Sally J. Rogers, Ph.D.
Dr. Rogers specializes in conducting developmental and treatment 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 currently focused on developing and improving treatments for early autism using a treatment model that she developed in collaboration with Geraldine Dawson, the Early Start Denver Model. Her efforts to deliver effective interventions to people with autism and their families takes her to places all over the globe, training therapists use ESDM in. She is the primary scientist of a number of federal grants, including an NIH funded ACE Network grant involving a multisite randomized clinical trial comparing ESDM and discrete trial interventions, a study focused on how to help parents use ESDM techniques at home to improve their children's language and behavior, and a large postdoctoral training grant that she directs with Dr. Amaral. 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, including Autism Research, the Journal of Autism and Developmental Disorders, and Infants and Young Children. She also reviews for many journals, including Child Development, Developmental Psychology, Science, American Journal of Mental Retardation, Journal of Early Intervention, Journal of Child Psychology and Child Psychiatry, and Development and Psychopathology.
Aubyn Stahmer, Ph.D.
Aubyn is an associate professor in Psychiatry from a similar position at UC San Diego. Aubyn received her Ph.D. under Dr. Laura Schreibman at UCSD and has spent her research career developing and testing interventions for young children with autism, developing integrated toddler day programs, testing improvements in public school classrooms that support children with ASD, and conducting dissemination and implementation studies of empirically supported treatments in community settings. She is a licensed psychologist and a board-certified behavior analyst with expertise in Pivotal Response Treatment (PRT), and Early Start Denver Model, and a wide range of other interventions as well. She is widely considered to be one of the most experienced intervention researchers in ASD, with a host of publications and a recently published text on use of PRT in public school settings with children with ASD.
Marie Rocha, Ph.D., BCBA-D
Lab Manager, Early Start Lab
Marie L. Rocha, Ph.D., BCBA-D is the manager of both the Early Start Laboratory and the ESDM Training Program. Dr. Rocha’s primary responsibility as lab manager is to provide support and supervision for all of the research study teams under the direction of Sally Rogers and Aubyn Stahmer. As the manager of the ESDM Training Program, Dr. Rocha provides oversight for all of the ESDM training workshops and all certified therapists, trainers and parent coaches worldwide. The goals of the ESDM Training program are: 1) to make the evidence based practices of the ESDM accessible to organizations and professionals working directly with young children with autism and their families through workshops and the certification programs, and 2) to provide organization and support for certified ESDM therapists, parent coaches and trainers throughout the world. Dr. Rocha is a certified ESDM therapist, parent coach and senior trainer, leading multiple training workshops annually. In addition to her extensive training in ESDM, Dr. Rocha has over 15 years of experience using behaviorally based, empirically validated, autism intervention methods in a variety of community settings. As a board-certified behavior analyst and experienced clinical supervisor, Dr. Rocha provides ongoing behavior analytic supervision to the clinical team. Her research to date has focused on developing and evaluating naturalistic behavior analytic techniques, including parent education models. Her clinical experience includes supervising home and school-based behavioral intervention programs in both research and community settings. Dr. Rocha received her master’s degree and doctorate in Psychology at the University of California, San Diego and has worked with Dr. Rogers since 2008.
Vanessa M. Avila-Pons, M.A., LMFT
Project Manager and Team Leader, TADPOLE Project
Vanessa Avila-Pons, LMFT, is the Project Manager and Play Based Team Leader for the TADPOLE Study at the MIND Institute. Vanessa assists with the management of the TADPLOE study by providing oversight to research protocols, training, and supervising lab staff professionals and paraprofessionals carrying out the ESDM, as well as assisting with training teams at two other treatment sites. Vanessa’s primary responsibilities and duties pertain to her role as team leader. In this role, Vanessa oversees the program development, case supervision, direct treatment delivery, and parent coaching of children receiving the Play Based treatment within the TADPOLE Project. Her responsibilities also include the training and supervision of all members of the Play Based treatment team. Vanessa has over 10 years of clinical experience working with children with autism and their families and has worked at the MIND Institute with Dr. Sally Rogers since 2008. Prior research experience involved the use of different behavioral treatments to improve disruptive behaviors, inattention, and academic skills in children with ADHD. Her early intervention experience has included developing and managing home and school based intervention programs for children in community based treatment programs, using evidence based treatment approaches. Vanessa is a certified therapist, parent coach, and senior trainer of the Early Start Denver Model. Vanessa conducts several ESDM trainings a year, both locally and internationally. Vanessa’s clinical experience also includes the use Cognitive Behavioral therapy and family therapy for adults and families with emphasis on assessment and treatment of Latino clients. Vanessa is a licensed Marriage and Family Therapist and received her Master’s degree from Santa Clara University.
