Sally J. Rogers, Ph.D. - IDDRC Investigator

Sally J. Rogers, Ph.D.

Professor, Department of Psychiatry and Behavioral Sciences, UC Davis School of Medicine
UC Davis MIND Institute
2825 50th Street, Room 2329
Sacramento, CA 95817 


Phone: 916-703-0264 / Fax: 916-703-0244
E-mail: sjrogers@ucdavis.edu 

Areas of Interest

Autism, Early Intervention, Early Diagnosis, Parent Training

Research

Dr. Rogers specializes in conducting developmental research into autism and other developmental disorders and working with children with developmental disabilities and their families, especially young children with autism. She studies early developmental processes, including imitation, social-communicative behavior, development of motor skills, language, and social interaction patterns. She is also involved in developing treatments for autism and examining treatment efficacy in autism using a treatment model that she developed in collaboration with Geraldine Dawson, the Early Start Denver Her clinical interests include evaluation of cognitive, behavioral, social, emotional, and adaptive functioning; early intervention for children with autism; developing treatment and educational interventions for persons with autism of all ages, and social skills groups for adults with autism. She has written extensively in her field, authoring numerous articles and books and developing training videos. Dr. Rogers serves on the editorial board of many publications.

Current IDDRC Projects

  • Strengthening the effects of parent-implemented early interventions to improve symptoms of ASD, Autism Speaks, 8089
  • Center on secondary education for students with autism, University of North Carolina, Chapel Hill
  • Intervention effects of intensity and delivery style for toddlers with ASD

Recent Representative Publications

Dawson, G., Rogers, S., Munson, J., Smith, M., Jamie, W., Greenson, J., et al. (2010). Randomized controlled trial of the Early Start Denver Model: A developmental behavioral intervention for toddlers with autism: Effects on IQ, adaptive behavior, and autism diagnosis. Pediatrics, doi/10.1542/peds.2009-0958.

Wallace, K.S., & Rogers, S.J. (2010). Intervening in infancy: Implications for autism spectrum disorders. Journal of Child Psychology and Psychiatry, 51(12), 1300-1320.

Rogers, S.J., Estes, A., Lord, C., Vismara, L., Winter, J., Fitzpatrick, A., Guo, M., & Dawson, G. (2012). Effects of a brief early start denver model (ESDM)-based parent intervention on toddlers at risk for autism spectrum disorders: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 51(10), 1052-1065.

Dawson, G., Jones, E.J.H., Merkle, K., Venema, K., Lowy, R., Faja, S., Kamara, D., Murias, M., Greenson, J., Winter, J., Smith, M., Rogers, S.J., & Webb, S.J. (2012). Early behavioral intervention is associated with normalized brain activity in young children with autism. Journal of the American Academy of Child and Adolescent Psychiatry, 51(11), 1150-1159.

Estes, A., Vismara, L., Mercado, C., Fitzpatrick, A., Elder, L., Greenson, J., Lord, C., Munson, J., Winter, J., Young, G., Dawson, G., & Rogers, S.J. (2014). The impact of parent-delivered intervention on parents of very young children with autism. Journal of Autism and Developmental Disorders, 44(2), 353-365.