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July, 2015
VITA: LESLIE ALTMAN RESCORLA
PRESENT STATUS
Professor:
Class of 1897 Professor of Science, Department of Psychology
Director:
Child Study Institute & Thorne School Early Childhood Programs
ADDRESS
Department of Psychology
Bryn Mawr College
101 N. Merion Avenue
Bryn Mawr, PA 19010 (610) 526-7318 fax: (610) 526-7476
email: rescorl@brynmawr.edu
EDUCATION
1976 Ph.D. Yale University, New Haven, Conn.: Child Development and Clinical Psychology
1968 M.Sc. London School of Economics. London, U.K: Economic History
1967 B.A., magna cum laude, Radcliffe College, Cambridge, Mass: Modern European History
and Literature (England and France, 1750 to 1950)
ACADEMIC HONORS
Phi Beta Kappa
National Science Foundation Graduate Fellowship, 1970-1973
National Institute of Mental Health Graduate Fellowship, 1973-74
RESEARCH GRANTS
University of Pennsylvania Research Foundation Grant, 1982-85
Bryn Mawr Faculty Research Funds, 1986
National Institute of Child Health and Human Development AREA Research grant: Principal
Investigator on project entitled "Language Delay at 2: Characteristics and Outcome"
Spencer Foundation Research grant: Clinical Research Consultant on project entitled "Academic
Environments in Early Childhood: Challenge or Pressure?"
University of Pennsylvania Research Foundation Grant, 1987 and United Way of Southeastern
Pennsylvania, 1987: Co- Investigator "A Health Status Assessment of Homeless
Children in Philadelphia."
Bryn Mawr College BSRG Fund, 1988
Bryn Mawr College Faculty Research Fund, 1989
National Institute of Deafness and Communication Disorders R01, 1990-95 "Expressive
Language Delay at 2: Epidemiology and Outcome"
LICENSE
Connecticut License for Practice of Clinical Psychology, 1979
Pennsylvania License as a Psychologist, 1982
Pennsylvania Certification as a School Psychologist, 1983
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PUBLICATIONS
Rescorla, L. & Turner, H. (2015). Morphology and syntax in late talkers at age 5. Journal of
Speech, Language, and Hearing Research, 58, 434-444.
Rescorla, L., Frigerio, A., Sali, M.E., Spataro, P., & Longobardi, E. (2014). Typical and delayed
lexical development in Italian. Journal of Speech, Language, and Hearing Research, 57, 17921803.
Rescorla, L. (2014). Developmental pathways of late talkers. Chapter in S. Ringmann (Ed.)
Handbuch Sprachentwicklung und Sprachenwicklungstörungen. Munich: Elsevier Gmbh, in
press.
Achenbach, T.M., & Rescorla, L.A. (2015). Multicultural Supplement to the Manual for the
ASEBA Adult Forms & Profiles. Burlington, VT: University of Vermont, Research Center for
Children, Youth, & Families.
Burt, S.A., Rescorla, L.A., Achenbach, T.A., et al. (2015). The association between
aggressive and non-aggressive antisocial problems as measured with the Achenbach System of
Empirically Based Assessment: A study of 27,861 parent-adolescent dyads from 25 societies.
Personality and Individual Differences, 85, 86-92.
Rescorla, L., Kim, Y.A., & Oh, K.J. (2014) Screening for ASD with the CBCL/1½ -5. Journal of
Autism and Developmental Disorders. Published online, October, 2014.
Ivanova, M.Y., Achenbach, T.M., Rescorla, L.A, Turner, L.V, Árnadóttir, H.A., Au, A. ….
Zasepa, E. (2014). Syndromes of collateral-reported psychopathology for ages 18-59 in
18 Societies. International Journal of Clinical and Health Psychology, in press.
Ivanova, M.Y., Achenbach, T.M., Rescorla, L.A, Turner, L.V., Au, A., Bellini, M., ...Zasepa, E.
(2014). Syndromes of self-reported psychopathology for ages 18-59 in 28 societies. Journal of
Psychopathology and Behavioral Assessment, in press.
Shahini, M., Rescorla, L.A., et al. (2014). Parent-reported behavioral and emotional problems in
Albanian Kosovar children. Epidemiology and Psychiatric Sciences. Published online: 04 April
2014
Rescorla, L.A. ,Bochicchio, L., Achenbach, T.M., et al. (2014). Parent-teacher agreement on
children’s problems in 21 societies. Journal of Clinical Child and Adolescent Psychology, 43, 116. (Bryn Mawr student)
Ghassabian, A., Rescorla, L., Henrichs, J, Jaddoe, V.W., Verhulst, F.C., & Tiemeier, H. (2013).
Early lexical development and risk of verbal and nonverbal cognitive delay at school age. Acta
Paedictrica, 103, 70-80.
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So, P., Greaves-Lord, K., Van der Ende, J., Verhulst, F. C., Rescorla, L., & de Nijs, P. F. (2013).
Using the Child Behavior Checklist and the Teacher’s Report Form for identification of children
with autism spectrum disorders. Autism, 17, 595-607.
Rescorla, L. (2013) Assessment of language in young children. Chapter in R. Del CarmenWiggins & A. Carter (Eds.), The Oxford handbook of infant, toddler, and preschool mental
health assessment. New York: Oxford University Press, in press.
Achenbach, T.M., & Rescorla, L. (2013) Dimensional and multicultural assessment of
behavioral, emotional, and social problems for ages 1½-5 years. Chapter in R. Del CarmenWiggins & A. Carter (Eds.), The Oxford handbook of infant, toddler, and preschool mental
health assessment. New York: Oxford University Press, in press. .
Rescorla, L. Lee, Y.C., Oh, K.J., & Kim, Y.A. (2012). Lexical development in Korean and U.S.
children: Vocabulary size and composition. Journal of Speech, language, and Hearing Research,
56, 735-747. (Bryn Mawr student)
Rescorla, L. A. & Dale, P.S. (Eds). (2013). Late Takers: From Research to Practice. Baltimore,
MD: Brookes Publishing.
Rescorla, L.A. (2013). Longitudinal Outcomes: A fifteen-year follow-up of late-talking toddlers.
In Rescorla, L. & Dale, P.S. (Eds). Late Takers: From Research to Practice. Baltimore, MD:
Brookes Publishing.
Henrichs, J. Rescorla, L., Donkersloot, C., Schenk, J.J., Raat, H., Jaddoe, V.W.V. et al. (2012).
Early vocabulary delay and behavioral/emotional problems in early childhood:
The Generation R study. Journal of Speech, language, and Hearing Research, 56, 553-566.
Rescorla, L., Ginzburg, S., Achenbach, T.M., Ivanova, M.Y., Almquist, F., et. al. (2013). Crossinformant agreement between parent-reported and adolescent self-reported problems in 25
societies. Journal of Clinical Child and Adolescent Psychology, 42, 262-273. (Bryn Mawr
student)
Rescorla, L., Ivanova, M.Y., & Achenbach, T.M. (2012). International epidemiology of child and
adolescent psychopathology: 2. Integration and applications of dimensional findings from 44
societies. Journal of American Academy of Child and Adolescent Psychiatry. 51, 1273-1283.
Achenbach, T.M., Rescorla, L., & Ivanova, M.Y., & (2012). International epidemiology of child
and adolescent psychopathology: 1. Diagnoses, dimensions, and conceptual issues. Journal of
American Academy of Child and Adolescent Psychiatry, 51, 1261-1272.
Rescorla, L. (2011). Late talkers: Do good predictors of outcome exist?” Developmental
Disabilities Research Reviews, Special issue on Developmental Delay, 17, 141-150. .
Ooi, Y.P., Rescorla, L., Min, S., Ang, R., Fung, D.S.S., & Woo, B. (2011). Differentiating
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autism spectrum disorders from anxiety disorders: Findings from a clinic sample in Singapore.
Asia-Pacific Psychiatry, online in advance of print, 9/12.
