Kari Adams, MA
Special Education Coordinator, Newport Mesa Unified School District
First and foremost, Kari is a proud Auntie to a child with special needs. Her nephew’s experience in public education has helped guide her in her role in education and led her to advocate for what students need. Kari Adams has worked in special education for over 15 years, and as a Special Education Coordinator for NMUSD for the past 7 years. She works for continuous improvement of their special education programs, with an emphasis on increasing inclusive practices. As a special educator, she always presumes competence and focus’ on the whole child. Kari values and supports collaborative relationships between families and schools, seeking always to improve outcomes in the long-term quality of life for students.
Daniel Campbell, PhD
Assistant Professor, Michigan State University
Dr. Daniel Campbell earned his Ph.D. in Neuroscience at the Pennsylvania State University in the laboratory of Dr. Ellen Hess. Dr. Campbell then completed a post-doctoral fellowship with Dr. Pat Levitt at the University of Pittsburgh and Vanderbilt University. Dr. Campbell started his own laboratory at the University of Southern California and is now an Assistant Professor at Michigan State University.
Alice Carter, PhD
Professor, University of Massachusetts-Boston
Dr. Alice Carter is a Professor in the Psychology Department at the University of Massachusetts Boston. Trained as a clinical psychologist, Dr. Carter’s work focuses on young children’s development in the context of family relationships, with an emphasis on the early identification of psychopathology and neurodevelopmental disorders as well as factors that place children at risk for difficulties in social and emotional development. Dr. Carter completed her undergraduate degree in Human Development and Family Studies at Cornell University, her graduate training in Clinical Psychology at the University of Houston, and her clinical internship and postdoctoral training in Developmental Psychopathology at the Yale Child Study Center. Her first faculty position was in the Department of Psychology at Yale University with a joint appointment at the Yale Child Study Center. Dr. Carter is an author or co-author of over 250 articles and chapters, a member of the Zero to Three DC:0-5 Task Force, co-editor of the Handbook of Infant, Toddler, and Preschool Mental Health Assessment (Second Edition) with Rebecca Del Carmen, Ph.D., and the co-author of the Infant-Toddler Social and Emotional Assessment (ITSEA) and the Brief Infant-Toddler Social and Emotional Assessment (BITSEA) with Margaret Briggs-Gowan, Ph.D. Her community-based research is currently funded by the National Institutes of Mental Health and Eunice Kennedy Shriver National Institute of Child Health and Human Development. Part of a four-site team, Dr. Carter is currently evaluating the effectiveness of a naturalistic developmental behavioral intervention for young children with early signs of autism designed specifically for Part C Early Intervention settings.
Rocco Catrone, PhD, BCBA-D
Assistant Professor, The Chicago School of Professional Psychology
Dr. Rocco Catrone is currently an assistant professor at The Chicago School of Professional Psychology where he leads many university initiatives on creating environments of success for students with disabilities as well as international students. Rocco has served in several roles supporting and empowering people disabilities since 2011. From program aide in a job coaching program to in-home, hospital-based, ER, inpatient, and academic research settings, Rocco promotes a firm community participatory, and inclusive way to conduct research, create relevant goals, and train future clinicians. This is reflected in his research through his research lab and clinical applications mainly focusing on caregiver support, individual empowerment, and stigma reduction tactics. Decades of building up ableist perceptions cannot be deconstructed in mere months. However, inclusive, values-based approach may offer a potential long-term, generalizable, and maintainable approach to creating environments of success designed for all.
Jeffrey Chan, PhD, BCBA-D
Associate Professor, Northern Illinois University
Dr. Jeffrey Chan is an Associate Professor in the Department of Special and Early Education at Northern Illinois University. His professional experiences include delivering intensive behavioral intervention for children with autism, working with students with severe developmental disabilities in elementary and secondary school settings, and supporting adults with developmental disabilities in employment settings. Dr. Chan’s current research interests include using mobile technologies (iPods, tablet computers) to teach functional life skills and leisure skills to individuals with developmental disabilities. In his free time, Dr. Chan enjoys spending time with his wife and four young children, playing guitar, and watching movies.
Roula Choueiri, MD
Neurodevelopmental Disabilities Pediatrician & Director of the Early Childhood Community Outreach Program, Department of Neurology, Autism Spectrum Center, Boston Children’s Hospital
Dr. Roula Choueiri is the Director of Community Outreach programs at the Autism Center at Boston Children’s Hospital. She has been developing the RITA-T (Rapid Interactive screening Test for Autism in Toddlers) and studying its integration in different clinical models, and within different socio-economic and cultural groups, to improve early identification and access to diagnosis. Dr. Choueiri has led many workshops and trainings on the early identification of ASD and RITA-T administration and scoring to different professional groups. In addition, she is currently collaborating with different groups to study the RITA-T psychometrics in different languages and countries, and within a wider age spectrum.
