Education and Training

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

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

Titles and Academic Titles

Psychologist

Departments and Services

Publications

Papers

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.