Dr. Lesley Deprey, Ph.D.
Data and Assessment Lead
Lesley Deprey, Ph.D. is a licensed psychologist at the UC Davis MIND Institute. She has been involved in the evaluation of research subjects in studies investigating Autism, Fragile X Syndrome and other genetic disorders. She has expertise in the design and analysis of research studies in autism. Dr. Deprey has also been a Sub-Investigator and Clinical Rater for FDA clinical drug trials. She is a Certified Trainer on the Autism Diagnostic Interview-Revised (ADI-R) and Autism Diagnostic Observation Schedule-Second Edition (ADOS-2), our current gold-standard autism measures.
Melissa Mello, M.A., BCBA
Team Leader, TADPOLE Study
Melissa is a Team Lead for the TADPOLE Study at the MIND Institute. At the MIND she provides case supervision to children receiving Discrete Trial Teaching (DTT) as their intervention approach, as well as parent coaching and general supervision to the lab. She has been working with children with autism for the past 10 years in a variety of settings, including as a special education teacher and early interventionist delivering one on one intervention in community based programs. For the past 7 years, Melissa has been supervising early intervention programs as a Clinical Manager; using behaviorally based, empirically validated methods to ensure children with autism are improving their behavior, language and social skills at home and in the classroom. Melissa is certified in the Early Start Denver Model (ESDM), and has trained both locally and internationally as a certified ESDM trainer. Melissa has a Master’s Degree in Special Education from San Francisco State University and is a Board Certified Behavior Analyst.
Aimee Bord, M.A., CCC-SLP
Speech-Language Pathologist, Early Steps Lab
Aimee Bord, MA, CCC-SLP is a licensed speech-language pathologist specializing in the diagnosis and treatment of communication disorders across the lifespan. She is certified in the Early Start Denver Model (ESDM) and, along with a multidisciplinary treatment team, provides both direct and indirect treatment and consultation for toddlers receiving intensive early intervention. Her clinical and research interests include the study of evidence based interventions for children and adults with speech and language disorders and their families. Ms. Bord also has experience as a presenter, developing training seminars and courses on a variety of speech and language related topics including autism spectrum disorders.
Beth L. Goodlin-Jones, Ph.D.
Dr. Goodlin-Jones, a clinical developmental psychologist, is an active member of the MIND Institute’s clinical research teams. These research teams see a wide range of children with at-risk development and neurodevelopmental disorders, including autism and fragile X syndrome. Dr. Goodlin-Jones completed her undergraduate education at Stanford University and her graduate education at University of Washington. Her focus of research involves sleep patterns in typically developing children and children with autism, developmental delay, and fragile X syndrome. Dr. Goodlin-Jones works closely with several colleagues at the MIND Institute on the early indicators of autism and parent-child interaction patterns in families with fragile X syndrome and autism.
Clinical Research Coordinator
Deeniece is the Collaborative START Lab Clinical Research Coordinator for TADPOLE, ESS Follow-Up and Infant Clinic. She serves as the main liaison for all families who participate in our lab research projects. Deeniece is also the coordinator of the ESDM Training Program where she oversees the daily operations of the program.
Kylee Cook, M.A.
Kylee began her work at the MIND Institute in 2002 as a data coordinator for the Fragile X Research Studies team. She was data manager for the NeuroTherapeutics Research Institute. She is excited to join the Early Start Lab as Analyst in 2014. Her responsibilities include working closely with the ESDM Training Program, designing and maintaining local databases, and managing data for multiple projects. Kylee received her M.A. in English with an emphasis in Creative Writing from CSU Sacramento in 2009.
Marykate Miller, B.S.
Assistant Clinical Research Coordinator
Marykate Miller is an Assistant Clinical Research Coordinator for the Collaborative START Lab at the UC Davis MIND Institute. Her relationship with the lab began in 2012 while volunteering as an undergraduate research assistant. Shortly after graduating from UC Davis with her B.S. in Psychology, she was brought on to provide overall assistance in all studies in the lab. Her current responsibilities include project coordination for the C-ESDM and Project ImPACT studies, volunteer supervision, and database management and entry across multiple projects within the lab.
Emma Coe, B.S.
Emma Coe is a Junior Specialist for the Early Start Lab. She began her work at the lab in 2014 as an undergraduate research assistant. After graduating from UC Davis with a B.S. in Psychology in 2015, Emma was hired on to become a full-time member of the Early Start Team. She provides assistance in several studies, including TADPOLE and ESS Follow-up. Her responsibilities include tracking and following up on data collection, coordinating visits, and training the lab’s team of undergraduate research assistants.