Heather Forbes, MA, CCC-SLP, BCBA
Doctoral Fellow, University of Kansas
Heather Forbes is a doctoral fellow in the Department of Special Education at the University of Kansas with a research interest in communication interventions for students with autism. She is a speech-language pathologist and board certified behavior analyst. Prior to beginning her doctoral studies, Heather provided autism-related educational consultation to Pennsylvania public school special education classrooms. She has presented on topics related to evidence-based speech and language intervention, communication instruction by parents, and inter-professional collaboration in schools.
Audri Gomez, PhD
Co-Director, Thompson Policy Institute
Dr. Audri M. Gomez is the Co-Director at the Thompson Policy Institute in the Attallah College of Educational Studies at Chapman University. Previous to her current assignment, Dr. Gomez was a special education teacher and a special education administrator. She is currently involved in the California Alliance for Inclusive Schooling, Cal-TASH Legislative and Policy Committee, and California Department of Education’s Improving Special Education Committee. Dr. Gomez focuses her research on inclusive schooling, teacher preparation, professional development, and school culture. intervention models for students with autism spectrum disorders.
Anibal Gutierrez, PhD
Director of Intensive Behavioral Intervention Services, Center for Autism and Related Disorders (CARD), University of Miami
Dr. Anibal Gutierrez is a Division Director at the University of Miami-Nova Southeastern University Center for Autism and Related Disabilities (UM-NSU CARD) and Research Associate Professor at the University of Miami. Dr. Gutierrez is a Board Certified Behavior Analyst (BCBA-D) with experience in the assessment and treatment of severe problem behavior and in the development of adaptive skills for individuals with autism. He received his B.S., M.S., and Ph.D from the University of Florida. Dr. Gutierrez’s current research interests focus on early intervention and variables related to treatment effectiveness for individuals with autism and the use of technology to bring about behavior change.
Elissa Kaustinen, MA
Director of FAST (Families, Agencies, and Schools Together) at CHOC, Thompson Policy Institute
Elissa Green Kaustinen is the Director of Families and Students Together Director @ The Thompson Autism Center @ CHOC. Prior to joining the Thompson Policy Institute at Chapman University Elissa worked within the public school system for 17 years, which included 7 years as a school psychologist and 10 years as an administrator within special education. Elissa has experience in many areas including special education assessments, inclusive practices, developing Individual Education Plans, counseling, developing and implementing behavioral programs, autism and other neurodevelopmental disabilities. Throughout Elissa’s career she has promoted a culture of inclusivity and advocated to support all students.
Laura Edwards-Leeper, PhD
Licensed Clinical Psychologist
Dr. Laura Edwards-Leeper is a Professor Emerita in the School of Graduate Psychology at Pacific University and is in full-time private practice in Oregon. Previously, she worked at Seattle Children’s Hospital and Boston Children’s Hospital/Harvard Medical School. She was the founding psychologist for the Gender Management Service (GeMS) at Boston Children’s Hospital where she developed the psychological testing protocol for transgender adolescents seeking medical interventions. She is actively engaged in research endeavors, has coauthored numerous book chapters and peer-reviewed journal articles, and has been interviewed by various media outlets. Dr. Edwards-Leeper has been a member of several national and international committees focused on working with transgender youth, including the American Psychological Association Task Force that developed practice guidelines for working with transgender individuals, and the SAMHSA committee that helped develop a consensus statement regarding the danger in using conversion therapy with LGBT youth. She is a member of both the child and adolescent WPATH work groups that have revised the Standards of Care. She has been identified as an international expert in this area.
Yanerys Leon, PhD, BCBA-D
Research Associate Professor, University of Miami
Dr. Yanerys Leon is a Research Associate Professor in the Department of Psychology of the University of Miami (ABA Master’s Program), co-director of the Intensive Behavior Intervention Services (IBIS) Clinic, and Director of Applied Research and Behavioral Training at UM-NSU CARD. Dr. Leon was named the 2021 recipient of the BF Skinner Foundation Applied New Researcher award presented by Division 25 of the American Psychological Association and currently serves on the Board of Editors of the Journal of Applied Behavior Analysis. In her current role as faculty in the ABA Master’s Program at UM, Dr. Leon teaches advanced graduate courses in Applied Behavior Analysis and supervises graduate practicum students completing their fieldwork requirements and conducting their capstone research. In her role as Division Director of Applied Research and Behavioral Consultation at UM-NSU CARD, Dr. Leon provides programmatic and consultative behavioral support to professionals (e.g., schools, hospitals) working with individuals with ASD and IDD. Dr. Leon’s current research interests can be broadly categorized into the following: a) refinements and extensions of functional analysis and function-based treatment, b) conditioned social and token reinforcement in application for individuals with ASD and IDD, and c) technological extensions of behavioral interventions.