Rescorla, L. & Safyer, P. (2013). Lexical development in children with autism spectrum disorder
(ASD). Journal of Child Language, 40, 47-68. (Bryn Mawr student)
Rescorla, L.A., Achenbach, T.M., Ivanova, M.Y., Bilenberg, N., Bjarnadottir, G., Denner, S., et
al. (2012) Behavioral/emotional problems of preschoolers: Caregiver/teacher reports 15 societies.
Journal of Emotional and Behavioral Disorders, 20, 68-81.
Ang, R., Rescorla, L., Achenbach, T.M., Ooi, Y.P., Fung, D.S.S., & Woo, B. (2011). Examining
the criterion validity of CBCL and TRF problem scales and items in a large Singapore sample.
Child Psychiatry and Human Development, 7, 87-103.
Ivanova, M.Y., Achenbach, T.M., Rescorla, L.A., Bilenberg, N. , Bjarnadottir, G., Denner, S., et
(2011) Syndromes of preschool psychopathology reported by teachers and caregivers
in 14 societies using the Caregiver-Teacher Report Form (C-TRF). Journal of Early Childhood
and Infant Psychology, 7, 99-116.
Viola, L., Garrido, G., & Rescorla, L. (2011). Testing multicultural robustness of the Child
Behavior Checklist in a national epidemiological sample in Uruguay. Journal of Abnormal Child
Psychology, 39, 897-908.
Rescorla, L.A., Achenbach, T.M., Ivanova, M.Y., Harder, V.S., Otten, L., Bilenberg, N., et al.
(2011). International comparisons of behavioral and emotional problems in preschool children:
Parents’ reports from 24 societies. Journal of Clinical Child and Adolescent Psychology, 40,
456-467.
Papaeliou, C. & Rescorla, L. (2011). Vocabulary development in Greek children: A crosslinguistic comparison using the Language Development Survey. Journal of Child Language, 38,
861-887.
Henrichs, J. Rescorla, L., Schenk, J.J., Schmidt, H.G., Jaddoe, V.W.V., Hoffman, A., et al.
(2011). Examining continuity of early expressive vocabulary development: The Generation R
study. Journal of Speech, Language, and Hearing Research, 54, 854-869..
Petot, D., Rescorla, L. & Petor, J-M. (2011). Agreement between parent- and self-reports of
Algerian adolescents’ behavioral and emotional problems. Journal of Adolescence, 34, 977-986.
Ooi, Y.P., Rescorla, L., Ang, R.P., Woo, B., & Fung, D.S.S. (2011) Identification of autistic
spectrum disorders using the Child Behavior Checklist in Singapore. Journal of Autism and
Developmental Disabilities, 41, 1147-1156.
Ivanova, M.Y., Achenbach, T.M., Rescorla, L.A., Harder, V.S., Ang, R.P., Bilenberg, N., et al.
(2010). Syndromes of preschool psychopathology reported by parents in 23 societies. Journal of
the American Academy of Child and Adolescent Psychiatry, 49, 12, 1215-1224.
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Leiner, M., & Rescorla, L. (2010). The Pictorial Child Behavior Checklist: An assessment tool
for parents with low literacy levels. Psychological Assessment, 22, 218-27.
Achenbach, T.M., & Rescorla, L.R. (2010) Multicultural supplement to the Manual for the
ASEBA Preschool-Age Forms and Profiles. Burlington, VT: University of Vermont, Research
Center for Children, Youth, & Families.
Bilancia, S.M.,& Rescorla, L. (2010). Stability of behavioral and emotional problems over six
years in children age 4-to-5 or 6-to-7 at Time 1. Journal of Emotional and Behavioral Disorders,
18, 149-161. (Bryn Mawr student)
Bernheim, K.F., Rescorla, L., & Rocissano, L. (2010). The Lanahan cases in developmental
psychopathology, 2nd ed. Baltimore: Lanahan Publishers.
Rescorla, L. & Lee, E.C. (2009). The use of cognitive state words by late talkers at age 5. Rivista
di Psicolinguistica Applicata, IX, 29-46. (Bryn Mawr student)
Rescorla, L. (2009). Ritardo del linguaggio e problemi emotivo-comportamentali prima dei 3
anni. Psychiatria dell’nfanzia e dell’addolescenza, 76, 67-77.
Rescorla, L. (2009). Age 17 language and reading outcomes in late-talking toddlers: support for
a dimensional perspective on language delay. Journal of Speech, Language, and Hearing
Research, 52, 16-30.
Rescorla, L. (2008). Rating Scale Systems for Assessing Psychopathology: The Achenbach
System of Empirically Based Assessment (ASEBA) and the Behavior Assessment System for
Children-2 (BASC-2). Chapter in J.M. Matson & F.Andrasik (Eds.) Assessing childhood
psychopathology and developmental disabilities. Springer.
Lee, E.C. & Rescorla, L. (2008). The use of psychological state terms by late talkers at ages 3, 4,
and 5. Applied Psycholinguistics, 29, 21-39. (Bryn Mawr student)
Rescorla, L. A, Achenbach, T. M., Ivanova, M. Y, Dumenci, L., Almqvist, F., Bilenberg, N., et al
(2007). Problems reported by parents of children ages 6 to 16 in 31 cultures. Journal of
Emotional and Behavioral Disorders, 15, 130-142.
Rescorla, L., Achenbach, T.M., Ivanova, M.Y. et al., (2007). Epidemiological comparisons of
problems and positive qualities reported by adolescents in 24 countries. Journal of Consulting
and Clinical Psychology, 75, 351-358.
Rescorla, L., Achenbach, T.M., Ginzburg, S., Ivanova, M.Y. et al., (2007). Consistency of
teacher-reported problems for students in 21 countries. School Psychology Review, 36, 91-110.
Rescorla, L. Ross, G.R., & McClure, S. (2007). Language delay and behavioral/emotional
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problems in toddlers: Findings from two developmental clinics. Journal of Speech, Language,
and Hearing Research, 50, 1063-1078. (Bryn Mawr student)
Ivanova, M.Y., Achenbach, T.M., Rescorla, L.A., Dumenci, L., Almqvist, F., Bilenberg, N. et al.
(2007). The Generalizability of the Youth Self-Report syndrome structure in 23 societies.
Journal of Consulting and Clinical Psychology, 75, 729-738.
Ivanova, M.Y., Achenbach, T.M., Rescorla, L.A., Dumenci, L., Almqvist, F., Bilenberg, N. et al.
(2007). Testing the Teacher’s Report Form syndromes in 23 societies. School Psychology
Review, 2007,36, 468-483.
Ivanova, M.Y., Achenbach, T.M., Dumenci, L., Rescorla, L.A., Almqvist, F., Bilenberg, N. et al.
(2007). Testing the 8-syndrome structure of the CBCL in 30 societies. Journal of Clinical Child
and Adolescent Psychology, 36, 405-417.
Achenbach, T.M., & Rescorla, L.R. (2007) Multicultural supplement to the Manual for the
ASEBA School-Age Forms and Profiles. Burlington, VT: University of Vermont, Research
Center for Children, Youth, & Families.
Achenbach, T.M., & Rescorla, L.R. (2007) Multicultural understanding of child and adolescent
psychopathology: Implications for mental health assessment. New York: Guilford Press.
Achenbach, T.M., & Rescorla, L.A. (2006). Developmental issues in assessment, taxonomy, and
diagnosis of psychopathology: Life-span and cross-cultural perspectives. In D. Cicchetti (Ed.),
Handbook of developmental psychopathology (2nd ed). New York: Wiley.
Achenbach, T.M., & Rescorla, L.A. (2006). The Achenbach System of Empirically Based
Assessment. In R.P. Archer (Ed.) Forensic uses of clinical assessment instruments. Mahwah, NJ.
Lawrence Erlbaum.
Rescorla, L. (2005). Assessment of young children using the Achenbach System of Empirically
Based Assesment (ASEBA). Mental Retardation and Developmental Disabilities Research
Reviews, 11, 226-237.
