Research Scientist
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Gabrielle Schlichtmann provides leadership in researching the impact of emotion on learning and in developing technology that supports the affective component of Universal Design for Learning. In particular, Dr. Schlichtmann brings expertise in the developmental neuroscience of at-risk children, especially the impact of children’s experiences of stress on emotion and cognitive performance in the context of school.
Before joining CAST Dr. Schlichtmann worked for several years at the Kessler Institute and the University of Medicine and Dentistry of New Jersey studying post-traumatic stress disorder and its impact on attention, learning and memory. In addition she served as the solicitations editor of the Harvard Educational Review, and as a research associate on several national research projects, including the national evaluation of Early Head Start.
Dr. Schlichtmann’s dissertation research focused on studying the physiologic stress response of young children living in poverty. Her research showed how early adverse experiences associated with poverty can organize children's behavior and biology in the context of school; she demonstrated experimentally that teachers can directly impact children’s physiologic stress responses. This work was funded by a National Institutes of Health Ruth L. Kirschstein National Research Service Award.
Dr. Schlichtmann holds an Ed.D in Human Development and Psychology with a specialization in Mind Brain and Education from the Harvard Graduate School of Education and a B.S. in Neuroscience from Trinity College in Hartford Connecticut.
Selected Publications
Rappolt-Schlichtmann, G., Tenenbaum, H., Keopke, M. & Fischer, K. (2007). Transient and robust knowledge: Contextual support and the dynamics of children’s reasoning about density. Mind, Brain, and Education , 1(2), 98-108.
Ayoub, C. & Rappolt-Schlichtmann, G. (2007). Child maltreatment and the development of alternate pathways in biology and behavior. In D. Coch, G. Dawson, & K. Fischer (Eds.), Human behavior, learning, and the developing brain: Atypical development . New York: The Guilford Press.
Ayoub, C., O'Connor, E., Rappolt-Schlichtmann, G., Fischer, K., Rogosch, F., Toth, S., & Cicchetti, D. (2006). Cognitive and emotional differences in young maltreated children: A translational application of dynamic skill theory. Development and Psychopathology , 18(3), 679-706.
Tenenbaum, H., Rappolt-Schlichtmann, G., & Zanger, V. (2004). Children’s learning about water in a museum and in the classroom. Early Childhood Research Quarterly , 19(1), 40-58.
Meyer, A., & Rose, D.; with Rappolt, G. & Strangman, N. (2002) Teaching every student in the digital age: Universal Design for Learning . New York: ASCD.
