Michael Miklos, M.S., BCBA Lead Educational Consultant PaTTAN Autism Initiative Harrisburg, Pennsylvania Nina Wall-Cote, M.S.S. Bureau Director Bureau of Autism Services Pennsylvania Department of Public Welfare Harrisburg, Pennsylvania Erica Wexler, M.S. Senior Communications and Training Coordinator Bureau of Autism Services Pennsylvania Department of Public Welfare Philadelphia, Pennsylvania Sarah Winter, M.D. Associate Professor University of Utah Salt Lake City, Utah Vincent Winterling, Ed.D. Statewide Director Delaware Autism Program Christina School District Newark, Delaware Rebecca B. Wolf, M.A. Team Leader Learn the Signs. Act Early Prevention Research Branch Division of Birth Defects and Developmental Disabilities Atlanta, Georgia Peter Doehring received his doctorate in clinical and developmental psychology from Concordia University in Canada in 1993. He has worked in the field of autism for then, and as the Statewide Director of the Delaware Autism Program (DAP) since 1999. Dr. Doehring has presented and published internationally on screening / diagnosis, professional /organizational development, and educational programming. He serves on the advisory boards for the Autism Society of Delaware and the Center For Autism and Developmental Disorders-Epidemiology and Johns Hopkins, and will begin a term on the Editorial Board of the Journal of Autism and Developmental Disorders in 2008. Barbara Becker-Cottrill, Ed.D., BCBA Executive Director, Th e West Virginia Autism Training Center Marshall University Huntington, West Virginia Jennifer Bogin, MS.Ed., BCBA Association of University Centers on Disabilities Silver Spring, Maryland Matthew E. Brock, M.A. National Professional Development Center on Autism Spectrum Disorder Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill Chapel Hill, North Carolina Paul S. Carbone, M.D. Associate Professor of Pediatrics University of Utah Salt Lake City, Utah Lana L. Collet-Klingenberg, Ph.D. University of Wisconsinâ "Whitewater Whitewater, Wisconsin Ann W. Cox, Ph.D. Director, National Professional Development Center on Autism Spectrum Disorder Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill Chapel Hill, North Carolina Ellen L. Franzone, M.S., CCC-SLP Program Coordinator Allies in Autism Education CESA 6 Oshkosh, Wisconsin Sarah Hoff meier, LMSW Family Service & Training Coordinator TASN Autism & Tertiary Behavior Supports Kansas City, Kansas Samuel L. Odom, Ph.D., is the former Director of the Frank Porter Graham (FPG) Child Development Institute where he remains as a Senior Research Scientist. Prior to his work at The University of North Carolina at Chapel Hill, Dr. Odom served in faculty positions at Indiana University and Peabody College/Vanderbilt University. Dr. Odom received a master's degree in special education in 1976 and an educational specialist degree in educational psychology from the University of Tennessee at Knoxville in 1979. He earned his doctorate in 1982 in education and human development from the University of Washington. Throughout his career, Dr. Odom has held positions as a preschool teacher, student teaching supervisor, program coordinator, teacher educator, and researcher. Dr. Odom's research interests include interventions and teaching approaches that promote social competence of young children, effective intervention approaches for children with autism, and early childhood curricula that promote children's school success. He is the author or co-author of over 175 journal articles and book chapters and has edited 10 books on early childhood intervention and developmental disabilities. His current research is addressing treatment efficacy for children and youth with ASD in elementary and high school grades. Also, he is the Co-Director of the National Clearinghouse on Autism Evidence and Practice at FPG. Dr. Odom is an associate editor for Exceptional Children and is on the editorial board of Journal of Early Intervention, Topics in Early Childhood Special Education, Journal of Autism and Developmental Disabilities, and Early Childhood Research Quarterly. He received the Special Education Outstanding Research Award from the American Educational Research Association Special Education Special Interest Group in 1999, the Merle Karnes Contribution to the Field Award from the Division for Early Childhood of the Council for Exceptional Children (CEC) in 2001, and the Outstanding Special Education Research Award from CEC in 2007. In 2013, he received the Arnold Lucius Gesell Prize awarded for career achievement in research on social inclusion and child development from the Theordor Hellbrugge Foundation in Munich, Germany. In 2016, he received an honorary doctoral degree from Stockholm University. He is currently a visiting professor at Stockholm University and San