Investigators

Sam Odom, Ph.D.
Principal Investigator
FPG Child Development Institute
University of North Carolina at Chapel Hill

Ann Cox, Ph.D.
Co-Principal Investigator
Project Director
UNC Site Director
FPG Child Development Institute
University of North Carolina at Chapel Hill

Sally Rogers, Ph.D.
Investigator
UC-Davis Site Director
M.I.N.D. Institute
University of California at Davis

Sally Ozonoff, Ph.D.
Investigator
M.I.N.D. Institute
University of California at Davis

Len Abbeduto, Ph.D.
Investigator
UW-Madison Site Director
Waisman Center
University of Wisconsin at Madison

Linda Tuchman-Ginsberg, Ph.D.
Investigator
UW-Madison Site Director
Waisman Center
University of Wisconsin at Madison

FPG

FPG Child Development Institute - University of North Carolina at Chapel Hill

Sam Odom, Ph.D.
Principal Investigator
Dr. Samuel L. Odom, Principal Investigator, is Director of Frank Porter Graham Child Development Institute at the University of North Carolina and Professor in the School of Education. He is the author or co-author of many refereed journal articles and editor or co-editor of five published and two in press books on early childhood intervention and developmental disabilities. He was previously a member of the National Academy of Science Committee on Educating Children with Autism, which published a report on effective educational programs for young children with ASD (NRC, 2001). He also was a member of the committee that developed the 10 Year Roadmap for Autism Research coordinated by the National Institute on Mental Health and the Interagency Autism Research Committee. Currently his is working with the National Standards Project, which will identify evidence-based practices for children and youth with autism spectrum disorder, and the state of California, which will use this information to identify practices that can be used by teachers and service providers. His recent articles with his doctoral students have addressed the efficacy of a variety of focused intervention approaches (e.g., peer-mediated interventions, sibling-mediated interventions, parent-child intervention to promote joint attention, independent work systems approach to promote learning) for children with ASD. He is currently also the Principal Investigator of a multi-site randomized control study of an intervention to promote preschool readiness. In 2007, Dr. Odom received the Outstanding Research Award from the Council for Exceptional Children.

Ann Cox, Ph.D.
Co-Principal Investigator and Project Director
Dr. Ann Cox is the Project Director for the National Professional Development Center on Autism Spectrum Disorders at FPG Child Development Institute at the University of North Carolina at Chapel Hill. Formerly, Dr. Cox was the FPG Site Coordinator for the Center. Prior to coming to FPG, Dr. Cox was Associate Director at the Partnership for People with Disabilities, Virginia Commonwealth University, Virginia's University Center for Excellence in Developmental Disabilities (UCEDD) and held joint faculty appointments in the Schools of Education and Nursing. During her 20 years at the Partnership, Dr. Cox developed programs in interdisciplinary leadership education; pre-service training in early childhood and school health; and professional development in the maltreatment of individuals with disabilities, services for infants and toddlers with hearing impairments, and lead poisoning prevention. She developed and taught interdisciplinary graduate coursework at VCU and participated as a member of the preschool autism assessment team. Dr. Cox was Principal Investigator of five multi-year, federally funded projects between 2000-2006. During this time, she was a member of Virginia's Autism Council, Virginia's Part C Interagency Coordinating Council, and VCU's Research Council.

Matt Brock, M.A.
Technical Assistance Specialist and Content Specialist
Matt Brock is a research associate at FPG Child Development Institute at the University of North Carolina at Chapel Hill. Prior to his work on this project, Matt taught second grade and special education preschool. Matt also served as special education volunteer for two years in the US Peace Corps, working with special education teachers and Ministry of Education officials in the island federation of St. Kitts and Nevis. Matt received his M.A. in education from the University of North Carolina at Chapel Hill.

Jennifer Neitzel, Ph.D.
Content Specialist
Dr. Jennifer Neitzel is an investigator at FPG Child Development Institute at the University of North Carolina at Chapel Hill. Prior to her work with this project, she was Associate Director of the Recognition and Response project at FPG that is focused on translating a response-to-intervention model for early childhood. Dr. Neitzel has worked in numerous settings with individuals with autism including young children, school-age children, and adults. Her main area of interest is providing services for young children with autism in inclusive settings using a variety of instructional approaches such as those used by Division TEACCH, applied behavior analysis, and naturalistic teaching strategies. As a teacher in a model demonstration classroom for toddlers with autism, Jennifer supervised student teachers and conducted trainings to replicate the model in other programs. In addition to her teaching experience, Dr. Neitzel has worked on several research projects that focused on the early identification of infants and toddlers with autism. When she is not working on the project, Jennifer enjoys spending time with her two young children and husband.