Lauren Little, PhD, OTR/L
Associate Professor & Associate Dean of Research, Rush University
Dr. Lauren Little has a clinical background in occupational therapy and a PhD in Occupational Science. Dr. Little serves as Associate Dean of Research of the College of Health Sciences and Associate Professor in the Department of Occupational Therapy at Rush University. Dr. Little’s expertise is in how to apply knowledge about sensory processing patterns to intervention design for children with neurodevelopmental conditions, with an emphasis on authentic contexts and everyday activities. Dr. Little also investigates innovative service models for families of children with neurodevelopmental conditions, and has led a number of projects examining the feasibility, acceptability, and efficacy of occupational therapy delivered through telehealth.
Nancy McIntyre, PhD
Assistant Professor, University of Central Florida
Dr. Nancy McIntyre is an Assistant Professor and researcher in the UCF School of Communication Sciences and Disorders who has worked with children and adolescents with diverse backgrounds and needs in educational and clinical settings in California, North Carolina, and Florida. She received her Doctorate in Education with an emphasis in Learning and Mind Sciences at the University of California, Davis, where she studied social communication, language, and literacy development for children and adolescents with autism spectrum disorder. She has published and presented in the US and internationally on language and reading profiles, reading comprehension impairments, reading interventions, and evidence-based practices (EBPs) for school-aged children with autism or children with or at risk for reading disabilities. Dr. McIntyre is a former Postdoctoral Fellow at the Frank Porter Graham Child Development Institute at UNC Chapel Hill and LEND Fellow at the UC Davis MIND Institute where she investigated evidence-based practices, reading disabilities, and comprehensive reading interventions for children and adolescents with neurodevelopmental disorders. She also directed clinical reading evaluations and reading intervention services at the UC Davis Reading and Academic Development Center.
Haley Moss, JD
Attorney, Author, and Adjunct Professor, Taylor University
Haley Moss is a lawyer, neurodiversity expert, and the author of four books that guide neurodivergent individuals through professional and personal challenges. She is a consultant to top corporations and nonprofits that seek her guidance in creating a diverse workplace, and a sought-after commentator on disability rights issues. The first openly autistic lawyer in Florida, Haley’s books include “Great Minds Think Differently: Neurodiversity for Lawyers and Other Professionals” and “The Young Autistic Adult’s Independence Handbook”. Her articles have appeared in outlets including the Washington Post, Teen Vogue, and Fast Company.
Peter Mundy, PhD
Lisa Capps Professor of Neurodevelopmental Disabilities and Education, UC-Davis
Dr. Peter Mundy is a Distinguished Professor in the School of Education at UC Davis and the Lisa Capps Professor of Neurodevelopmental Disorders and Education in the UC Davis Department of Psychiatry and MIND Institute. Dr. Mundy served as President of the International Society for Autism Research (INSAR 2019-2021) and currently serves as Past-President on the Board of INSAR. For the last 4 decades, Dr. Mundy has studied the role that joint attention impairments play in the nature, diagnosis and treatment of autism. His research has been supported by numerous extramural grants including twelve federal NIH, CD, IES and HRSA grants. His work has had a significant impact on the development of assessments such as the Autism Diagnostic Observation Scale, which includes joint attention items and nomenclature modeled from Dr. Mundy’s Early Social Communication Scales. His work has been fundamental to the development of early intervention methods such as JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation) developed by Dr. Connie Kasari and colleagues at UCLA. The last two decades of research on this topic has been summarized in his 2016 book, Autism and Joint Attention: Development, Neuroscience and Clinical Fundamental. Most recently, Dr. Mundy has begun to focus on understanding the development and treatment of autism in school-aged children. These efforts have involved the use of virtual reality to develop new methods for research with older children and a longitudinal study of the academic development, cognition and the social-communication phenotype of 8- through 16-year-old higher functioning children with ASD.
