Stephanie J. Tarle

Stephanie J. Tarle, PhD

Assistant Professor, PsyD Program in Clinical Psychology

She/Her/Hers

starle@callutheran.edu
(805) 493-3670

Dr. Stephanie Tarle is a licensed psychologist and an assistant professor in the Graduate School of Psychology who specializes in clinical child psychology. She received her doctorate degree from Oklahoma State University’s clinical psychology program, completed her predoctoral internship at Kennedy Krieger Institute at Johns Hopkins University, and completed her postdoctoral fellowship at Harbor-UCLA Medical Center. Clinically, Dr. Tarle specializes in working with children through young adults with a variety of mental health concerns, including attention-deficit/hyperactivity disorder (ADHD), disruptive behavior disorders, anxiety, depression, trauma, self-harm, and problematic sexual behaviors. Her research interests include understanding neurocognitive and emotion regulation deficits associated with ADHD, as well as access to care for people with disabilities. Dr. Tarle has conducted and published research in a variety of peer-reviewed journals and presented at several conferences.

Postdoctoral Fellowship at Harbor-UCLA Medical Center, Child and Adolescent Psychiatry

Doctor of Philosophy in Clinical Psychology from Oklahoma State University

  • Specialty in Clinical Child Psychology

Predoctoral Internship at Kennedy Krieger Institute at Johns Hopkins University School of Medicine

Masters of Science in Clinical Psychology from Oklahoma State University

Bachelors of Science in Psychology with Neuroscience emphasis from The Pennsylvania State University

  • Honors in Psychology from Schreyer Honors College
  • Minors in Biology and Disability Studies

California Licensed Psychologist (PSY 32155)

Research Areas of Interest: Understanding emotion regulation and executive function deficits among children with attention-deficit/hyperactivity disorder. How methodological variability influences these findings. Disability studies and access to care.

Peer Reviewed Publications:


Tarle, S. J., Alderson, R. M., Arrington, E. F., & Roberts, D. K. (2021). Emotion regulation and children with attention-deficit/hyperactivity disorder (ADHD): The effect of varying phonological working memory demands. Journal of Attention Disorders, 25(6), 851-864. https://doi.org/10.1177/1087054719864636


Fosco, W. D., Kofler, M. J., Alderson, R. M., Tarle, S. J., Raiker, J. S., & Sarver, D. E. (2019). Inhibitory control and information processing in ADHD: Comparing the dual task and performance adjustment hypotheses. Journal of Abnormal Child Psychology, 47(6), 961-974. https://doi.org/10.1007/s10802-018-0504-9


Patros, C. H. G., Tarle, S. J., Alderson, R. M., Lea, S. E., & Arrington, E. F. (2019). Planning deficits in children with ADHD: A meta-analytic review of tower task performance. Neuropsychology, 33(3), 425-444. https://doi.org/10.1037/neu0000531


Tarle, S. J., Alderson, R. M., Patros, C. H. G., Arrington, E. F., & Roberts, D. K. (2019) Working memory and behavioral inhibition in children with attention-deficit/hyperactivity disorder (ADHD): An examination of varied central executive demands, construct overlap, and task impurity. Child Neuropsychology, 25(5), 664-687. https://doi.org/10.1080/09297049.2018.1519068


Lea, S. E., Alderson, R. M., Patros, C. H. G., Tarle, S. J., Arrington, E. F., & Grant, D. (2018). Working memory and motor activity: A comparison across attention-deficit/hyperactivity disorder, generalized anxiety disorder, and healthy control groups. Behavior Therapy, 49(3), 419-434. https://doi.org/10.1016/j.beth.2017.08.009


Tarle, S. J., Alderson, R. M., Patros, C. H. G., Lea, S. E., Hudec, K. L., & Arrington, E. F. (2017). Attention-deficit/hyperactivity disorder (ADHD) and phonological working memory: Methodological variability affects clinical and experimental performance metrics. Neuropsychology, 31(4), 383-394. https://psycnet.apa.org/doi/10.1037/neu0000364


Patros, C. H. G., Alderson, R. M., Hudec, K. L., Tarle, S. J., & Lea, S. E. (2017). Hyperactivity in children with ADHD: The influence of underlying working memory and self-control processes. Journal of Experimental Child Psychology, 154, 1-12. https://doi.org/10.1016/j.jecp.2016.09.008


Alderson, R. M., Patros, C. H. G., Tarle, S. J., Hudec, K. L., Kasper, L. J., & Lea, S. E. (2017). Working Memory and Behavioral Inhibition in Boys with Attention-Deficit/Hyperactivity Disorder (ADHD): An Experimental Examination of Competing Models. Child Neuropsychology, 23(3), 255-272. https://doi.org/10.1080/09297049.2015.1105207


Patros, C. H. G., Alderson, R. M., Lea, S. E., & Tarle, S. J. (2017). Context influences decision-making in boys with attention-deficit/hyperactivity disorder: A comparison of traditional and novel choice-impulsivity paradigms. Child Neuropsychology, 23(3), 242-254. https://doi.org/10.1080/09297049.2015.1119261


Patros, C. H. G., Alderson, R. M., Kasper, L. J., Tarle, S. J., Lea, S. E., & Hudec, K. L. (2016) Choice-Impulsivity in children and adolescents with attention-deficit/hyperactivity disorder (ADHD): A meta-analytic review. Clinical Psychology Review, 43, 162-174. https://doi.org/10.1016/j.cpr.2015.11.001


Hudec, K. L., Alderson, R. M., Patros, C. H. G., Lea, S. E., Tarle, S. J., & Kasper, L. J. (2015). Hyperactivity in boys with attention-deficit/hyperactivity disorder (ADHD): The role of executive and non-executive functions. Research in Developmental Disabilities, 45-46, 103-109. https://doi.org/10.1016/j.ridd.2015.07.012


Patros, C. H. G., Alderson, R. M., Lea, S. E., Tarle, S. J., Kasper, L. J., & Hudec, K. L. (2015). Visuospatial working memory underlies choice-impulsivity in boys with attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 38, 134-144. https://doi.org/10.1016/j.ridd.2014.12.016


Alderson, R. M., Kasper, L. J., Patros, C. H. G., Hudec, K. L., Tarle, S. J., & Lea, S. E. (2014). Working memory deficits in boys with attention-deficit/hyperactivity disorder (ADHD): An examination of orthographic coding and episodic buffer processes. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 21(4), 509-530. https://doi.org/10.1080/09297049.2014.917618

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