Achenbach, T.M., Rescorla, L.A., & Ivanova, M.Y. (2005). International cross-cultural
consistencies and variations in child and adolescent psychopathology. In C.L. Frisby & C.
Reynolds (Eds.), Handbook of multicultural school psychology. New York: Wiley, (pp. 674-709)
Rescorla, L., Ratner, N.B., Jusczyk, P, & Jusczyk, A.M. (2005). Concurrent validity of the
Language Development survey (LDS): Associations with the MacArthur-Bates Communicative
Inventory: Words and Sentences. American Journal of Speech-Language Pathology, 14, 156163.
Rescorla, L. (2005). Age 13 language and reading outcomes of late-talking toddlers. Journal of
Speech, Language, and Hearing Research, 48, 459-472.
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Achenbach, T.M., Newhouse, P.A., & Rescorla, L.A. (2004). Manual for the ASEBA Older Adult
Forms and Profiles. Burlington, VT: University of Vermont, Research Center for Children,
Youth, & Families, 2004.
Achenbach, T.M., & Rescorla, L.A. (2004) Empirically based assessment and taxonomy:
Applications to infants and toddlers. In R. Del Carmen-Wiggins & A. Carter (Eds.), Handbook
of infant and toddler mental health assessment. New York: Oxford University Press.
Rescorla, L. & Rosenthal, A. (2004). Growth in standardized ability and achievement test scores
from third to tenth grade. Journal of Educational Psychology, 96, 85-96. (Bryn Mawr student)
Achenbach, T.M., & Rescorla, L.A. (2004). The Achenbach System of Empirically Based
Assessment (ASEBA) for ages 1.5 to 18 years. In M.R. Maruish (Ed.), The use of psychological
testing for treatment planning and outcomes assessment, Third Edition: Volume 2: Instruments
for children and adolescents. Mahwah, NJ: Erlbaum.
Rescorla, L.A., & Achenbach, T.M. (2004). The Achenbach System of Empirically Based
Assessment (ASEBA) for ages 18 to 90+ years. In M.R. Maruish (Ed.) The use of psychological
testing for treatment planning and outcomes assessment, Third Edition: Volume 3: Instruments
for adults.. Mahwah, NJ: Erlbaum.
Leach, J.M., Scarborough, H.S., Rescorla, L. (2003). Late-emerging reading disabilities.
Journal of Educational Psychology, 95, 2, 211-224. (Bryn Mawr student)
Achenbach, T.M., Dumenci, L., & Rescorla, L.A. (2003). DSM-oriented and empirically based
approaches to constructing scales from the same item pools. Journal of Clinical Child and
Adolescent Psychology, 32, 328-340.
Achenbach, T.M., Dumenci, L., & Rescorla, L.A. (2003). Are American children’s problems still
getting worse: A 23-year comparison. Journal of Abnormal Child Psychology, 31, 1-11.
Achenbach, T.M. & Rescorla, L.A.. (2003). Manual for the ASEBA Adult Forms and Profiles.
Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
Rescorla, L. & Roberts, J. (2002). Nominal vs. verbal morpheme use in late talkers at ages 3 and
4. Journal of Speech, Language, and Hearing Research, 45, 1219-1231.
Lee, E.C. & Rescorla, L. (2002). The use of psychological state terms by late talkers at age 3.
Applied Psycholinguistics, 23, 623-641. (Bryn Mawr student)
Achenbach, T.M., Dumenci, L., & Rescorla, L.A. (2002). Is American student behavior getting
worse? Teacher ratings over an 18-year period. School Psychology Review, 31, 3, 428-442.
Achenbach, T.M., Dumenci, L., & Rescorla, L. A. (2002). Ten-year comparisons of problems
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and competencies for national samples of youth: Self, parent, and teacher reports. Journal of
Emotional and Behavioral Disorders, 10, 4, 194-203.
Manhardt, J. & Rescorla, L. (2001). Narrative outcomes of late talkers. Applied
Psycholinguistics, 23, 1-21. (Bryn Mawr student)
Rescorla, L. & Achenbach, T.M. (2002). Use of the Language Development Survey (LDS) in a
national probability sample of children age 18 to 35 months. Journal of Speech, Language, and
Hearing Research, 45, 733-743.
Rescorla, L., & Roberts, J. (2002) Nominal versus verbal morpheme use in late talkers at ages 3
and 4 . Journal of Speech, Language, and Hearing Research, 45, 1219-1231 doi:10.1044/10924388(2002/098)
Rescorla, L. (2002). Age 9 outcomes for late-talking toddlers. Journal of Speech, Language, and
Hearing Research, 45, 360-371.
Achenbach, T.M. & Rescorla, L.A.. (2001). Manual for the ASEBA School-Age Forms and
Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, &
Families.
Achenbach, T.M. & Rescorla, L. (2001). Empirically based assessment and DSM-oriented
assessment of preschoolers for pharmacotherapy and other interventions. Child and Adolescent
Psychopharmacology News, 6, 5, 1-7.
Rescorla, L., Bascome, A., & Lampard, J., & Feeny, N. (2001) Conversational patterns in late
talkers at age 3. Applied Psycholinguistics, 22, 235-251. (Bryn Mawr students)
Rescorla, L., Alley, A., & Christine, J.B. (2001) Word frequencies in toddlers’ lexicons.
Journal of Speech, Language, and Hearing Research,, 44, 598-609 (Bryn Mawr students)
Rescorla, L. & Alley, A. (2001) Validation of the Language Development Survey (LDS): A
parent report for identifying language delay in toddlers. Journal of Speech, Language, and
Hearing Research,, 44, 434-445. (Bryn Mawr student)
Rescorla, L. & Achenbach, T.M. (2002). Cross-cultural applications of the Achenbach system of
empirically based assessment and taxonomy. Saggi: Child and Developmental Disabilities, 26,
17-26.
Achenbach, T.M. & Rescorla, L. (2000). Manual for the ASEBA preschool forms and profiles.
Burlington: University of Vermont Department of Psychiatry.
Karustis, J.L., Power, T.J., Rescorla, L.A., Eiraldi, R.B., & Gallagher, P.R. (2000). Anxiety and
depression in children with ADHD: Unique associations with academic and social functioning.
Journal of Attention Disorders, 4, 133-149. (Bryn Mawr student)
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Pharr, A.B., Ratner, N.B., & Rescorla, L. (2000) Syllable structure development of toddlers with
expressive specific language impairment (SLI-E). Applied Psycholinguistics, 21, 429-449
Rescorla, L., Dahlsgaard, K., & Roberts, J. (2000). The relationship of MLU to Index of
Productive Syntax (IPSyn) in late talkers and comparison children at ages 3 and 4. Journal of
Child Language, 27, 643-664.
Rescorla, L.(2000). Do late talkers turn out to have reading difficulties a decade later. Annals of
Dyslexia, Volume 50.
Rescorla, L., Mirak, J., & Singh, L.(2000). Vocabulary acquisition in late talkers: Lexical
development from 2;0 to 3;0. Journal of Child Language, 27, 293-311. (Bryn Mawr students)
Rescorla, L. & Lee, E.C. (2000). Language impairment in children. In T. Layton & L. Watson
(Eds.) Early language impairment in children, Vol 1: Nature. New York: Delmar Pub. (Bryn
Mawr student)
Achenbach, T.M. & Rescorla, L.(1999). Mental Health Practitioner’s guide for the Achenbach
System of Empirically Based Assessment (ASEBA). Burlington, VT. University of Vermont,
Department of Psychiatry
Bernhein, K.F., Rescorla, L., & Rocissano, L. (1999). The LANAHAN Cases in Developmental
Psychopathology. Baltimore: Lanahan Publishers, Inc.
Rescorla, L. & Merrin, L. (1998). Communicative intent in toddlers with
specific expressive language impairment (SLI-E). Applied Psycholinguistics, 19, 393-414. (Bryn
Mawr student)
Roberts, J. Rescorla, L. Giroux, J., & Stevens, L.(1998). Phonological skills of children with
specific expressive language impairment (SLI-E): Outcome at age 3. Journal of Speech and
Hearing Research, 41, 374-384.
