Katie Maskowitz, L.C.S.W.
Assistant Professor of Clinical Psychiatry
Clinician, Tulane Infant Mental Health Services
Social Worker, Tulane Parenting Education Program Family Resource Center
Education and Training:
University of Michigan, Ann Arbor, Michigan, 2004: B.A., Psychology
Tulane University, New Orleans, Louisiana, 2008: Master of Social Work
Louisiana State Board of Social Work Examiners, License # 10410
Years at Tulane:
The main focus of my clinical work is assessment and treatment with young children and families at the Orleans and Terrebone Parish Early Childhood Supports and Services, a community-based early childhood intervention program. My clinical training was with the Tulane/JPHSA Infant Team, where I provided treatment to maltreated children, biological parents, and foster parents. My research interests include, but are not limited to, attachment disturbances, emotion recognition in young children, preschool disruptive behavior, and parent-child relationships. Current research focuses on changes in maternal perception throughout the course of an evidenced-based dyadic therapy model, Parent Child Interaction Therapy (PCIT).
Hill, C., Maskowitz, K., Danis, B., & Wakschlag, L. Validation of a Clinically Sensitive, Observational Coding System for Parenting Behaviors: The Parenting Clinical Observation Schedule. Parenting: Science and Practice, 8(2), 152-185.
Wakschlag, L., Hill, C., Carter, A., Danis, B., Egger, H., Keenan, K., Leventhal, B., Cicchetti, D., Maskowitz, K., & Briggs-Gowan, M. (2008). Observational assessment of preschool disruptive behavior: Part I: Reliability of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). Journal of the American Academy of Child and Adolescent Psychiatry, 47, 622-631.
Wakschlag, L., Briggs-Gowan, M., Hill, C., Danis, B., Leventhal, B., Egger, H., Keenan, K., Cicchetti, D., Maskowitz, K., & Carter, A. (2008). Observational assessment of preschool disruptive behavior: Part II: Validity of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). Journal of the American Academy of Child and Adolescent Psychiatry,47, 632-641.