Leslie Altman Rescorla

image of Prof Rescorla

Professor of Psychology, Director of the Child Study Institute, Ph.D., Yale University

 

 

 

 


Courses Taught
Abnormal Psychology
Developmental Psychopathology
Psychosocial Developmental and Abnormal Psychology


Leslie A. Rescorla ( B.A., Radcliffe College, 1967; Ph.D., Yale University, 1976) is a licensed and school certified psychologist. Her research interests are the epidemiology and outcome of language delay in toddlers; longitudinal patterns of academic aptitude and achievement; and empirically based assessment and longitudinal study of psychopathology and competence in children, adolescents, and adults. Her research interests are the epidemiology and outcome of language delay in toddlers; international comparisons of empirically based assessment of psychopathology in children, adolescents, and adults; and screening for autism spectrum disorders.Professor Rescorla received her clinical training at Yale Child Study Center, Children's Hospital of Philadelphia, and Philadelphia Child Guidance Center. She is currently Director of the School Psychology program, and Director of the Bryn Mawr Child Study Institute and the Thorne Early Childhood Programs. She is Director of the Bryn Mawr Child Study Institute and the Thorne Early Childhood Programs as well as the Child and Family Studies minor. Her clinical practice involves psychological assessment, early childhood evaluation, individual and family therapy, and family-school consultation.

Dr. Rescorla's current research is concentrated in three major areas, as outlined below. Projects that are ongoing or pending in which students might become involved are listed for each area.

Research on language delay:
  1. vocabulary growth from age 2 to age 17 in children with and without language delay at toddlers
  2. development of prereading, reading, and writing/spelling skills to age 17 in children with and without a history of early language delay
  3. grammatical skills at age 5 in children with and without a history of early language delay
  4. association between language delay and behavioral/emottional problems in toddlers
  5. use of the Language Development Survey (LDS) in other countries to identify toddlers with language delay
Empirically based assessment of emotional and behavior problems in children and adolescents
  1. cross- informant agreement between parents, teachers, and adolescents on CBCL, TRF, and YSR scores in 15 countries
  2. cross-cultural similarities and differences in  ratings of competence and adaptive functioning by parents, teachers, and adolescents
  3. cross-cultural similarities and differences in ratings of emotional and behavioral problems of preschool children in many countries
  4. longitudinal patterns of consistency and change in behavioral and emotional problems in a general population sample

 

Individual differences in early reading

  1. prediction of reading outcomes to 3rd grade based on DIBELS screening tests administered in kindergarten, first, and second grade
  2. individual growth trajectories in early reading
  3. measuring response to intervention in early reading in public school children

 

Representative publications

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Biographical information and CV

Psychology Homepage

Child Study Institute


Neural and Behavioral Sciences

Phebe Anna Thorne School

Leslie Rescorla named Hepburn Center Director