Mirak, J. & Rescorla, L. (1998). Phonetic skills and vocabulary size in late talkers: Concurrent
and predictive relationships. Applied Psycholinguistics, 19, 1-17. (Bryn Mawr student)
Rescorla, L. & Mirak, J.(1997). Normal language development. Seminars in Pediatric
Neurology, 4, 70-77. (Bryn Mawr student)
Rescorla, L., Roberts, J., & Dahlsgaard, K. (1997). Late talkers at 2: Outcome at age 3. Journal
of Speech and Hearing Research, 40, 556-566.
Rescorla, L. and Ratner, T. (1996). Phonetic profiles of toddlers with specific expressive
language impairment (SLI-E). Journal of Speech and Hearing Research, 39, 153-165.
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Rescorla, L. and Fechnay, T. (1996). Mother-child synchrony and communicative reciprocity in
late-talking toddlers. Journal of Speech and Hearing Research, 39, 200-208. (Bryn Mawr
student)
Feeny, N., Eder, R.A., & Rescorla, L. (1996). Conversations with preschoolers: The feeling state
content of children's narratives. Early Education and Development, 7, 79-98. (Bryn Mawr
student)
Richman, E.R. & Rescorla, L. (1995). Academic orientation and warmth in mothers and fathers
of preschoolers: effects on academic skills and self-perceptions of competence. Early Education
and Development, 6, 197-213. (Bryn Mawr student)
Rescorla, L. (1993). Use of parental report in the identification of communicatively delayed
toddlers. Seminars in Speech and Language, 14, 264-277.
Rescorla, L. & Goossens-Milrod, M. (1992). Symbolic play development in toddlers with
expressive specific language impairment (SLI-E). Journal of Speech and Hearing Research, 35,
1290-1302. (Bryn Mawr student)
Hyson, M.C., Hirsh-Pasek, K., Rescorla, L., Cone, J., & Martell-Boinske, L. (1991). Ingredients
of parental "pressure" in early childhood. Journal of Applied Developmental Psychology, 12,
347-365.
Rescorla, L. (1991). Identifying expressive delay at age 2. Topics in Language Disorders,
11,14-20.
Milrod, R.J. & Rescorla, L. (1991). A comparison of the WPSSI-R and WPPSI with high IQ
children. Journal of Psychoeducational Assessment, 9, 255-262. (Bryn Mawr student)
Rescorla, L., Hyson, M., & Hirsh-Pasek, K. (Eds.) (1991). Early academics: challenge or
pressure? San Francisco: Jossey-Bass.
Rescorla, L. (1991). Early academics: Introduction to the debate. In Rescorla, L., Hyson, M., &
Hirsh-Pasek, K. (Eds.) Early academics: challenge or pressure? San Francisco: Jossey-Bass.
Rescorla, L. (1991). `Parent and teacher attitudes about early academics. In Rescorla, L., Hyson,
M., & Hirsh-Pasek, K. (Eds.) Early academics: challenge or pressure? San Francisco: JosseyBass.
Rescorla, L., Parker, R., & Stolley, P. (1991). Ability, achievement, and adjustment in homeless
children. American Journal of Orthopsychiatry, 61, 210-220.
Parker, R.M., Rescorla, L., Finkelstein, J.A., Barnes, N., Holmes, J.H., & Stolley, P.D. (1991). A
survey of the health of homeless children in Philadelphia shelters. American Journal of Diseases
of Children, 145, 520-526.
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Scarborough, H., Rescorla, L., Tager-Flusberg, H., Fowler, A.E., & Sudhalter, V. (1991). The
relation of utterance length to grammatical complexity in normal and language-disordered
groups. Applied Psycholinguistics, 12, 23-45.
Rescorla, L. & Schwartz, E. (1990). Outcome of toddlers with specific expressive language
delay. Applied Psycholinguistics, 11, 393-408.
Hirsh-Pasek, K., Hyson, M., & Rescorla, L. (1990). Academic environments in preschool: do
they pressure or challenge young children? Early Education and Development, 1, 401-423.
Hyson, M., Hirsh-Pasek, K., & Rescorla, L. (1990). The Classroom Practices Inventory: an
observational instrument based on NAEYC's guidelines for Developmentally Appropriate
Practices for 4 and 5 year old children. Early Childhood Research Quarterly, 5. 475-494.
Hyson, M., Rescorla, L., Hirsh-Pasek, K. (1990) Challenge or pressure in schools. New York:
Parents' League Review.
Rescorla, L., Hyson, M.C., Hirsh-Pasek, K., Cone, J. (1990) Academic expectations in mothers
of preschool children: a psychometric study of the Educational Attitude Scale. Early Education
and Development, 1, 165-184.
Rescorla, L. (1989) The Language Development Survey: a screening tool for delayed language
in toddlers. Journal of Speech and Hearing Disorders, 54, 587-599.
Rescorla, L. (1989) Assessment of toddlers and preschoolers. Pennsylvania Psychologist
Quarterly.
Rescorla, L. (1988) Cluster analytic identification of autistic preschoolers. Journal of Autism
and Developmental Disorders, 18, 475-492.
Field, M., Goodman, J.F., & Rescorla, L. (1978) Psychometric assessment of preschool atypical
children. Journal of Autism and Developmental Disorders, 17, 577-584.
Rescorla, L. (1986) Preschool psychiatric disorders: diagnostic classification and symptom
patterns. Journal of American Academy of Child Psychiatry, 25, 162-9.
Sparrow, S., Rescorla, L. et. al. (1986) Follow-up of "atypical children"-- a brief report.
Journal of American Academy of Child Psychiatry, 25, 162-9.
Rescorla, L. (1986) Review of Children's Language, Volume 4 (Edited by K.E. Nelson)
Journal of Child Language, 13, 441-444.
Zigler, E. & Rescorla, L. (1985) Social science and social policy: the case of social competence
as a goal of intervention programs. In R. Kasschau (Ed.) Clinical research, public policy and
12
practice: Towards a productive partnership. New York: Praeger Publishers.
Rescorla, L. (1984) Individual differences in early lexical development and their predictive
significance. Acta Paedologica, 1, 97-116.
Rescorla, L. & Okuda, S. (1984) Lexical development in second language acquisition: initial
stages in a Japanese child's learning of English. Journal of Child Language, 11, 689-696.
Rescorla, L. (1981) Category development in early language. Journal of Child Language, 8,
225-238.
Rescorla, L., Provence, S. & Naylor, A. (1981) The Yale Child Welfare Research Program:
description and results. In E. Zigler & E. Gordon (Eds.) Day Care: Scientific and Social Policy
Issues, Boston: Auburn House Publishing Company.
Rescorla, L. & Zigler, E. (1981) The Yale Child Welfare Research Program: implications for
social policy. In E. Zigler (Ed.) Educational Evaluation and Policy Analysis, "Evaluation of
Early Childhood Interventions and their Implications for Social Policy", Washington D.C.,
American Educational Research Association.
Rescorla, L. (1980) Overextension in early language development. Journal of Child Language,
7, 321-335.
Nelson, K., Rescorla, L., Gruendel, J. & Benedict, H. (1978) Early lexicons: what do they mean?
Child Development, 49, 960-969.
PRESENTED PAPERS/WORKSHOPS SINCE 2004
Rescorla, L. Identification and outcomes of late talkers. Invited keynote address at The 8th
National Speech and Language Disorders Congress, Istanbul, May, 2015.
Rescorla, L. Cross-informant agreement between adults and collaterals in 14 societies. Talk
presented at International Conference on Psychological Science, Amsterdam, March, 2015.
Rescorla, L. Evaluation of Preschoolers with the ASEBA. Workshop presented at Universidad de
San Buenaventura, Bogota, Colombia, October, 2014.
Rescorla, L. Evaluation of School Age Children with the ASEBA. Workshop presented at
Universidad de San Buenaventura, Bogota, Colombia, October, 2014.
