Houra London Betty Betty London Blue 4tqPZP Houra London Betty Betty London Blue 4tqPZP Houra London Betty Betty London Blue 4tqPZP Houra London Betty Betty London Blue 4tqPZP Houra London Betty Betty London Blue 4tqPZP Houra London Betty Betty London Blue 4tqPZP
Betty London has designed this beautiful blouse. Comfortable and stylish, it provides on all levels. It
Push Tr Armour women's Threadborne Under gExq7OA7

Houra London Betty Betty London Blue 4tqPZP

Assistant Professor; Coordinator of the Child & Adolescent Training Emphasis

Betty Blue Houra London Betty London Midwestern University
College of Health Sciences
Alumni Hall North
Behavioral Sciences - Clinical Psychology
555 31st St.
Downers Grove, IL 60515
E-mail: jperle@midwestern.edu  


Ph.D. Clinical Psychology Nova Southeastern University
M.S. Clinical Psychology Nova Southeastern University
M.A. Social Developmental Psychology Betty London Houra Betty London Blue Florida Atlantic University

CERTIFICATIONSClassic women's Minnetonka Minnetonka Driver Classic Driver UwqCSS

ABPP Board Certified in Clinical Child and Adolescent Psychology


  • Evaluation and treatment strategies of childhood and adolescent Attention-Deficit/Hyperactivity Disorder (ADHD) and associated challenges.Skechers Skechers Usa women's Parallel Parallel Skechers Usa women's Usa RAwp6qx
  • Evaluation and treatment strategies of childhood and adolescent Disruptive Behavior Disorders (DBD) and associated challenges.
  • Telehealth - The integration of technology with healthcare.
  • Integrated healthcare / interdisciplinary healthcare.


  • PSYCD 1520 - Clinical Appraisal and Interviewing
  • PSYCD 1502 - Life Span Development I 
  • Houra London London Betty Blue Betty PSYCD 1582 - Clerkship I (Caregiver ADHD Support & Education group) 
  • PSYCD 1681 - Dissertation Development 
  • PSYCD 1473 - Child & Adolescent Assessment I 
  • PSYCD 1474 - Child & Adolescent Assessment II 
  • PSYCD 1475 - Child & Adolescent Psychotherapy I  

* Dr. Perle also serves as lead instructor for multiple topic-specific lectures for other courses (E.g., pediatrics for PSYCD 1777 - Integrated Healthcare, etc.).


Project I: A parent management training-focused smartphone app to foster improved inter-session adherence and behavioral monitoring - 

Poor adherence to inter-session practice of learned skills and poor monitoring of ABC behavioral log data significantly reduces positive outcomes for families completing parent management training (PMT) to address child-related symptoms of disruptive behavior disorders (DBD) or Attention-Deficit/Hyperactivity Disorder (ADHD). Smartphone applications (apps) have been proposed as a convenient and cost-effective means to enhance family adherence to the treatment of DBD and ADHD, and may lead to improved outcome, reduced treatment length, and reduced family costs of continued care. No published work has directly examined app use to improve treatment adherence to PMT for DBD/ADHD. The purpose of this project is to evaluate a PMT-focused smartphone app designed to improve inter-session caregiver adherence and monitoring for PMT skills.

Project II: Creating a normative sample for use of the Child Behavior Checklist (CBCL), Teacher Report Form (TRF), Caregiver-Teacher Report Form (C-TRF), and Youth Self Report (YSR) across Trinidad and Tobago -

The CBCL (for ages 1.5-5 and 6-18), TRF (6-18), C-TRF (1.5-5), and YSR (11-18) are standardized, evidence-based, paper-and-pencil forms completed by the caregiver, teacher, daycare/preschool teacher, and adolescent (i.e., self), respectively. The questionnaires allow for the evaluation of the child or adolescent's adaptive, emotional, and behavioral functioning as compared to a normative sample (i.e., what is considered to be in the "typical" range of functioning for youth of a similar age) with consideration for age and gender. Further, the Multicultural Family Assessment Module (MFAM) allows the CBCL, TRF, C-TRF, and YSR scores to be compared to dozens of user-selected societies for more tailored findings. Evaluation of the assessments across countries has demonstrated the impact of cultural differences in outcome scores, with some societies demonstrating mean problem scores that are deviant from others, suggesting the need to assess each culture separately and not assume uniform responding to their American counterparts. While the MFAM can be helpful to tailor the assessments, they have never been evaluated for The Republic of Trinidad and Tobago. Given past country-wide reports of a need for assessment and treatment to improve child and adolescent socioemotional health, findings of a high rate of depression (i.e., 15% for Trinidadian and 10% of Tobagonian adolescents), and the report from the World Health Organization that indicated Trinidad and Tobago as having the second highest rate of suicide in all the West Indian islands, early identification and treatment becomes essential. The current multi-site collaborative study seeks to create a normative sample for the Republic of Trinidad and Tobago through a surveying of children and adolescents across the islands.


Houra Betty London Betty London Blue