Evelyn Shaw, M.Ed.
Technical Assistance Specialist and Content Specialist
Evelyn F. Shaw is an educational planning and development consultant at the FPG Child Development Institute at UNC-Chapel Hill. Ms. Shaw received her Master's in Education, Special Education from UNC-Chapel Hill. She is a technical assistance specialist with the National Early Childhood Technical Assistance Center funded by the U.S. Department of Education, Office of Special Education Programs. Ms. Shaw has provided state technical assistance to early intervention and preschool state programs, has topical responsibilities and expertise in the area of autism spectrum disorders, including developing and maintaining the NECTAC ASD web page. Her work at NECTAC has included coordinating two national state team meetings on autism and developing publications describing the agreement among model programs on quality practices for serving young children with ASD and their families. In 2002, she was an invited presenter and participant for the National Institutes of Health sponsored meeting on "Challenges in Evaluating Psychosocial Intervention for Autistic Spectrum Disorders," an invited participant in "Overcoming Methodological Challenges" work group (National Institute of Mental Health) in 2004, and has been a member of the ASD Measurement Workgroup, Family Stress and Coping subgroup, sponsored by the National Institute of Mental Health since 2003.

Brenda Smith Myles, Ph.D.
Consultant
Brenda Smith Myles is a consultant with the Ziggurat Group and Chief Program Officer for the Autism Society of America and the recipient of the 2004 Autism Society of America’s Outstanding Professional Award and the 2006 Princeton Fellowship Award. She has written numerous articles and books on Asperger Syndrome and autism including Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns (with Southwick) and Asperger Syndrome and Adolescence: Practical Solutions for School Success (with Adreon). The latter is the winner of the Autism Society of America’s Outstanding Literary Work. Brenda has made over 500 presentations all over the world, written more than 150 articles and books on autism and Asperger Syndrome, and served as the co-chair of the National ASD Teacher Standards Committee. She is on the National Institute of Mental Health’s Interagency Autism Coordinating Committee’s Strategic Planning Consortium and the Autism Society of America’s Panel of Professional Advisors. Myles is also on the executive boards of several organizations, including the Organization for Autism Research and Maap Services Inc. In addition, she was recently acknowledged as the second most productive applied researcher in ASD in the world from 1997 to 2004.

Cici Sidor, B.S.
Instructional Technology and Multimedia Specialist
Cici is the online course developer for the National Professional Development Center for Autism Spectrum Disorders. She also provides technical assistance and develops web resources for the project. Cici began work at FPG in 2002 as and Educational Media Specialist with the Early Intervention Training Center for Infants and Toddlers With Visual Impairments. She designed computer applications based training module software and developed web-based technology to support the development and dissemination of project resources. She specialized in designing for accessibility of multimedia resources, particularly to individuals with visual impairments. She received her B.S. in Technology Education with a concentration in Graphic Communications at North Carolina State University and is currently working on her M.S in Instructional Technology at East Carolina University. Cici lives in Raleigh with her husband, two children, and three rescue dogs.

Gwen Van Ark, M.Ed.
Family Coordinator and Administrative Support
Gwen Van Ark began work at FPG as the administrative coordinator for the Carolina Fragile X Project in March 2004. In addition to providing administrative support for the National Professional Development Center for Autism Spectrum Disorders, she also serves as the parent professional on the project. Her son has Asperger's syndrome. Prior to joining the staff at FPG, Gwen was a family and developmental specialist based at the Center for Development and Learning. In this role, she worked for the Hospital Early Intervention Project at UNC Hospitals in Chapel Hill. Gwen holds a B.A. in Art and Art History from Hope College, where she concentrated her studies in printmaking and gallery management. After several years of work at her home based art business and as a teacher at Family Preschool in Chapel Hill, she obtained her M.Ed. at UNC-Chapel Hill. She also holds an endorsement as a social inclusion facilitator. Outside of work, Gwen enjoys spending time with her husband and son. She also is an avid triathlete, regularly competing in running and biking events throughout North Carolina. Gwen continues to engage in art-related projects and events when time permits.