Rescorla, L. Integrative Approaches to Clinical Assessment. Talk presented at Universidad de
San Buenaventura, Bogota, Colombia, October, 2014.
Rescorla, L. International Comparisons of the ASEBA. Talk presented at Universidad de San
Buenaventura, Bogota, Colombia, October, 2014.
13
Rescorla, L. Tackling Cross-Informant Agreement. Talk presented at Universidad de San
Buenaventura, Bogota, Colombia, October, 2014.
Rescorla, L. Multicultural Evidence-Based Assessment of Child, Adult, and Family
Psychopathology: Practical Applications. Workshop delivered at Society for Personality
Assessment, Arlington, Virginia, March, 2014.
Rescorla, L. Multicultural Evidence-Based Assessment of Child, Adult, and Family
Psychopathology: Multicultural Applications. Workshop delivered at Society for Personality
Assessmennt, Arlington, Virginia, March, 2014.
Rescorla, L. Late Talkers: a Fifteen Year Follow-Up. Talk presented at the American Speech and
Hearing Association Conference, Chicago, November, 2013.
Rescorla, L. Clinical applications of the ASEBA for Ages 6-18. Talk presented at Istituto
Nacional de Salud Mental, Lima, Peru, October, 2013.
Rescorla, L. Challenges in Assessment: Tackling Cross-Informant Agreement. Talk presented at
Istituto Nacional de Salud Mental, Lima, Peru, October, 2013.
Rescorla, L. Using the ASEBA in Clinical Assessment. Talk presented at Istituto Nacional de
Salud Mental, Lima, Peru, October, 2013.
, L. Using the ASEBA in Clinical Assessment. Talk presented at Istituto Nacional de Salud
Mental, Lima, Peru, October, 2013.
Rescorla, L. Assessment of Preschool Children Ages 1½ -5 Using the ASEBA. Talk presented at
Istituto Nacional de Salud Mental, Lima, Peru, October, 2013.
Rescorla, L. International Comparisons of Cross-Informant Agreement. Talk presented at Society
for Research in Child Development, Seattle, April, 2013.
Rescorla, L. Research and clinical applications of the ASEBA: Children. Workshop presented
University of Osizek, Croatia, April, 2013.
Rescorla, L. Research and clinical applications of the ASEBA: Children. Workshop presented
University of Zagreb, Croatia, April, 2013.
Rescorla, L. Overview of the Achenbach System of Empirically Based Assessment. Invited talk
at Eastern University, Match 2013.
Rescorla, L. Challenges in Assessment: Tackling Cross-Informant Agreement. Invited talk at
conference entitled ‘Empirically Based assessment with the ASEBA battery: Challenges from
Europe,” Porto, Portugal, March 2013.
14
Rescorla. L. Clinical Applications of the ASEBA: Adults and Families. Workshop at
Autonomous University, Barcelona, Spain, March, 2013
Rescorla, L. Research and Clinical Applications of the ASEBA: Children. Workshop at
Autonomous University, Barcelona, Spain, March, 2013
Rescorla, L. Multicultural Assessment of Behavioral and Emotional Problems. Workshop
presented at Philadelphia Society of Clinical Psychologists, Plymouth Meeting, PA, Jan, 2013.
Rescorla, L. Late Talkers: Identification, Characteristics, and Outcomes. Talk presented at
Specific Language Impairment – Diagnosis, Prognosis, Intervention Conference, Warsaw,
Poland, July, 2012
Rescorla, L. Nature, Nurture and the Language Endowment Spectrum: Findings from Studies of
Late Talkers. Talk presented at Jagiellonian University, Krakow, Poland, July, 2012.
Rescorla, L. ASEBA Cross-Informant Agreement and Case Illustrations. Talk presented at
Medical Faculty, University of Novi Sad, Serbia, Novi Sad, June, 2012.
Rescorla, L. ASEBA Cross-Informant Agreement and Case Illustrations. Talk presented at
Dardania University, Pristina, Kosovo, June, 2012.
Rescorla, L. ASEBA Cross-Informant Agreement and Case Illustrations. Talk presented at New
Bulgarian University, Sofia, Bulgaria, June, 2012.
Rescorla, L. How the Language Development Survey Identifies Late Talkers: International
Examples. Talk presented at AAAS Annual Conference, Vancouver, Canada. February, 2012.
Rescorla, L. Assessing Adults Using the Achenbach System of Empirically Based Assessment
(ASEBA) in Child Protective Services Programs. Workshop presented at Oklahoma Department
of Human Services. Oklahoma City, November, 2011.
McConaughy, S.H., & Rescorla, L. Comprehensive evaluations with the Achenbach System of
Empirically Based Assessment, Workshop presented at Wyoming School Psychology
Association, October, 2011.
Rescorla, L. Assessment of Children Ages 1½ -5 Using the ASEBA. Talk presented at Catholic
University of Portugal, Porto, Portugal, June, 2011.
Rescorla, L.Multicultural Assessment for Ages 1.5-5: International Comparisons of Reports by
Parents and Caregivers/Teachers. Talk presented at Erasmus Medical Center, Rotterdam,
Netherlands, June, 2011
Rescorla, L. Observational and Interview Assessment Using the ASEBA TOF, DOF, and SCICA.
15
Talk presented at Erasmus Medical Center, Rotterdam, Netherlands, June, 2011
Rescorla, L. Assessment of 1½-5 year-olds using the ASEBA, with case illustrations. Talk at
Vietnam National University, May, 2011.
Rescorla, L. Clinical Applications of the ASEBA for Children Ages 1½ -5. Talk presented at
Singapore Institute of Mental Health, May, 2011.
Achenbach, T., & Rescorla, L. Practical Applications of the ASEBA approach. Workshop
presented at Singapore Institute of Mental Health, May, 2011.
Rescorla, L. Integrating Clinical Interviews, Direct Observations, and Assessment of Parents in
Multi-Informant Assessment. Talk presented at Singapore Institute of Mental Health, May, 2011.
Rescorla, L. Multicultural Assessment of Psychopathology. Talk presented at Singapore National
Institute of Education, May, 2011.
Rescorla, L. Research on Cross-Informant Agreement and Treatment Outcomes. Talk presented
at Singapore National Technological University, May, 2011.
Rescorla, L., Language delay and reading/language problems in young children. Talk presented at
KK Women’s and Children’s Hospital, Singapore, May, 2011.
Rescorla, L. Assessment of adults and family-based assessment using the ASEBA, with case
illustrations. Talk at Vietnam National University, May, 2011.
Rescorla, L. Using the ASEBA for case formulation, treatment planning, and evaluation of
progress and outcomes. Talk at Vietnam National University, May, 2011.
Rescorla, L. Using the Achenbach System of Empirically Based Assessment (ASEBA) in child
Protective Services. Workshop at Casey Family Foundation, Oklahoma City, OK, March, 2011.
Rescorla, L. Differentiating Instruction for Elementary School Students. Talk presented at French
International School of Philadelphia, February, 2011.
Rescorla, L. Predicting Third Grade PSSA Scores: How Well Does the DIBELS Do? Invited talk
at Pennsylvania Branch of International Dyslexia Association. Philadelphia, October, 2010.
Rescorla, L. Best Practice Treatment Approaches for ADHD. Workshop presented at Magellan
Behavioral Health of PA, Allentown, PA., September, 2010.
Rescorla, L. Assessment of Language Development and Behavioral/Emotional Problems in
Preschool Children. Workshop presented at Springfield, MA School District, August, 2010
Rescorla, L. Integrating Direct Observations and Clinical Interviews in Multi-Informant
Assessment. Workshop presented at Springfield, MA School District, August, 2010.
16
Achenbach, T.M., & Rescorla, L. Quantitative and Multicultural Assessment of
Psychopathology. Talk presented at Institute of Psychology, Chinese Academy of Sciences,
Beijing, June, 2010.
Rescorla, L. Preschool epidemiology: CBCL findings from Singapore, Korea, China, and the
United Arab Emirates. Talk presented at 19th World Congress of IACAPAP, Beijing, June, 2010.
