Biography

Agnes Ly, Ph.D., is an associate professor with the Department of Psychological and Brain Sciences at the University of Delaware. She focuses primarily on undergraduate teaching and advising. She is the director of undergraduate advising for psychology and neuroscience majors. She also regularly teaches general psychology and statistics.

Ly's scholarly research explores autism spectrum disorder (ASD), which ​is a lifelong developmental disability exhibiting impairments in social communication and interaction as well as stereotyped and restrictive behaviors and interests. Most recent estimates in the U.S. indicate that one child out of every 68 has a diagnosis.

Grounded in family systems theory, Ly's research focuses on both the marital and coparenting relationships, and especially as to how they relate to adaptive child functioning. Most recently, her research interests have included using a multi-method approach (i.e., interviews, surveys, behavioral coding of observations) to explore these family dynamics.

Courses Regularly Taught

PSYC100: General Psychology

PSYC209: Measurement & Statistics

Recent Publications

​Matthews, N. L., Ly, A.R., & Goldberg, W.A. (2015). College students’ perceptions of peers with autism spectrum disorder. Journal of Autism and Developmental Disabilities,45, 90-99. doi: 10.1007/s10803-014-2195-6

Ly, A.R., & Goldberg, W.A. (2014). New measure for fathers of children with developmental challenges. Journal of Intellectual Disability Research, 58, 471-484. doi: 10.1111/jir.12044

Abdullah, M.M.*, Ly, A.R.*, Goldberg, W.A., Clarke-Stewart, K.A., Dudgeon, J., Mull, C.F., Chan, T.J., Kent, E., Mason, Z. (2012). Heavy Metal in Children’s Tooth Enamel: Related to Autism and Disruptive Behaviors? Journal of Autism and Developmental Disorders, 42, 929-936. doi:10.1007/s10803-011-1318-6       

*co-first authors with order determined alphabetically

Matthews, N., Goldberg, W., Lukowski, A.F., Osann, K., Abdullah, M., Ly, A.R., Thorsen, K.L., and M.A. Spence     (2012). Does theory of mind performance differ in children with early-onset and regressive autism? Developmental Science, 15, 25-34. doi: 10.1111/j.1467-7687.2011.01094.x