Connie Wong, Ph.D.
Post Doctoral Fellow
Connie Wong is a post-doctoral research associate at FPG Child Development Institute at the University of North Carolina at Chapel Hill. Before coming to FPG, she was an Assistant Professor of Early Childhood Special Education in the Department of Teacher Education at Cleveland State University and was the Principal Investigator of an Autism Speaks-funded intervention project targeting the facilitation of joint attention and symbolic play in young children with autism through classroom teachers. She received her doctorate in Psychological Studies in Education from UCLA and her prior experiences include teaching in early childhood special education classrooms for children with moderate to intensive needs and children with autism in the public schools.

Robert Kraus, M.A.
Web Master
As the Webmaster, Robert administers the FPG Web servers and oversees FPG's Web-related development. For nearly 20 years he has been involved in database development, network systems administration, and programming dynamic, interactive Web applications. He has been with FPG for 10 years. Prior to taking the position as FPG's Webmaster, he worked for 7 years as the IT and Web technologies coordinator for NECTAC, one of FPG's largest, and longest-lived projects. Before joining the UNC IT community, Robert had his own consulting business, Computer Ease, which primarily served small businesses, non-profits, and individuals. Robert is a strong advocate for Web standards, especially those related to accessibility. He has a Master's Degree in History from UNC (early modern European history of science and technology). His other interests include cooking, woodworking, fixing things, Buddhist iconography, astronomy and telescope building (he has 6 telescopes but only one is fully functional at the moment).

Don Trull
Audio-Visual Resource Center Director Don is a videophotographer, photographer, editor, and producer at FPG who holds a degree in photography from Randolph Community College. He was responsible for the video editing and for adding captioning and video description to video segments for the Early Intervention Training Center project for Infants and Toddlers with Visual Impairments. In addition, he served as project videographer. In his spare time, Don enjoys kayaking.

M.I.N.D.

M.I.N.D. Institute - University of California at Davis

Sally Rogers, Ph.D.
Davis Site Director
M.I.N.D. Institute
University of California at Davis
Sally J. Rogers is a developmental psychologist and a Professor of Psychiatry at the M.I.N.D. Institute, University of California Davis . She is the principal investigator of several autism research projects, including one of the ten NIH/NICHD funded Collaborative Programs of Autism Research (CPEA): "Definition and Development of the Phenotype in Autism" and an interdisciplinary postdoctoral training grant for autism researchers. She is a recipient of a newly funded ACE Network project examining effects of early intervention in toddlers with autism. She is on the executive board of the International Society for Autism Research and recently completed her two year term as president. She is one of the editors of a new journal, Autism Research.

She received her Ph.D. from Ohio State University, with a specialization in Mental Retardation and Developmental Disabilities. She has spent her career studying cognitive and social development in young children with disabilities. She has published papers on cognitive development in children with profound mental retardation and on cognitive and social development of blind infants, as well as numerous papers on clinical and developmental aspects of autism – over 90 peer-reviewed papers in all. She has been very interested in imitation problems in autism for many years and has made seminal contributions to this line of autism research, including a recent book.

In addition to research, she is also a clinician, providing evaluation, treatment, and consultation to children and adults with autism and their families. The intervention model that she developed with her colleagues at University of Colorado Health Sciences Center – the Denver Model - is internationally known. In the last ten years she has worked closely with public school districts to incorporate best practices in autism into inclusive educational programs for children with autism and is currently working on projects that examine the infant autism phenotype with Dr. Sally Ozonoff and Dr. Marina Sigman, and developing infant/toddler treatments in collaboration with Dr. Geraldine Dawson at the University of Washington using the Early Start Denver Model.

In addition to having a job that she loves, she has a full life outside of work with numerous interests, including her dogs, hiking and backpacking, cycling, kayaking, reading, cooking, gardening, yoga, and music, and, especially, laid back time with friends and family.

Sally Ozonoff, Ph.D.
Investigator
M.I.N.D. Institute
University of California at Davis
Dr. Ozonoff is a professor and vice chair for research in the Department of Psychiatry and Behavioral Sciences at the University of CA at Davis School of Medicine. Her research at the M.I.N.D. Institute focuses on very young children with autism. Currently, she is studying the onset of autism in a prospective investigation that follows high-risk infants from birth through age 3. She is also studying risk factors, both biological and behavioral, for autistic regression. Other funded projects include a twin study of autism, an efficacy study of an attention training program for autism, and a study of pragmatic language problems in autism. Dr. Ozonoff's clinical interests are in the diagnosis, assessment, and treatment of people with autism spectrum disorders, with specializations in infant and adult diagnosis and Asperger syndrome diagnosis and treatment. Dr. Ozonoff has co-authored more than 50 publications, written two books, and contributed many book chapters to her field. She also serves on an NIH study section and the editorial boards of the Journal of Autism and Developmental Disorders, Journal of Child Psychology and Psychiatry, and Development and Psychopathology.

