I received my Ph.D. in 2008 from Yale University.  I am currently a Professor of Psychology at the University of Maryland at College Park, where I serve as Area Head of the Clinical Psychology Doctoral Program and Director of the Comprehensive Assessment and Intervention Program (CAIP).  I have published 100 peer-reviewed articles in such journals as the Psychological Bulletin, Psychological ReviewJournal of Abnormal PsychologyPsychological Assessment, and Annual Review of Clinical Psychology.  I have received over $1.5 million in funding for my work from the Institute of Education Sciences, National Science Foundation, and National Institutes of Health.  In 2019, I served as Chair of the Board of Educational Affairs at the American Psychological Association, Psychology’s largest organization with over 100,000 members.  I also serve as Editor for the Journal of Clinical Child and Adolescent Psychology (2017-2025), a top-tier journal with subscriptions at institutions in over 30 countries.  As part of my editorial work, I am the Founder of and current Program Chair for the Future Directions Forum, an annual event that dedicates a full day to offering professional development workshops, as well as small group and one-on-one expert consultations on all aspects of academic work.

My research program focuses on a fundamental question about interpersonal perception: Why do different people often observe the same behavior in different ways?  I study this question within domains of child and adolescent mental health.  Psychological assessments of these domains serve as useful models for studying this question.  Specifically, mental health concerns arise out of an intricate interplay among biological, psychological, and socio-cultural factors that pose risk for, or offer protection against, the development of maladaptive reactions to environmental or social contexts.  However, not all contexts elicit displays of mental health concerns to the same degree.  Consequently, children and adolescents may experience mental health concerns to a greater degree in some contexts, such as home and school settings, relative to other contexts, such as within peer interactions.  In fact, these contextual variations in mental health occur within a variety of domains including social anxiety, attention and hyperactivity, and conduct problems.  Further, professionals in both research and service settings might "miss" identifying mental health concerns if their assessments do not account for contextual variations in mental health.  Thus, psychological assessments frequently include reports from multiple people (i.e., informants), such as self-reports from the children and adolescents receiving assessments, as well as significant others in their lives, such as parents and teachers.  Multiple informants’ reports factor prominently in myriad decision-making scenarios: From highly controlled laboratory settings to applied settings that involve using multiple informants’ reports to make crucial decisions germane to the delivery of mental health care services, such as making diagnoses and planning treatment.  Collecting these reports generates a great deal of information about mental health.  Yet, using multiple informants’ reports often results in inconsistent conclusions as to the mental health status of those assessed (i.e., informant discrepancies).  Historically, these informant discrepancies have created considerable uncertainties regarding how to draw conclusions from research and apply research findings toward optimizing mental health care for children and adolescents.  My research program involves reducing uncertainties in research and service-related decision-making by understanding why these assessments often yield discrepant results.  In fact, commonly used informants of child and adolescent mental health, such as parents and teachers, often vary in where they observe children and adolescents (e.g., home vs. school).  Thus, informants differ in their opportunities for observing children and adolescents.  These systematic differences among informants signify that the informant discrepancies often observed in psychological assessments present opportunities for learning about differences in interpersonal perception, and applying this knowledge to addressing long-standing problems in mental health research and delivery of mental health care. 

Guided by conceptual models published in the Psychological Bulletin, Psychological Review, and the Annual Review of Clinical Psychology, and supported by funding from the Institute of Education Sciences (R324A180032) and National Science Foundation (SES-1461392), I examine how informant discrepancies in mental health assessments reveal meaningful information about the contexts in which children and adolescents display mental health concerns.  Within this broad area of study, my work occurs within a network of collaborations with scholars from myriad disciplines including Cognitive Science, Education, Human Development, Neuroscience, and Organizational Behavior.  I take a lifespan developmental approach that traverses research across early childhood, late adolescence, and periods of adulthood.  My research program cuts across assessments of multiple psychological domains, including social anxiety, disruptive behavior, autism, social competence, substance use, family functioning, and peer relations.  In my work, I integrate multi-informant, psychophysiological, observational, and performance-based assessment paradigms, and I leverage these paradigms to test questions using a suite of experimental, controlled observation, naturalistic, and quantitative review designs.  The long-term goal of my research is to understand differences in interpersonal perceptions about behavior, and the role that contexts play in shaping these differences.  I seek to leverage this basic science about interpersonal perception to improve use and interpretation of psychological assessments across settings, from basic laboratory research to decision-making in applied settings.  In particular, my work involves developing innovative measurement paradigms that I tailor or personalize to the contexts in which informants view the very behaviors about which I solicit their reports.

Areas of Interest

  • Social anxiety
  • Family relationships
  • Adolescence
  • Validating multi-informant approaches to assessment
  • Implementing physiological measures in clinical research and practice settings

Doctoral Programs

  • Clinical

Degrees

  • PhD
    Yale University; Psychology, 2008
  • MPhil
    Yale University; Psychology, 2006
  • MS
    Yale University; Psychology, 2004
  • BA
    Florida International University; Psychology, 2001
  • BA
    Florida International University; Political Science, 2001
  • BS
    Florida International University; Criminal Justice, 2001
  • National
    Chair (Elected), Board of Educational Affairs (2019)
  • National
    Member (Re-Elected), Board of Educational Affairs (2020-2022)
  • National
    Member (Elected), Board of Educational Affairs (2017-2019)
  • National
    Member, Executive Board of the Society of Clinical Child and Adolescent Psychology (2016-2025)
  • National
    Founder/Program Chair, JCCAP Future Directions Forum (www.jccapfuturedirectionsforum.com) (2017-)
  • Professional
    Editor-in-Chief, Journal of Clinical Child and Adolescent Psychology (2017-2025)
  • Professional
    Associate Editor, Journal of Clinical Child and Adolescent Psychology (2011-2015)
  • Professional
    Associate Editor, Journal of Psychopathology and Behavioral Assessment (2012-2015)
  • Professional
    Associate Editor, Journal of Early Adolescence (2014-2015)
  • Professional
    Associate Editor, Journal of Child and Family Studies (2010-2014)
  • Professional
    Guest Editor, Clinical Psychological Science (2018)
  • Professional
    Guest Editor, Journal of Youth and Adolescence (2016)
  • Professional
    Guest Editor, Journal of Psychopathology and Behavioral Assessment (2016)
  • Professional
    Guest Editor, Journal of Clinical Child and Adolescent Psychology (2015)
  • Professional
    Guest Editor, Journal of Clinical Child and Adolescent Psychology (2011)
  • Campus
    Faculty Leader, First-Year Innovation and Research Experience (2016-)
  • Campus
    Associate Chair of Psychology (2014-2015)
  • Campus
    Chair, Psychology Undergraduate Program Committee (2014-2015)
  • Campus
    Chair, Psychology Diversity Committee (2015-2017)
  • Campus
    Member, College of Behavioral and Social Science’s Diversity Advisory Council (2015-2016)
  • Campus
    Director of Clinical Training (2017-2018)
  • Campus
    Area Head, Clinical Psychology Doctoral Program (2018-2021)

Current Students

Former Students

  • Student Name
    Sarah A. Thomas, Ph.D.
    Current Position
    Assistant Professor of Psychiatry and Human Behavior (Research), Brown University
  • Student Name
    Tara M. Augenstein, Ph.D.
    Current Position
    Senior Instructor of Psychiatry, University of Rochester
  • Student Name
    Melanie F. Lipton, Ph.D.
    Current Position
    Clinical Psychologist, Wilmington VA Medical Center
Profile Picture, Andres De Los Reyes
3123H, Biology/Psychology Building
Department of Psychology
Email
adlr [at] umd.edu