julia Feldman
  • Julia Gajewski-Nemes
  • Sonia Rowley
  • Kendra Whitfield

Education & Training

  • PhD, University of Virginia

Research Interest Summary

Child Conduct & Emotional Problems; Interventions; Gene/Environment Interactions

Research Interests

Development and prevention of early child conduct and emotional problems, family-centered interventions for treating conduct problems in early childhood and adolescence, use of novel community platforms for implementing preventive interventions in early childhood, identification of gene x environment interactions in relation to brain function and child psychopathology.

Representative Publications

Shaw, D. S., Mendelsohn, A. L., & Morris, P. M. (2021). The Smart Beginnings model: Tiered prevention integrated in health care and home visiting to address poverty disparities in child development and promote school readiness. Clinical Child and Family Psychology Review, 24, 669-683.  https://doi.org/10.1007/s10567-021-00366-0

Shaw, D. S., Galán, C., Lemery-Chalfant, K., Dishion, T. J., Elam, K. K., Wilson, M. N., & Gardner , F. (2019).  Early predictors of children’s early-starting conduct problems: Child, family, genetic, and intervention effects. Development and Psychopathology, 31, 1911-1921. https://doi.org/10.1017/S0954579419000828

Shaw, D. S., & Taraban, L. E. (2017). New directions and challenges in preventing conduct problems in early childhood. Child Development Perspectives, 11, 85-89.

Sitnick, S. Shaw, D. S., Weaver, C., Shelleby, E. C., Choe, D. E., Reuben, J., Gilliam, M., Winslow, E. B., & Taraban, L. (2017). Early childhood predictors of extreme youth violence. Child Development, 88, 27-40.

Shaw, D. S., Sitnick, S., Brennan, L. M., Choe, D. E., Dishion, T. J., Wilson, M. N., & Gardner, F. (2016).  The long-term effectiveness of the Family Check-Up on school-age conduct problems: Moderation by neighborhood deprivation. Development and Psychopathology, 28, 1471-1487.

Shaw, D. S., & Shelleby, E. C. (2014). Early-onset conduct problems: Intersection of conduct problems and poverty. Annual Review of Clinical Psychology, 10, 503-528

Shaw, D. S., Hyde, L. W., & Brennan, L. M. Early predictors of boys’ antisocial trajectories (2012). Development and Psychopathology, 24, 871-888.

Shaw, D. S., Dishion, T. J., Connell, A., Wilson, M. N., & Gardner, F. (2009). Improvements in maternal depression as a mediator of intervention effects on early child problem behavior. Development and Psychopathology, 21, 417-439.

Shaw, D.S., Gilliom, M., Ingoldsby, E.M., & Nagin, D (2003). Trajectories leading to school-age conduct problems. Developmental Psychology, 39, 189-200.

Shaw, D.S., Bell, R.Q., & Gilliom, M. (2000). A truly early starter model of antisocial behavior revisited. Clinical Child and Family Psychology Review.

Accepting Graduate Students