Cecilia Montiel-Nava, PhD
Associate Professor, University of Texas-Rio Grande Valley
Dr. Cecilia Montiel-Nava, a bilingual clinical psychologist, an associate professor at the department of Psychological Sciences in the University of Texas Rio Grande Valley, and the director of the Behavior and Child Development Lab (BeChilDLab). Her clinical and research interests focus on understanding ethnic disparities among children with autism spectrum and neurodevelopmental disorders and development and implementation of evidence-based parent-mediated interventions in underserved populations. Her research has as an ultimate goal to reduce the gap in accessing care for identification and treatment of neurodevelopmental disorders in underserved populations.
Rose O’Donnell, PhD
Clinical Psychologist, University of Missouri Thompson Center
Dr. Rose O’Donnell is a Licensed Psychologist and Assistant Clinical Professor at the Thompson Center for Autism and Neurodevelopmental Disorders, where she provides psychological evaluations. She is also involved in Missouri’s federally funded interdisciplinary training grant, Leadership Education in Neurodevelopmental Disabilities (LEND). She is also the Associate Training Director of the APA-accredited psychology internship program, Missouri Health Sciences Psychology Consortium. She earned her doctoral degree in School Psychology at the University of Missouri.
Jessica Schuttler, PhD
Psychologist and Assistant Professor, University of Kansas Medical Center
Dr. Jessica Schuttler is a child psychologist and assistant professor at the University of Kansas Medical Center in the Division of Developmental-Behavioral Pediatrics. She is also the Training Director for the Kansas Leadership Education in Neurodevelopmental Disabilities (LEND) program. She works with children, youth and young adults to provide therapy and interdisciplinary developmental evaluations. Her role with the LEND program includes teaching and coordinating training experiences for emerging leaders from over 10 different disciplines in the interest of creating more inclusive communities. She believes in strengths-focused and person-centered approaches, and seeks to promote healthy social-emotional development for all of her clients and students.
Andresa De Souza, PhD, BCBA-D
Assistant Professor, University of Missouri St. Louis
Dr. Andresa De Souza is an Assistant Professor at the University of Missouri – St. Louis and is currently serving as the Dissemination Coordinator for the Verbal Behavior – Special Interest Group (VB-SIG). She received a Master’s in Behavior Analysis and Therapy from Southern Illinois University in Carbondale and a Ph.D. in Applied Behavior Analysis from the University of Nebraska Medical Center. She completed her Post-Doctoral Fellowship at Marcus Autism Center and Emory University in Atlanta. During the course of her studies, Dr. De Souza gained valuable experience in early-intervention applications for children with autism, the assessment and treatment of severe problem behavior, and autism diagnosis. She has provided supervision for behavior analysts and worked as a consultant for international sites. She has published several peer-reviewed articles on the applications of Skinner’s verbal behavior for the intervention of children with autism and serves on the Editorial Board of The Analysis of Verbal Behavior and the Journal of Applied Behavior Analysis. Her research focuses on strategies for teaching verbal behavior, the arrangement of conditions that can facilitate the emergence of novel language and decrease restricted stimulus control, and parent and teacher training.
Johanna Staubitz, PhD, BCBA-D
Assistant Professor of the Practice, Vanderbilt University
Dr. Johanna (Joey) Staubitz completed her doctoral studies in special education at Peabody College of Vanderbilt University in 2017 and has since worked as a clinical faculty member in Vanderbilt’s top-ranked Department of Special Education. She currently directs the applied behavior analysis master’s degree program and was recently appointed to the rank of assistant professor of the practice of applied behavior analysis. Before her time in higher education, Joey practiced as a classroom teacher and district behavior analyst. In both roles, she had firsthand encounters with the importance and challenge of providing individualized, integrated supports for academic learning and behavior. This experience not only initially drove Joey to pursue doctoral training, but also continues to motivate Joey’s research, training, and teaching endeavors. Her collective efforts are dedicated to developing, adapting, evaluating, and disseminating procedures that are effective, practical, and safe for adoption in schools, to improve the possibility high-quality behavioral services are embedded into the free and appropriate public education to which all children are entitled.
ABA Inside Track
Diana Parry-Cruwys, PhD, BCBA-D
Robert Parry-Cruwys, MEd, BCBA
Jackie MacDonald, PhD, BCBA-D
ABA Inside Track is a podcast about applied behavior analysis and the research the fuels the field. Two BCBA-Ds and their BCBA host lead spirited discussions on a wide range of different topics. The podcast hosts a variety of distinguished behavior analysts and is also a popular source of continuing education credit for BCBAs, BCBA-Ds, BCaBAs, and RBTs. ABA Inside Track assures their audiences that listening to the podcast is “way more fun than pressing a lever.”
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