Andres De Los Reyes received his Ph.D. in 2008 from Yale University. He began his career as an Assistant Professor at the University of Maryland at College Park. Within 10 years, he was promoted up the ranks to Full Professor with tenure. He serves as Director of the Comprehensive Assessment and Intervention Program, where he has provided research training to hundreds of undergraduate and graduate students. As part of his work on research training, he is the author of The Early Career Researcher’s Toolbox, where he reveals concrete strategies for building a research program and launching an academic career. The key goal of his research program is to improve our understanding of the inconsistent outcomes that commonly arise from multi-informant mental health assessments. Dr. De Los Reyes has published over 100 peer-reviewed articles on these and other topics, in such journals as the Psychological Bulletin, Psychological ReviewJournal of Abnormal PsychologyPsychological Assessment, and Annual Review of Clinical Psychology. He has received over $1.5 million in funding for his work from the Institute of Education Sciences, National Science Foundation, and National Institutes of Health. His service record reveals his passion for education and professional development. In 2019, Dr. De Los Reyes served as Chair of the Board of Educational Affairs of the American Psychological Association, Psychology’s largest organization with over 100,000 members. He serves as Editor for the Journal of Clinical Child and Adolescent Psychology (JCCAP) (2017-2025), a top-tier journal with subscriptions at institutions in over 30 countries. He also founded and serves as Program Chair for the Future Directions Forum. This annual event offers professional development workshops and small-group and one-on-one consultations on all aspects of scholarly work. He has received a number of honors for his work, including the American Psychological Association’s Distinguished Scientific Award for an Early Career Contribution to Psychology, as well as Fellow status at both the American Psychological Association and Association for Psychological ScienceDuring the 2020-2021 academic year, he will serve as the Fulbright Canada Research Chair in Mental Health at the University of Regina.

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

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 BulletinPsychological 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.

  • 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 for a Special Section in Journal of Clinical Child and Adolescent Psychology (2020)
  • Professional
    Guest Editor for a Special Section in Clinical Psychological Science (2018)
  • Professional
    Guest Editor for a Special Issue in Journal of Youth and Adolescence (2016)
  • Professional
    Guest Editor for a Special Section in Journal of Psychopathology and Behavioral Assessment (2016)
  • Professional
    Guest Editor for a Special Issue in Journal of Clinical Child and Adolescent Psychology (2015)
  • Professional
    Guest Editor for a Special Section in 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