I am a first year graduate student in the Clinical Neuropsychology Program at the University of Windsor. I am a member of both the Adult Neuropsychology Research Group under the supervision of Dr. Laszlo Erdodi and the Experimental and Clinical Neuropsychology Lab under the supervision of Dr. Christopher Abeare. My current research focuses on psychometric assessment and optimizing clinical tools to better assess neuropsychological functioning specifically in brain injury populations. My other research interests include psychosocial outcomes after brain injury and the use of performance validity instruments in assessment.
Graduated with Great Distinction (Top Honours)
Abeare, C. A., Sabelli, A. G., Taylor, B., Dumitrescu, C., Kirsch, N., & Erdodi, L. A. (2019). The importance of demographically adjusted cutoffs: Age and education bias in raw score cutoffs within the Trail Making Test. Psychological Injury and Law, 12(2), 170-182.
Erdodi, L. A., Taylor, B., Sabelli, A. G., Malleck, M., Kirsch, N. L., & Abeare, C. A. (2019). Demographically adjusted validity cutoffs on the Finger Tapping Test are superior to raw score cutoffs in adults with TBI. Psychological Injury and Law, 12(2), 113-126.
Olla, P., Rykulski, N., Hurtubise, J. L., Bartol, S., Foote., R., Cutler, L., Abeare, K., McVinne, N., Sabelli, A. G., Hastings, M., & Erdodi, L. A. (2019). Short-term effects of can. consumption of cognitive performance in medical can. patients. (Advance Online Publication). Applied Neuropsychology: Adult.
Erdodi, L.A., Sabelli, A.G., An, K., Hastings, M., McCoy, C., & Abeare, C.A.(2019). (Accepted). Introducing a five-variable psychiatric screener based on the Visual Analog Scale (V-5). Psychology & Neuroscience.
Erdodi, L., Shahein, A., Fareez, F., Rykulski, N., Sabelli, A.G, & Roth, R. M. (2019). (Accepted). Increasing the cutoff on the MMSE and DRS-2 improves clinical classification accuracy in highly educated older adults. Psychology & Neuroscience.
Erdodi, L.A., Kirsch, N.L., Sabelli, A.G., & Abeare, C. (2018). The Grooved Pegboard Test as a validity indicator- A study on psychogenic interference as a confound in performance validity research. Psychological Injury and Law, 11, 307-324.
Tyson, B.T., Baker, S., Greenacre, M., Kent, K., Lichtenstein, J.D., Sabelli, A.G, & Erdodi, L.A. (2018). Differentiating epilepsy from psychogenic non-epileptic seizures using neuropsychological test data. Epilepsy & Behaviour, 87, 39-45.
Sabelli, A.G., Sirianni, C.D., Abeare, C.A., & Erdodi, L.A. (2020, Feburary). Performance Validity Cutoffs Developed for the CPT-II Can Be Applied to the CPT-3. Poster accepted for presentation at the International Neuropsychological Society Annual Meeting, Denver, CO.
Sabelli, A.G., Taylor, B., Rykulski, N., Abeare, C., & Erdodi, L.A. (2019, February). Demographically Adjusted Cut-offs Are Necessary to Protect Against False Positive Errors on the Trail Making Test as a Performance Validity Indicator in Adults with Traumatic Brain Injury. Poster presented at the International Neuropsychological Society Annual Meeting, New York, NY
Sabelli, A.G., Charron, C.M., Seke, K.R., & Erdodi, L.A. (2018, June). Demographically Adjusted Cut-offs Protect against Age and Gender Bias in the Finger Tapping Test as an Embedded Validity Indicator. Poster presented at the Annual Meeting of the American Academy of Clinical Neuropsychology, San Diego, CA.
Sabelli, A.G., Charron, C.M., Seke, K.R., & Erdodi, L.A. (2018, March). Demographic Influences in Performance Validity Testing. UWill Discover Undergraduate Research Conference, Windsor, ON. (Oral presentation).
Administering neuropsychological assessments, investigation of the classification accuracy of psychometric assessments.
Researching olfactory epithelial cells through tissue dissection, staining, and imaging.
Transcribed phone interviews regarding fathers’ physical play with their children with autism into coded scripts.
Courses: F19 Abnormal Psychology, W20 Test and Measurements, S20 Intro to Clinical Psychology
Course: Learning and Behaviour. Lecturing class once a week on course material for a 50-minute period, grading course assignments, tests, and administering exams.
Assessment of intellectual, cognitive, academic, and adaptive functioning using the WAIS-IV, WF:AS, WISC-V. Tasks include test administration, scoring, case presentations and report writing.
Applying diagnostic problem solving to clinical cases. Tasks include writing and communicating effective diagnostic assessment reports at an introductory level.
Theoretical course on identification of relevant brain structures and their relationship to specific cognitive functioning.
When I am not researching or reading a textbook about the brain, you can probably find me spending time with my friends, family, and rescue dogs. I am a true lover of animals and foster dogs through an organization called “For the Love of Paws” (if you are in the Windsor-Essex or Ottawa area, check them out!). I also enjoy volunteering with my local Brain Injury Association in my spare time and helping out with their various support groups and events.