Diego State University. Georgina Peacock, M.D., MPH Centers for Disease Control and Prevention National Center on Birth Defects and Developmental Disabilities Atlanta, Georgia Cathy Pratt, Ph.D., BCBA-D Director, Indiana Institute on Disability and Community Indiana University Bloomington, Indiana Harper Randall, M.D. Medical Director Utah Department of Health Division of Family Health and Preparedness Salt Lake City, Utah Jo-Ann Reitzel, Ph.D. Clinical Director Autism Intervention Program McMaster Childrenâ (TM)s Hospital Hamilton, Ontario, Canada Cheryl A. Rhodes is a licensed marriage and family therapist and a licensed professional counselor with expertise in working with families of children with disabilities. She holds a masterâ (TM)s degree in counseling from City University of New Yorkâ "Brooklyn College. Ms. Rhodes has been a trainer, project director, consultant, and counselor for more than 25 years. She has designed programs and conducted support groups for siblings of children with disabilities and for grandparents rearing grandchildren with disabilities. She is involved in initiatives for families of children with disabilities at the state and national levels and serves as Chair of the Family Consortium for the Division for Early Childhood of the Council for Exceptional Children. She has worked with Georgiaâ (TM)s early intervention program since the mid-1990s. She is the parent of three children, two daughters and a son, ages 22, 20, and 18. Her younger daughter acquired a disability at age 13 months. Sally J. Rogers is a developmental psychologist who has been the principal investigator of several autism research programs, including a ten-year CPEA program project from NICHD and two NIMH/NICHD funded Autism Centers of Excellence (ACE) network projects. She is the director of an NIMH funded T32 interdisciplinary postdoctoral training grant for interdisciplinary autism research and a LENDinterdisciplinary training grant for professionals in NDD funded by the US Dept of Health and Human Services. She has carried out major clinical and research activities involving autism at the national and international levels, including past vice presidency and presidency of the International Society for Autism Research, associate editor of the journal Autism Research, member of the Autism Speaks Global Autism Public Health Initiative, and a fellow of the American Psychological Association, the Association for Psychological Science, and the International Society for Autism Research. She was a member of the Autism, PDD, and other developmental Disorders workgroup for the DSM 5. She has received many awards of her teaching, research, and clinical contributions, including the UC Davis School of Medicine Research Award in 2008 and the John W. Jacobsen Career Award from the American Psychological Association in 2013. The intervention model that she first developed with colleagues at University of Colorado Health Sciences Center, and then elaborated with Geri Dawson and colleagues at the University of Washington, and her own team at University of California Davis â "- is internationally known and was recognized by Time.com and Autism Speaks as one of the 10 main medical breakthroughs of 2012. The treatment manual. Early Start Denver Model for Young Children with Autism: Promoting Language, Learning and Engagement, and instrumentation for this approach have been translated intomany languages and are being used across the globe. The self-help treatment manual for parents, An Early Start for your Child with Autism, was awarded the #1 Consumer Health publication of 2012 by the American Journal of Nursing. Cathy Scutta, OTD, OTR/L, BCBA-D The Competent Learner Model (CLM) PaTTAN Autism Initiative King of Prussia, Pennsylvania Lee Stickle, M.S.Ed. Kansas State Department of Education Technical Assistance Systems Network (TASN) Kansas City, Kansas Lisa H. Sullivan, Ph.D. Educational Researcher University of Californiaâ "Davis Davis, California Jane Summers, Ph.D. Psychologist, Autism Intervention Program McMaster Childrenâ (TM)s Hospital Hamilton, Ontario, Canada Peter Szatmari, M.D. Professor, Department of Psychology McMaster University Hamilton, Ontario, Canada Katherine Szidon, M.S. Special Education Developmental Disabilities Professional Development Specialist, Waisman Center University of Wisconsinâ "Madison Madison, Wisconsin Linda Tuchman-Ginsberg, Ph.D. Program Director for Early Childhood and Education Professional Development, Waisman Center University of Wisconsinâ "Madison Madison, Wisconsin Judith M. Holt, Ph.D. Co-Director, Utah Regional Leadership Education in Neurodevelopmental Disabilities Program Utah State University Logan, Utah Sue Lin, M.S. Maternal and Child Health Bureau Health Resources and Services Administration Washington, D.C.