Rescorla, L. Preschool psychopathology: Translating research findings to clinical practice.
Workshop presented at 19th World Congress of IACAPAP, Beijing, June, 2010.
Rescorla, L. Multicultural Assessment of Psychopathology in Preschool Children. Talk presented
at Peking University Health Sciences Center, Institute of Reproductive Health, June, 2010.
Rescorla, L. Multicultural Epidemiology of Behavioral/emotional Problems. Talk presented at
Nanjing Normal University, Nanjing, China, May, 2010
Rescorla, L. Assessment of Language Development and Behavioral/Emotional Problems in
Preschool Children. Talk presented at Nanjing University, Nanjing, China, May, 2010
Rescorla, L. Assessment of Language Development and Behavioral/Emotional Problems in
Preschool Children. Talk presented at Chinese University of Hong Kong, Hong Kong, May,
2010.
Rescorla, L. Integrating Clinical Interviews and Direct Observations in Multi-Informant
Assessments. Talk presented at National Taiwan University, Taiwan, May, 2010.
Rescorla, L. Assessment of Language Development and Behavioral/Emotional Problems in
Preschool Children. Talk presented at National Taiwan University, Taiwan, May, 2010.
Rescorla, L. Multicultural Assessment of Psychopathology in Preschool Children, Talk presented
at Yonsei University, South Korea, May, 2010.
Rescorla, L. Multicultural Assessment of Psychopathology in Preschool Children, Talk presented
at National Taiwan University, Taiwan, May, 2010.
Rescorla, L. Multicultural Assessment of Psychopathology in Preschool Children, Talk presented
at National Chung-Cheng, Taiwan, May, 2010.
Rescorla, L. Multicultural Assessment of Psychopathology in Preschool Children, Talk presented
at National Cheng-Kung University, Taiwan, May, 2010.
Rescorla, L. Multicultural Assessment of Psychopathology in Preschool Children, Talk presented
at Kaohsiung Medical University , Taiwan, May, 2010.
Rescorla, L. Using the Achenbach System of Empirically Based Assessment (ASEBA) in Child
Protective Services Programs. Workshop presented at Casey Family Programs, Oklahoma City,
17
April, 2010.
Rescorla, L. & Ivanova, M. Behavioral and Emotional Problems in Preschool Children:
Multicultural Comparisons Across 24 Societies. Grand Rounds presentred at UVM Department
of Psychiatry, Burlington, VT, April, 2010.
Rescorla, L., & Ginzburg, S. Parent-adolescent agreement on adolescent behavioral and
emotional problems in 20 societies. Poster presented at Society for Research in Adolescence.
Philadelphia, March, 2010.
Rescorla, L. Assessment of Language Development and Behavioral/Emotional Problems in
Preschool Children. Talk presented at Clinic of Child Psychiatry, Hospital Pereira Rossell,
Montevideo, Uruguay, March, 2010.
Rescorla, L. Multicultural Epidemiology of Behavioral/Emotional Problems Talk presented at
Clinic of Child Psychiatry, Hospital Pereira Rossell, Montevideo, Uruguay, March, 2010.
Rescorla, L. Measuring Change in Outcome Research Talk presented at Catholic University of
Montevideo, Uruguay, March, 2010.
Rescorla, L.Assessment of Language Development and Behavioral/Emotional Problems in
Preschool Children. Pontifica Catholic University, Porto Alegre, Brazil, March, 2010
Rescorla, L. Case Illustrations of Multi-Informant Assessment Evaluation of emotional and
behavioral problems. Pontifica Catholic University, Porto Alegre, Brazil, March, 2010
Rescorla, L. Best practices in the treatment of ADHD. Workshop presented at Magellan
Behavioral Health of PA, October, 2009.
Rescorla, L. Assessment of preschool children. Workshop at International ASEBA Conference,
Burlington, VT, June, 2009.
Rescorla, L. Autism spectrum disorders. Workshop at International ASEBA Conference,
Burlington, VT, June, 2009.
Rescorla, L. Assessment of language delay and behavioral/emotional problems in preschool
children. Workshop at International ASEBA Conference, Burlington, VT, June, 2009.
Rescorla, L. (with Tom Achenbach and Masha Ivanova). Systems of care. Plenary talk at
International ASEBA Conference, Burlington, VT, June, 2009.
Rescorla, L. (with Tom Achenbach) Multicultural norms, assessment, and international
collaborations. Plenary talk at International ASEBA Conference, Burlington, VT, June, 2009.
Rescorla, L. (with Tom Achenbach). Quantitative and multicultural aspects of empirically-based
18
assessment. Plenary talk at International ASEBA Conference, Burlington, VT, June, 2009.
Rescorla, L. Language, learning, and behavioral/emotional problems in children and adolescents.
Workshop presented at Thames Valley School Board, London, Ontario, June, 2009.
Rescorla, L. Developmental psychopathology and empirically based assessment. Workshop
presented at University of Paris, 10, Nanterre, May, 2009.
Rescorla, L. Current ASEBA projects. Lecture presented at University of Paris, 10, Nanterre,
May, 2009.
Rescorla, L. The ASEBA: Principles, procedures, and clinical use. Lecture presented at
University of Paris, 10, Nanterre, May, 2009.
Rescorla, L. Multicultural epidemiology. Workshop presented at University of Paris, 10,
Nanterre, May, 2009.
Rescorla, L. Language-based learning problems in children and adolescents. Workshop presented
at University of Paris, 10, Nanterre, May, 2009.
Rescorla, L. (with Tom Achenbach) Multicultural challenges and evidence-based solutions for
school psychologists. Invited address at National Association of School Psychologists
Convention, Boston, MA, February, 2009.
Rescorla, L. Using the ASEBA in school behavioral health programs. Workshop presented at
Pontiac. MI School District, March, 2009.
Rescorla, L. Using the ASEBA in school behavioral health programs. Workshop presented at
Philadelphia School District, February, 2009.
Multicultural perspectives on cross-informant agreement: Parent-adolescent agreement in 20
societies. Talk presented at International Congress of Psychology, Berlin, Germany, July, 2008.
Rescorla, L. Multicultural perspectives on cross-informant agreement, preschool children’s
problems, and case applications. Talk presented at Sophia Children’s Hospital, Rotterdam,
Netherlands, July, 2008
Rescorla, L. Multiculturally sensitive assessment of children’s emotional and behavioral
problems. Talk at Psychotherapy Training Center, Milan, Italy, June, 2008.
Rescorla, L. Quantitative and multicultural aspects of evidence-based assessment. Talk presented
at Regional Center for Child and Adolescent Psychiatry, Trondheim, Norway, June 2008
Rescorla, L. Assessment of children, youth, and parents with the ASEBA. Talk presented at
Centre for Child and Adolescent Mental Health, Oslo, Norway, June 2008.
19
Rescorla, L. Multicultural epidemiology: International research on children’s behavioral and
emotional problems. Talk presented at Centre for Child and Adolescent Mental Health, Oslo,
Norway, June 2008.
Rescorla, L. (with Tom Achenbach) Clinical and research applications of the ASEBA for
assessing children and their parents. Workshop presented at St . Olav’s Hospital, Trondheim,
Norway, June 2008
Rescorla, L. (with Tom Achenbach) Multicultural challenges and evidence-based solutions for
school psychologists. Talk presented at National Association of School Psychologists, Boston,
MA, February, 2009.
Rescorla, L. The Achenbach System of Empirically Based Assessment (ASEBA) for Children,
Adolescents, and Adults. Talk presented at Friends Hospital, 2008.
Rescorla, L. The Rescorla, L. Historical and Multicultural Perspectives on Cross-Informant
Agreement. Talk presented at IACAP Conference, Istanbul, May, 2008
Rescorla, L. Use of the ASEBA to Monitor Progress in a School-Based Mental Health Program.
Poster presented at IACAP Conference, Istanbul, May, 2008
Rescorla, L. Use of the ASEBA to Assess Children’s Behavioral and Emotional Problems.
