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 

View my lab webpage.

 

Dr. Soto will be accepting students for Fall 2026.

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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