Lisa Sullivan, M.A.
Project Coordinator
M.I.N.D. Institute
University of California at Davis
Lisa Sullivan is the project coordinator at the MIND Institute at the University of California, Davis. Lisa is currently completing the doctoral program in Learning and Mind Sciences at the School of Education at UC Davis. Her dissertation research examines the role of joint attention in learning and school readiness. Lisa has just completed a year long study on the impact of an autism training program on teacher practice and competency. She is a former classroom teacher specializing in using cooperative learning groups. Lisa was a Teacher Education Fellow at UC Davis, supervising middle school teachers in the credential program. Her main area of interest is in working with educators to translate research into practice that will improve outcomes for all students.

Laurie Vismara, Ph.D.
Content Specialist
M.I.N.D. Institute
University of California at Davis
Dr. Laurie Vismara is an educational psychologist and certified behavior analyst who specializes in conducting treatment research with young children with autism spectrum disorder (ASD) and their families. Dr. Vismara received her degree from the University of California, Santa Barbara where she studied with Drs. Robert and Lynn Koegel at the Koegel Autism Center. During her graduate training, she received extensive clinical experience in implementing Pivotal Response Training in both school and home-based intervention programs for children with ASD. After completing her degree, Dr. Vismara received a post-doctoral fellowship at the M.I.N.D. Institute, with an emphasis on merging the behavioral and biological sciences in the context of an interdisciplinary, autism focused research program. While under the mentorship of Dr. Sally Rogers, Dr. Vismara received three years of training aimed at: 1) understanding the early signs of autism spectrum disorders in high-risk infants, 2) developing a parent education model for immediate provision of intervention services for diagnosed or at-risk infants and toddlers, and 3) examining delivery methods and teaching strategies for dissemination of evidence-based intervention models to community early intervention providers. Dr. Vismara has published research studies, commentaries, and chapters related to these topics. Recently, she was promoted to assistant research scientist at the UC Davis M.I.N.D. Institute. She continues to conduct dissemination training trials related to professional and parent training.

Ann Mastergeorge, Ph.D.
Content Specialist
M.I.N.D. Institute
University of California at Davis
Ann Mastergeorge is a developmental and educational psychologist who completed her doctoral work at the University of California, Los Angeles. She joined the UC Davis faculty in Human Development and Family Studies and the M.I.N.D. Institute in 2002, moving from the UCLA Center for the Study of Evaluation/CRESST in the Graduate School of Education. During her time there, she directed longitudinal evaluations of school reforms, studied the implementation of accommodations for students with disabilities in classrooms, and conducted large-scale studies of testing assessments and learning environments. Her areas of expertise are in the areas of early intervention, language development and disorders, social communication and joint attention, and social and emotional development in young children with autism, fragile X Syndrome, and developmental risk. Her research studies and publications focus on both typical and atypical development in infants and young children. Currently, her research studies have focused on early identification and treatment efficacy in autism and fragile X syndrome, implications of school reform in inclusion of young children with disabilities, and developmental trajectories of social attention and joint attention in typical and autism at-risk populations. She has several research collaborations including the Waisman Center, the National Children’s Study, the Center for Excellence in Developmental Disabilities, the University of Washington Center for Mind Brain and Learning/Department of Speech and Hearing Sciences, and the Early Head Start Consortium.

Aaron Stabel, M.A.
Content Specialist
M.I.N.D. Institute
University of California at Davis
Aaron Stabel is a Board Certified Behavior Analyst based in Sacramento, California. As a behavioral and educational consultant for school districts and families, he assesses and implements interventions for children with ASD, ADHD, emotional disturbances, and other developmental disabilities. He presents seminars and workshops at various conferences around the country, which have included the United States Department of Defense Education Activity, the Northeastern Nevada Professional Development Conference, and the North Louisiana Autism Awareness Conference.