Workshop presented at Radnor Township School District, April, 2008.
Rescorla, L., Trucksess, D., & Roberts, C. Predictive Validity of Kindergarten DIBELS Scores.
Talk presented at at National Association of School Psychologists Annual Conference, New
Orleans, February, 2008.
Rescorla, L., Ivanova, M.Y., & McConaughy, S.H. Multiculturally Sensitive Assessment of
Children’s Emotional and Behavioral Problems. Workshop presented at National Association of
School Psychologists Annual Conference, New Orleans, February, 2008.
Rescorla, L. Language-based learning problems in children and adolescents. Talk presented at
Philadelphia Branch of International Dyslexia Association Fall Conference, October, 2007.
Rescorla, L. Gender differences in adolescents’ problems: Effects of problem type, informant,
and culture. Talk presented at European Society of Child and Adolescent Psychiatry, Florence,
Italy, August, 2007.
Rescorla, L. Examining the association between language delay and behavioral/emotional
problems in children under age 3. Talk presented at European Society of Child and Adolescent
Psychiatry, Florence, Italy, August, 2007
Rescorla, L. The Achenbach System of Empirically Based Assessment (ASEBA) for Ages 1.5-
20
18: Case Illustrations. Talk and Workshop presented at Denmark Pedagogical University,
Copenhagen, Denmark, August, 2007.
Rescorla, L. The Achenbach System of Empirically Based Assessment (ASEBA) for Ages 1.518: Talk presented at Department of Child and Adolescent Psychiatry, University of Odense,
Odense, Denmark, 2007.
Rescorla, L. Language delay and behavior problems in young children: ASEBA case examples,
Talk presented in Akereyri, Iceland, August, 2007.
Rescorla, L. Late talkers. Eddy Memorial Lecture presented at Department of Communication
Disorders, University of Minnesota, Duluth, June 2007.
Rescorla, L. Language delay and behavior problems in young children: ASEBA case examples,
Talk presented in Athens, Greece, August, 2007
Rescorla, L. The Achenbach System of Empirically Based Assessment (ASEBA): Case
Illustrations. Talk presented in Athens, Greece, June, 2007.
Rescorla, L. Using the Achenbach System of Empirically Based Assessment (ASEBA) in school
behavioral health programs. Workshop presented at Philadelphia Community Behavioral Health
Programs, July 11, July 18, August 8, September 18, September 20, 2007.
Rescorla, L. Multicultural applications of the ASEBA. Talk presented at Judge Baker Children’s
Center, Boston, MA. March, 2007.
Rescorla, L. Language delay and behavioral/emotional problems in young children. Workshop
presented at Contemporary Practices in Early Intervention and School-Based Settings: Fourth
Annual Institute. Malvern PA. March, 2007.
Rescorla, L. Late-talking toddlers. Workshop presented at SpeechCare Professional
Development, LLC. Lancaster, PA , March, 2007.
Rescorla, L. The Achenbach System of Empirically Based Assessment (ASEBA) for Ages 1.518: Case Illustrations. Talk presented at Austin Hospital, Melbourne, Australia, May, 2007.
Rescorla, L. The Achenbach System of Empirically Based Assessment (ASEBA) for Ages 1.518: Case Illustrations. Talk presented at Werry Centre, Auckland, New Zealand, April, 2007.
Rescorla, L. Externalizing behavior problems in children and adolescents. Workshop presented at
Philadelphia School District, February & March, 2007.
Rescorla, L. Language disorders in children and adolescents. Workshop presented at Philadelphia
School District, March, 2007
21
Rescorla, L. Using the Achenbach System of Empirically Based Assessment (ASEBA) to
measure Response to Intervention for behavioral/emotional problems. Workshop presented at
Detroit Public School district, Janaury, 2007.
Rescorla, L. Assessment of psychopathology and adaptive functioning in children. Talk
presented at University of Rome (La Sapienza), November, 2006.
Rescorla, L. Language delay and behavior problems in young children. Talk presented at Talk
presented at University of Rome (La Sapienza), November, 2006.
Rescorla, L. Multinational epidemiological research using the Achenbach System of Empirically
Based Assessment (ASEBA). Talk presented at University of Milan, November, 2006.
Rescorla, L. Language delays in young children: Assessment and intervention. Workshop
presented at TCL Early Intervention Training Center. Philadelphia, PA, November 2006.
Rescorla. L. Assessment of mental health problems in children and adolescents: Findings from
33 countries. Talk presented at First Friday Faculty Club, Bryn Mawr College, November, 2006.
Rescorla, L. Using the Achenbach System of Empirically Based Assessment (ASEBA) to
measure Response to Intervention for behavioral/emotional problems. Workshop presented at
Delaware County Association of School Psychologists, Morton, PA, October, 2006.
Rescorla, L. Understanding language-based learning disabilities: Family-school connections.
Talk presented at the Crossroads School, Malvern, PA, October, 2006.
Rescorla, L. Language delay in young children: Assessment and Intervention. Workshop
presented at 10th Annual Great Beginnings Conference, Marlborough, MA. October, 2006.
Rescorla, L.A. & Ginzburg, S. Problems Reported by Adolescents Ages 11 to 16 in 22 Cultures.
Poster presented at Society for Research in Adolescence Conference, San Francisco, CA, March,
2006.
Rescorla, L. Language Delay in Young Children. Workshop presented at Clarke Auditory-Oral
Preschool for the Deaf. Bryn Mawr, PA, March, 2006.
Rescorla, L. Gender Differences in TRF Scores in 21 Countries. Talk presented at National
Association of School Psychologists Conference, Anaheim, CA, April 2006.
Rescorla, L. Externalizing behavior problems in children and adolescents. Workshop presented at
Philadelphia School District, February, 2006.
Rescorla, L. Using the Achenbach System of Empirically Based Assessment in schools.
Workshop presented at Detroit Public School District, November, 2005.
22
Rescorla, L. The Achenbach System of Empirically Based Assessment (ASEBA) for Ages 1.518: Case Illustrations. Talk presented at Klaipeda University, Klaipeda, Lithuania, July, 2005.
Rescorla, L. The Achenbach System of Empirically Based Assessment (ASEBA) for Ages 1890+: Case Illustrations. Talk presented at Klaipeda University, Klaipeda, Lithuania, July, 2005.
Rescorla, L. Longterm outcomes of childhood problems: Longitudinal Findings with ASEBA
instruments. Talk presented at Klaipeda University, Klaipeda, Lithuania, July, 2005.
Rescorla, L. Language and reading outcomes of late-talking toddlers at age 13. Journal of
Speech, Language, and Hearing Research, 2005, 48, 1-14.
Rescorla, L. The spectrum of language impairment. Talk presented at the International
Association for the Study of Child Language, Berlin, July, 2005
Rescorla, L. Outcome at age 17 of late-talking toddlers. Talk presented at the International
Association for the Study of Child Language, Berlin, July, 2005.
Lee, E.C., & Rescorla, L. The use of psychological state terms by late talkers at ages 3, 4, and 5
years. Talk presented at the International Association for the Study of Child Language, Berlin,
July, 2005
Rescorla, L. Long-term outcomes of childhood problems: Longitudinal findings with ASEBA
instruments. Talk presented at Istituto Scientifico E Medea, Como, Italy, April, 2005.
Rescorla, L. Empirically based assessment of children’s behavioral and emotional problems:
ASEBA cross-cultural and longitudinal findings. Talk presented at Ursinus College, April, 2005.
Rescorla, L. Workshop on Achenbach System of Empirically Based Assessment. Philadelphia,
Society of Clinical Psychologists, January, 2005.
Rescorla, L. Workshop on Achenbach System of Empirically Based Assessment
Union County Educational Services Commission, Nonpublic School Services, Westfield, New
Jersey, October, 2004.
Rescorla, L. Assessment and intervention for young children with language delays. Workshop
presented at Montgomery County Early Intervention Services, October, 2004.
