Matthew D. Lerner, PhD
About Matthew D. Lerner, PhD
Titles
Psychologist
Education & training
Undergraduate Degree
BS in Psychology - University of Georgia, Athens, GA
BA in Spanish - University of Georgia, Athens, GA
Graduate Degree
PhD in Clinical Psychology - Florida State University, Tallahassee, FL
MS in Clinical Psychology - Florida State University, Tallahassee, FL
Internship
University of Vermont Medical Center & University of Vermont Department of Psychological Science, Vermont Psychological Services, Burlington, VT
Fellowship
University of Vermont Medical Center, Vermont Center for Children, Youth, and Families, Burlington, VT
Publications
Publications
2017
Lonigan, C. J., Spiegel, J. A., Goodrich, J. M., Morris, B. M., Osborne, C. M., Lerner, M. D., and Phillips, B. M. (2017). Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors? Journal of Abnormal Child Psychology, 45, 1491-1502.
2016
Lerner, M. D., & Lonigan, C. J. (2016). Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the co-development of code-related skills. Journal of Experimental Child Psychology, 144, 166-183.
Lonigan, C. J., Lerner, M. D., Goodrich, J. M., Farrington, A. L., & Allan, D. M. (2016). Executive function of Spanish-speaking language minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes. Journal of Experimental Child Psychology, 144, 46-65.
2015
Allan, D. M., Allan, N. P., Lerner, M. D. Farrington, A. L., & Lonigan, C. J. (2015) Identifying Unique Components of Preschool Children's Self-Regulatory Skills Using Executive Function Tasks and Continuous Performance Tests. Early Childhood Research Quarterly, 32, 40-50.
2014
Lerner, M. D., & Lonigan, C. J. (2014) Executive Function in Preschool Children: Unitary Versus Distinct Abilities. Journal of Psychopathology and Behavioral Assessment,36, 626-639.
2011
Lonigan, C. J., Allan, N. P., & Lerner, M. D. (2011). Assessment of preschool early literacy skills: Linking children’s educational needs with empirically supported instructional activities. Psychology in the Schools, 48(5), 488-501.