Andres De Los Reyes, Ph.D.

Andres De Los Reyes, Ph.D.

Assistant Professor
Director, Comprehensive Assessment and Intervention Program (CAIP)
Office:	3123H, Biology-Psychology
Phone:	(301) 405-7049
fax:	(301) 314-9566
E-mail:	adelosreyes@psyc.umd.edu

Background Information:

Dr. De Los Reyes received his Ph.D. in 2008 from Yale University. He completed his training at the APA-accredited clinical internship at the University of Illinois at Chicago, Department of Psychiatry, Institute for Juvenile Research. Dr. De Los Reyes is Director of the Comprehensive Assessment and Intervention Program, and currently serves on the Editorial Boards of the Journal of Clinical Child and Adolescent Psychology, International Journal of Clinical and Health Psychology, and Child and Youth Care Forum.

Research and Teaching Interests:

Dr. De Los Reyes’ research program incorporates clinical, social, developmental, and cognitive psychology areas to understand why different measurements of behavior yield different conclusions in research and how these differences influence the science behind identifying effective treatments. He is also interested in what happens to children when the people in their lives do not see important aspects of children’s behavior in the same way. Current projects include: (1) testing a recently developed structured interview of caregiver-child discrepancies in perceived daily life events, (2) testing new ways of assessing childhood social anxiety and parental monitoring behaviors based on parent and child reports, and (3) incorporating behavioral, rating, and psychophysiological measurements in clinical assessments of childhood social anxiety.

Courses Taught:

Clinical Assessment
Clinical Supervision

Recent Publications:

De Los Reyes, A., Alfano, C.A., & Beidel, D.C. (in press). The relations among measurements of informant discrepancies within a multisite trial of treatments for childhood social phobia. Journal of Abnormal Child Psychology.

De Los Reyes, A., Goodman, K.L., Kliewer, W., & Reid-Quiñones, K.R. (in press). The longitudinal consistency of mother-child reporting discrepancies of parental monitoring and their ability to predict child delinquent behaviors two years later. Journal of Youth and Adolescence.

De Los Reyes, A., & Kazdin, A.E. (2009). Identifying evidence-based interventions for children and adolescents using the range of possible changes model: A meta-analytic illustration. Behavior Modification, 33, 583-617.

De Los Reyes, A., Henry, D.B., Tolan, P.H., & Wakschlag, L.S. (2009). Linking informant discrepancies to observed variations in young children’s disruptive behavior. Journal of Abnormal Child Psychology, 37, 637-652.

De Los Reyes, A., Goodman, K.L., Kliewer, W., & Reid-Quiñones, K.R. (2008). Whose depression relates to discrepancies? Testing relations between informant characteristics and informant discrepancies from both informants’ perspectives. Psychological Assessment, 20, 139-149.

De Los Reyes, A., & Kazdin, A.E. (2008). When the evidence says, “Yes, no, and maybe so”: Attending to and interpreting inconsistent findings among evidence-based interventions. Current Directions in Psychological Science, 17, 47-51.

De Los Reyes, A., & Kazdin, A.E. (2006a). Conceptualizing changes in behavior in intervention research: The range of possible changes model. Psychological Review, 113, 554-583.

De Los Reyes, A., & Kazdin, A.E. (2006b). Informant discrepancies in assessing child dysfunction relate to dysfunction within mother-child interactions. Journal of Child and Family Studies, 15, 643-661.

De Los Reyes, A., & Kazdin, A.E. (2005). Informant discrepancies in the assessment of childhood psychopathology: A critical review, theoretical framework, and recommendations for further study. Psychological Bulletin, 131, 483-509.

De Los Reyes, A., & Kazdin, A.E. (2004). Measuring informant discrepancies in clinical child research. Psychological Assessment, 16, 330-334.

De Los Reyes, A., & Prinstein, M.J. (2004). Applying depression-distortion hypotheses to the assessment of peer victimization in adolescents. Journal of Clinical Child and Adolescent Psychology, 33, 325-335.

Koenig, K., De Los Reyes, A., Cicchetti, D., Scahill, L., & Klin, A. (2009). Group intervention to promote social skills in school-age children with pervasive developmental disorders: Reconsidering efficacy. Journal of Autism and Developmental Disorders, 39, 1163-1172.

Marsh, J.K., & De Los Reyes, A. (2009). The influence of context on categorization decisions for mental health disorders. In N. Taatgen, H. van Rijn, J. Nerbonne, & L. Schomaker (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1953-1958). Austin, TX: Cognitive Science Society.

Link to Comprehensive Assessment and Intervention Program (CAIP) website

Clinical Psychology Program • Department of Psychology • University of Maryland
College Park, Maryland 20742-4411 • phone: 301-405-5890 • fax: 301-314-9566 • email: jcoldren@psyc.umd.edu