Rescorla, L. Late-talking toddlers: Identification, characteristics, and outcomes. Talk presented
Workshop on Child and Adolescent and Research Methodology. Department of Psychology, Law
University, Vilnius University, Vilnius, Lithuania, October, 2004.
Rescorla, L. Practical applications of the Achenbach System of Empirically Based Assessment
(ASEBA): Case illustrations. Talk presented at Workshop on Child and Adolescent and Research
Methodology. Department of Psychology, Law University, Vilnius University, Vilnius,
23
Lithuania, October, 2004.
Rescorla, L. Late-talking toddlers: Identification, characteristics, and outcomes. Talk presented at
Department of Psychology, Riga University, Riga, Latvia, October, 2004.
Rescorla, L. Practical applications of the Achenbach System of Empirically Based Assessment
(ASEBA): Case illustrations. Talk presented Tartu University, Tartu, Estonia. October, 2004.
Rescorla, L. Practical applications of the Achenbach System of Empirically Based Assessment
(ASEBA) for ages 1.5 to 90+ years: Case illustrations. Talk presented at the ACER International
Test Users Conference, Melbourne, Australia. July, 2004.
Rescorla, L. Case illustrations for use of ASEBA forms for children, adolescents, and adults.
Talk presented at the Queensland Faculty of Child and Adolescent Psychiatry, Brisbane,
Australia. July 2004.
Rescorla. L. Late-talking toddlers: Identification, characteristics, and outcomes. Talk presented
at the Telethon Institute for Child Health Research. Perth, Australia, July, 2004
Rescorla. L. . Late-talking toddlers: Identification, characteristics, and outcomes. Talk presented
at the Education Development Centre, Adelaide. Australia, July, 2004
Rescorla. L. Using the Achenbach System of Empirically Based Assessment (ASEBA) in
schools. Talk presented at the Education Development Centre, Adelaide, Australia, July 2004.
Rescorla, L. Outcome of late-talking toddlers and preschoolers with specific language
impairment. Address at Biennial Congress of Quebec Speech-Language Therapists and
Audiologists. Quebec City, Canada, January, 2004.
Rescorla, L. Assessment and intervention for young children with language delays. Address at
Biennial Congress of Quebec Speech-Language Therapists and Audiologists. Quebec City,
Canada, January, 2004.
PROFESSIONAL SERVICE AND MEMBERSHIPS
REVIEWING EXPERIENCE
Associate Editor: Journal of Speech, Language, and Hearing Research (2000-2004)
Early Education and Development (1995-2000)
Grant Review Panel Member: National Institute of Deafness and Communication Disorders,
Review Branch (1992-1996)
Grant reviews: National Science Foundation Linguistics Panel; March of Dimes; National
Institute of Child Health and Development.
24
Journal manuscript reviews: Child Development; Developmental Psychology; Developmental
Review; Journal of Speech, Language, and Hearing Research; Journal of Applied
Developmental Psychology; Early Education and Development; Early Childhood Research
Quarterly; Psychological Bulletin; Development and Psychopathology; Journal of Child
Psychology and Psychiatry; Journal of Child Language; Applied Psycholinguistics; Journal of
American Speech-Language Pathology; Journal of Abnormal Child Psychology; Language,
Speech, and Hearing Services in Schools, Journal of European Child and Adolescent Psychiatry,
Journal of Autism and Developmental Disorders.
Other reviews: Guilford Press, Paul Brookes, Pub. Co.; W.W. Norton, Inc.; Prentice Hall, Inc.;
Allyn & Bacon; W.H. Freeman; Society for Research in Child Development Biennial Meeting;
Jean Piaget Society Annual Meeting.
SITE VISITOR EXPERIENCE
American Psychological Association (APA):
Site visitor for doctoral programs: Curry School of Education Clinical Psychology Program,
1993; Rutgers University Graduate School of Applied and Professional Psychology School
Psychology Program, 1992.
Site visitor for internships: Children's Village, 1989; Mid-Coast Mental Health Center, 1990.
National Institute for Deafness and Communication Disorders (NIDCD):
Site visitor for program projects at University of California, San Diego; University of Kansas;
Albert Einstein College of Medicine; University of Iowa; Boston V.A. Hospital; University of
California, San Diego
MEMBERSHIPS
American Psychological Association (APA)
Society for Research in Child Development (SRCD)
International Dyslexia Society (IDA)
Pennsylvania Psychological Association (PPA)
President, Academic Division (1992-94)
DEPARTMENTAL RESEARCH SUPERVISION
Ph.D. dissertations
1988: Thomas Whiteman, Gerald McMullen
1989: Carole Bogdanoff, Marijke Goossens, Thomas Bartlett
1990: Karen Milstein, Elizabeth Richman, Carole Keidel
1991: Robert Milrod, Peggy Tietz
1992: Terri Fechnay, Ilene Numeroff, Michele Robins, Sandy
Williams
1993: Diane Sizer
1995: Lisa Williams, Eileen Escarce
25
1996:
1997:
1999:
2000:
2002:
2004:
2005:
2006:
2007:
2008:
2009:
2012:
2014:
2015:
Stephanie Nova
James Karustis
Jennifer Mirak Leach, Norah Feeny, Joan Manhardt, Barry Zakireh
Jody Skale, Tom Haworth, Deborah Lee
Adena Rosenthal
Amie Alley
Eliza Lee
Kathleen Johnson, Joelle McGovern
Laura Betancourt, Erin Stevens
Sarah McClure, Kristin Leren
Sofia Ginzburg, Danielle Davis Trucksess
Breanna Winder
Kelly Landman, T.C. Mack
Beth Mugno
M.A. Theses/Predissertations
1988: Ruta Clair
1989: Eileen Escarce
1990: Diane Sizer
1991: Stephanie Nova, Mary Hadicke-Wiley
1992: Beth Bennett, Deborah Gunton, Tom Haworth, Jody Skale
1993: Joan Manhardt
1994: Adena Rosenthal
1995: Jennifer Mirak, Kelly Johnson
1997: Eliza Lee
2000: Joelle Beecher, Laura Betancourt, Amie Alley, Kristin Leren-Cruz
2002: Erin Stevens, Nicole Williams
2004: Danielle Davis, Sarah McClure
2005: Sofia Ginzburg
2009: T.C. Mack
2011: Hannah Ebin
2012: Jillian Neill
B.A. Senior Research
1988: Rebecca Wilson, Susan Wolland
1989: Lenora Manzella, Ida Orenstein
1990: Patricia Cooper, Amani-Abdel-Dayem
1991: Helen Choi (Haverford)
1992: Abigail Herron
1995: Inge Hansen, Joanne Ma, Leher Singh, Joanne Book
1996: Abbe Egan, Lana Lord
1997: Arlita Bascome, Jarlette Lampard
1998: Vali Kahn, Marisa Guptarak
1999: Missy Cook, Mary Plummer, Neha Navsaria
2001: Shruti Chakrabarti, Jessica Auerbach, Rachel Gorman (Haverford)
26
2002:
2003:
2004:
2005:
2006:
2008:
2009:
2010:
2012:
2013:
2014:
2015:
Katie Schomaker, Tobey Geller, Jessica Bass (Haverford)
Steve Kennedy (Haverford)
Debra Glick (Haverford)
Bridget Hearon, Elizabeth Garrison, Mara Eyllon
Tara Jardeleza, Sarah Kim
Mim Larkin, Simone Shane, Ariannah Mirick, Anna Dejdar,
Krystin Wessner, and Gillian Starkey
Jenny Lum, Gabrielle Thompson (Haverford), Erica Dobbins, Laura Otten, Dorrie
Barbanel, Sarah Day, Paige Safyer, Kernika Gupta, Vanessa Singh
Cathy Lee, Shannon Ryan
Lauren Bochicchio, Annafi Wahed
Hannah Turner (Haverford), Lakshmi Somasunderam, Josephine Nyame
Sydney Espinosa, Grace Ewing, Susu Zhang
Phoebe Jordan, Grace Baelen-King, Holly Constants, Kamila Ganihanova, Bonnie Wei,
Giang Le, Tianyuan Zhang