Deeniece Hatten, M.A.
Administrative Assistant
M.I.N.D. Institute
University of California at Davis
Deeniece Hatten has been at the University of California Davis Medical Center for 4 years. Currently she is the administrative assistant for the National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD). Duties include logistical support for travel, assistance with the Summer Institute, preparation of materials and supplies for training and technical assistance, assistance with arranging teleconferences to support NPDC-ASD ongoing communication, and support to personnel recruitment.

Waisman Center

Waisman Center - University of Wisconsin at Madison

Len Abbeduto, Ph.D.
Site Director
Waisman Center
University of Wisconsin at Madison
Dr. Leonard Abbeduto is Professor of Educational Psychology at the University of Wisconsin-Madison. He is also Associate Director for Behavioral Sciences and Director of the University Center for Excellence in Developmental Disabilities at the University's Waisman Center, as well as an affiliate of the Departments of Communicative Disorders and Psychology. Dr. Abbeduto is well known for his research on the development of language and communication in children with intellectual disabilities and, more recently, for his research on the family impacts of disabilities. He has published more than 80 articles, chapters, and reviews, as well as eight books. His research has been supported by the NIH almost continuously since 1984. Dr. Abbeduto is a fellow of the American Association on Intellectual and Developmental Disabilities and has received a distinguished teaching award from the University of Wisconsin-Madison. He is the incoming editor of the American Journal on Mental Retardation, president-elect of the Academy on Intellectual and Developmental Disabilities, and co-director of the NIH-funded Gatlinburg Conference on Intellectual and Developmental Disabilities. He is currently conducing longitudinal investigations of language problems in adolescent boys and girls with fragile X syndrome and of psychological well-being in mothers of adolescents with fragile X syndrome. Dr. Abbeduto earned his Ph.D. in psychology from the University of Illinois at Chicago in 1982.

Linda Tuchman-Ginsberg, Ph.D.
Site Director
Waisman Center
University of Wisconsin at Madison
Dr. Tuchman-Ginsberg has nearly 30 years of experience with children with disabilities and their families. She has been a classroom teacher, a diagnostician, an educational consultant, a teacher educator, an outreach trainer and an administrator. Currently, she is the program director of the Early Intervention Program at the Waisman Center- University Center for Excellence in Developmental Disabilities (formerly University Affiliated Program), University of Wisconsin-Madison. In this role, she provides leadership to and manages several collaborative projects including: The Wisconsin Birth to 3 Personnel Development and other related training and technical assistance Birth to 3 projects (e.g., Birth to 3 RESource and Wisconsin Sound Beginnings), Bridges for Families Birth to 3 Program of Dane County, The Waisman Center Interdisciplinary Training Program in Early Childhood for university students interested in early childhood, and parent leadership projects including Parents as Leaders and the Wisconsin Parent and Provider Early Learning Network. Topics of professional interest include building collaborative early childhood systems, Wisconsin's Birth to 3 Service system, service coordination, inclusive childcare, natural environments, family-centered practices, team building and consultation, early detection and intervention for hearing loss, and parent support and leadership training. Professional organizations and affiliations include the Division for Early Childhood, Council for Exceptional Children (Wisconsin and National); National Association for the Education of Young Children (and Wisconsin Affiliate, Wisconsin Early Childhood Association); and Wisconsin Early Childhood Collaborating Partners.

Ellen L. Franzone, M.S., CCC-SLP
Site Coordinator
Ellen Franzone earned her undergraduate degree in Speech and Hearing Science from the University of Illinois-Urbana/Champaign and her master's degree in Speech and Language Pathology from the University of Wisconsin-Madison in 1998. She worked as a speech-language therapist from 1998 to 2008. She began her professional career with the Portage Project's Birth-3 program, providing home-based services to infants and toddlers, along with their families. She later worked as an SLP with an early childhood program, providing support to students in special education classrooms as well as inclusive community settings. Prior to joining the National Professional Development Center on Autism Spectrum Disorders, Ms. Franzone was employed in an elementary school, providing speech and language services to students with a variety of skills and needs. Ms. Franzone has worked with students with ASD and their families at pivotal life moments: prior to and at the time of diagnosis, the transition to school-based services, and the transition to middle school. She is particularly interested in ensuring that all students receive programming that takes their individual strengths, needs, and personalities into account. She has developed programs that allow students with disabilities to participate meaningfully in their school and community. Ms. Franzone is thrilled to participate in work that allows her to balance her professional life with that of her family.