Meagan Talbott is a postdoctoral fellow in the Collaborative Start lab. She received her PhD from Boston University where she worked with Dr. Helen Tager-Flusberg and used home-based video diaries to examine vocal and communicative exchanges between infant siblings of children with ASD and their mothers in the first year of life. Her research is focused on understanding the factors that promote communication development in young children with ASD, with the overall goal of refining behavioral treatment approaches to emphasize the mechanisms most predictive of communication gains. To this end, her current projects involve 1) analyzing the role of both child and parent variables in promoting vocabulary growth in the context of a parent-implemented treatment, 2) determining the developmental ordering of communication milestones including early gestures and first words, 3) examining neurobiological correlates of current communication skills and response to behavioral treatment. She has recently received a Brain & Behavior Research Foundation NARSAD Young Investigator grant to support this research.
Aritz Aranbarri, Ph.D.
Dr. Aritz Aranbarri is a postdoctoral fellow visiting from San Sebastian (Spain), and studying under a grant funded by Mass Casadevall postdoctoral scholarship. He is completing two-year training at UC Davis MIND Institute’s Autism Research Training Program. Mass Casadevall Autism Foundation’s eventual goal is to develop an autism-specialized-unit for early detection and intervention in Barcelona’s main pediatric hospital (in Spain), which will offer research-based clinical practice in the community. Aritz is a Spanish certified clinical licensed psychologist, specialized as a developmental neuropsychologist, with a broad training in ASD. He received his Ph.D at the University of the Basque Country (Spain) in the context of environmental epidemiology and early neuropsychological development. His research has examined the impact of prenatal exposure to organochlorine compounds on early development, as well as the role of the quality of the family context in early cognitive development from a general public health perspective. Prior to his postdoctoral training, he held a lecturer position at the University of the Basque Country, in the Department of Psychology, and trained community primary care pediatricians and nurses of the Basque Public Health Service in clinical screenings and protocols for early neurodevelopmental disorders. During his postdoctoral training, primarily mentored by Dr. Stahmer, he is focusing on the adaptation and implementation process of the Early Start Denver Model into community services for ASD, with an emphasis on low resourced areas in USA. With his work he will try to understand the role of family context in early intervention and then adapt the project for its use in Spain. In addition, he is part of the lab’s assessment team, he works on Spanish speaking family recruitment, and is currently pursuing his certification as an ESDM therapist. By the end of his stay he expects to gain the sufficient knowledge in implementation science to start developing the Spanish version of the community implemented ESDM.
Deirdre Cain, B.A., BCAT
Deirdre Cain is a graduate student from the M.S. in Child Development program at UC Davis and is involved in the C-ESDM project. After graduating from Reed College with a B.A. in Psychology in 2013, she worked as an interventionist at a company providing behaviorally based interventions to children with autism and qualified as a Board Certified Autism Technician (BCAT). Her research interests are centered around developing and evaluating interventions for autism, parent-child interactions in autism, and adapting evidence-based practices in community settings.
Sarah Vejnoska, B.A.
Sarah Vejnoska is a doctoral student at UC Davis pursuing her degree in developmental psychology. She graduated from UC San Diego with a BA in psychology in 2012. From 2012-2015, Sarah worked as a research assistant at the Child and Adolescent Services Research Center in San Diego on the Classroom Pivotal Response Teaching study. Sarah currently works as a graduate researcher at the MIND Institute on the Autism Intervention Research Network on Behavioral Health study. Sarah’s research interests include the dissemination of evidence-based practices to under-served populations with autism spectrum disorder and intervention implementation.
Elizabeth Morgan, M.Ed.
Elizabeth Morgan is a doctoral student in Human Development at UC Davis. She also serves as a program coordinator for the UC Davis Center for Excellence in Developmental Disabilities at the MIND Institute. Her area of focus includes Early Childhood and Early Intervention Services with a specific interest in underrepresented populations. An educator by training, she holds a Masters in Education from Harvard Graduate School of Education and has supported Early Childhood practitioners in utilizing developmentally appropriate practice and inclusion strategies since 2004. She has also worked on several state level initiatives to support inclusion of preschool children with various disabilities. Elizabeth currently works as a graduate researcher at the MIND Institute on the Autism Intervention Research Network on Behavioral Health study and as the CA state lead for the Intervention team of the C-ESDM project. She is also a parent of a child with Autism and is an active board member for Warmline Family Resource Center in Sacramento, CA.