Improving care. Changing lives.

Molly Daffner, MEd

Psychology Intern

Molly Daffner is a Psychology Intern at The Center for Effective Child Therapy and The Manville School at Judge Baker Children’s Center. She is a doctoral candidate in the School Psychology Ph.D. program at Lehigh University, where she is also pursuing the subspecialty in pediatric psychology. Molly received a M.Ed. in Human Development from Lehigh University, and a B.A. in Psychology and Theology, with a minor in Biology, from Georgetown University.

Molly’s clinical focus is delivery of empirically supported assessment and interventions to promote the physical and mental health of children with behavioral, emotional, and learning challenges across settings. Molly’s experience includes conducting neuropsychological, diagnostic, and psychoeducational testing in hospitals and schools.  She has provided organizational skills and social skills training to high schoolers with Attention Deficit Hyperactivity Disorder (ADHD), and has used cognitive behavioral approaches to treat youth with anxiety and selective mutism, as well as modified cognitive behavioral therapy to treat individuals with Autism Spectrum Disorder (ASD). In addition to treating children directly, she has worked within multidisciplinary teams to provide consultation to families so that they may best support their child and navigate his or her complex systems of care with greater ease. Molly is developing expertise in implementing evidence-based practices including Modular Approach to Therapy for Children (MATCH) and Parent Child Interactive Therapy (PCIT).

Molly’s research focuses on prevention and intervention efforts that promote the health and well-being of children with special needs, particularly those with neurodevelopmental disabilities. In particular, she is interested in identifying methods to foster interdisciplinary and cross-system collaboration and implementing strategies to support children and families during major developmental transition periods. For her master’s thesis, she investigated the efficacy of a sibling-mediated intervention for increasing positive social behaviors of children with ADHD. For her dissertation, Molly examined the influence of background characteristics, pre-college achievement, and college integration variables on the academic functioning of college freshmen with ADHD. She has presented her research at national and regional conferences as well as to community groups of teachers and parents. Molly is a member of Division 33 (Intellectual & Developmental Disorders/Autism Spectrum Disorders), Division 53 (Society of Clinical Child and Adolescent Psychology) and Division 54 (Society of Pediatric Psychology) of the American Psychological Association (APA). Molly is also a member of the National Association of School Psychologists (NASP) and Association of Behavioral and Cognitive Therapies (ABCT).