Kate Szidon, M.S.

Kate Szidon is with the National Professional Development Center on Autism Spectrum Disorders at the Waisman Center. She earned her M.S. in Special Education at the University of Oregon through a specialized training program in Transition. Prior to this, she spent twelve years teaching in the state of Oregon. Her experiences in special education include providing technical assistance and support to a medium-sized school district in Albany, Oregon. She also was a special education teacher in a variety of settings and roles including High School Transition Coordinator, Autism Teacher for both elementary and middle school, and Reading and Math Support Teacher for all levels of school-age students. Kate's work interests are program development in autism, Transition, Applied Behavior Analysis, and Functional Behavior Assessment.

Lana Collet-Klingenberg, Ph.D.
Project Staff
Lana L. Collet-Klingenberg earned her Ph.D. in special education from the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin-Madison in 1996. Prior to that she lived, worked, and attended school at the University of Missouri-Columbia, and the University of Illinois-Urbana/Champaign (BS with teacher certification in 1988; MS in 1991). Her professional experiences include teaching individuals with a wide range of abilities and challenges in school and community settings. Lana's graduate studies focused on communication and social skills and on the transition from school to adult life for persons with disabilities. Since 1998, she has been involved in pre-service teacher education at both UW-Whitewater and UW-Madison, as well as having worked on a number of federal and state grant initiatives focusing on non-verbal communication of persons with significant disabilities, improving transition services, and creating authentic schools that address special education needs. In her home community of Stoughton, WI, Lana has served as a volunteer advocate for a number of families with children receiving special education services in the public schools. Lana's research and work interests include: autism, cognitive disabilities, disability with giftedness, self-determination, transition, communication, social skills and professional development in these areas.

Tracy Henning
University Services Associate
Tracy Henning has been a University Services Associate for the Waisman Center, University Center for Excellence in Developmental Disabilities (UCEDD) since 2006. In that role she provides program support to a number of Waisman Center UCEDD programs, including the National Professional Development Center on Autism Spectrum Disorders. Duties include logistical support for travel, assistance with the Summer Institute, preparation of materials and supplies for training and technical assistance, assistance with arranging teleconferences to support NPDC-ASD ongoing communication, and support to personnel recruitment.

Julie Schears
Outreach Specialist
Julie Schears is an Outreach Specialist for the Waisman Center, University Center for Excellence in Developmental Disabilities (UCEDD). In that role Julie assists a number of projects, including the National Professional Development Center on Autism Spectrum Disorders with support in technical, database and media related work, as well as organization of trainings such as the Summer Institute.

Advisory Board

National Professional Development Center on Autism Spectrum Disorders Advisory Board Members

Bill East
National Association of Special Education Directors
Liaison, National Association of State Directors of Special Education

Ardith Ferguson
CO CDHS-Division for Developmental Disabilities
Content Expert, IDEA Part C
Liaison, IDEA Infant and Toddler Coordinators Association

Lee Grossman
Autism Society of America Advocate
Liaison, Autism Society of America
Content Expert, ASD

Sandra Harris
Rutgers University
Content Expert, ASD

Robert H. Horner
University of Oregon
Content Expert, Positive Behavioral Supports

Gail Houle
US Dept of Education
Office of Special Education Projects
Project Officer
Content Expert, ASD

George Jesien
Association of University Centers on Disabilities (AUCD)
Liaison with University Centers of Excellence in Developmental Disabilities (UCEDDs)

Eric London
Autism Speaks
Advocate
Liaison, Autism Speaks
Content Expert, ASD

Catherine Lord
University of Michigan
Content Expert, ASD

Gary Mesibov
Division TEACCH
The University of North Carolina at Chapel Hill
Content Expert, ASD

Cathy Pratt
Indiana Resource Center for Autism
Content Expert, ASD

Alan Rosenblatt
Neurodevelopmental Pediatrics
Content Expert, ASD and Early Identification
Liaison with American Academy of Pediatrics

Dave Spicer
Private Consultant
Autism Advocate and Individual with Autism

Bonnie Strickland
Liaison, Health Resources and Services Administration,
Maternal and Child Health Bureau

Lou Vismara
Policy Consultant to CA Legislature
Advocate
Content Expert, ASD and Policy

Susan Wilczynski
National Autism Center
Content Expert, ASD
Liaison with NAC