LUZ ROBLES joined the adjunct faculty in 2015, teaching various courses in research. Her professional career is focused on micro and mezzo practice, encompassing service delivery via the Los Angeles County Department of Children and Family Services, hospital-based practice and National Institute of Mental Health-funded research projects.
She currently has a private practice and provides a variety of services, such as neuropsychological and psychological consultations, assessments, capacity evaluations and therapy for patients with chronic illnesses and disabilities. She is also active in community work, participating in mental health service delivery, research, training, coaching, and professional consultation and development services.
Robles’ research experience includes Collaborative Adolescent Research on Emotions and Suicide (2015); Specificity and Sensitivity Data for Various Neuropsychological Instruments in a Monolingual Spanish Speaking population (2011); HIV/University of Miami Annotated Neuropsychological Test Battery in Spanish (2011); The Impact of Acculturation on Children: Latino Parents’ Perception (2006); and Curriculum Research (2004).
Alliant International University: PsyD 2013
Alliant International University: MA 2010
California State University, Long Beach: MSW 2006
California State University, Fresno: BA 2004
Areas of Expertise (5)
Industry Expertise (5)
Certificate of Postdoctoral Training in Clinical Psychology with Specialization in Physical Medicine & Rehabilitation (professional)
Rancho Los Amigos National Rehabilitation Center
Exceptional Volunteer Award (professional)
Cedars Sinai Medical Center
Exceptional Volunteer Work and Community Involvement Award (professional)
Exceptional Volunteer Work and Community Involvement Award
Articles & Publications (1)
Robles, L., Lopez, E., Salazar, X., Boone, K. & Glaser, D.
The current study provides specificity data on a large sample (n = 115) of young to middle-aged, male, monolingual Spanish speakers of lower educational level and low acculturation to mainstream US culture for four neurocognitive performance validity tests (PVTs): the Dot Counting, the b Test, Rey Word Recognition, and Rey 15-Item Plus Recognition. Individuals with 0 to 6 years of education performed more poorly than did participants with 7 to 10 years of education on several Rey 15-Item scores (combination equation, recall intrusion errors, and recognition false positives), Rey Word Recognition total correct, and E-score and omission errors on the b Test, but no effect of educational level was observed for Dot Counting Test scores. Cutoff scores are provided that maintain approximately 90% specificity for the education subgroups separately. Some of these cutoffs match, or are even more stringent than, those recommended for use in US test takers who are primarily Caucasian, are tested in English, and have a higher educational level (i.e., Rey Word Recognition correct false-positive errors; Rey 15-Item recall intrusions and recognition false-positive errors; b Test total time; and Dot Counting E-score and grouped dot counting time). Thus, performance on these PVT variables in particular appears relatively robust to cultural/language/educational factors.