Infant Sibling Study Team
Sally Ozonoff, Ph.D. is an Endowed Professor and Vice Chair for Research in the Department of Psychiatry and Behavioral Sciences. Her current research focuses on very young children with autism, infant diagnosis, and recurrence risk. She is studying the onset of autism in a prospective investigation that follows high-risk infants from birth through age 3. She is also developing a new video-based measure to screen for autism in infancy. Dr. Ozonoff is a licensed Clinical Psychologist. Her clinical interests are in the diagnosis and assessment of autism spectrum disorder, with specializations in infant and adult diagnosis. Dr. Ozonoff has written over a hundred peer-reviewed publications and chapters on these topics, as well as three books. Her work has been showcased on 60 Minutes, National Public Radio, and the NBC Nightly News. Dr. Ozonoff is an Associate Editor of the Journal of Child Psychology and Psychiatrand serves on the editorial boards of the Journal of Autism and Developmental Disorders and Autism Research.
An assistant research scientist in the Department of Psychiatry and Behavioral Sciences, Dr. Gregory Young is a developmental psychologist. He specializes in longitudinal research design and analysis, with an interest in eye-tracking and behavioral coding as ways to measure intra-individual change as it relates to typical development and the early onset of developmental disorders such as autism. He collaborates with Drs. Sally Rogers and Sally Ozonoff on studies of the onset and treatment of autism in infant siblings and young preschoolers, and with Dr. Julie Schweitzer on the role of norepinephrine and the locus ceruleus in ADHD as measured by pupil dilation dynamics. Dr. Young also has specific interests and expertise in statistical analysis techniques using hierarchical generalized models as applied to growth curve analysis, Rasch measurement modeling, and sequential analysis of time series data. Additionally, he has expertise in database programming and advanced data processing algorithms for use with methodologies such as eye-tracking and behavioral coding. Dr. Young reviews regularly for a number of publications including Journal of Child Psychology and Psychiatry, Autism Research, Biological Psychiatry, and Biological Letters.
Devon Gangi, Ph.D.
Elise Hanzel, Ph.D.
Alesha Hill, B.A.
Monique Moore Hill, M.A.
Monique is the Infant Sibling Study Project Manager and also an examiner on the project. She received her B.A. in Psychology from San Francisco State University and her M.A. in Psychology from California State University, Sacramento. Prior to joining the Infant Sibling Study staff in 2007, she gained a diverse set of research and assessment skills working on studies of chronic disease self-management, depression, and women’s health. Her current research efforts are motivated by an interest in developmental processes and early detection of neurodevelopmental disorders. Monique’s role on the Infant Sibling Study includes personnel management, project oversight, data management, and conducting behavioral assessments of infants, toddlers and school age children.
Ana-Maria Losif, Ph.D.
Meghan Miller, Ph.D.
Meghan Miller is a licensed psychologist and postdoctoral fellow at the MIND Institute. She received her Ph.D. in Clinical Psychology from the University of California, Berkeley and her B.A. in Psychology from San Diego State University. Her current research focuses on identifying shared and distinct early signs of ADHD and ASD among infants at familial risk for these conditions. She is an examiner on the Infant Sibling Study and leads the project focused on infants at heightened risk for developing ADHD.
Erika Solis is a Junior Specialist with the Infant Sibling Study at the MIND Institute. She received her Bachelor of Science in Neurobiology, Physiology and Behavior with a minor in Psychology from the University of California, Davis. In 2011, she started as a research assistant driven by an interest in child development, particularly with aspects relevant to the atypical neurodevelopment observed in autism and other neurodevelopmental disorders. She aspires to pursue a career in the medical field concerned with childhood mental, physical, and emotional well-being. Her responsibilities include training and supervising our team of behavioral coders for the Phase III Synchrony Coding Project, as well as recruiting study participants and coordinating visits.
Typical and atypical child development; diagnosis and management of autism spectrum and other developmental disorders; feeding disorders and failure to thrive in infants and young children; preterm and other high risk infant developmental follow up; infant mental health.
UC Davis Department of Psychology, College of Letters and Science, and Center for Mind and Brain
Dr. Rivera conducts research on the origins and development of symbolic representation in both infants and children. She uses classic behavioral as well as neuroimaging (fMRI) techniques to investigate such things as language acquisition, concept formation, object representation, and numerical cognition. As a member of the UC Davis MIND Institute, she also conducts research contrasting typical development with that of children with neurodevelopmental disorders including autism and fragile X syndrome. Dr. Rivera's current investigations focus on several aspects of “parietally-mediated” cognitive functioning, including arithmetic reasoning, so-called “dorsal stream functioning”, biological motion perception and multi-sensory integration. She uses several different techniques in her research including eye-tracking, ERP and functional Magnetic Resonance Imaging (fMRI.) One of her main research goals is to build a framework for integrating the previously disparate methodological and theoretical orientations of cognitive developmental and neuroscience research. By employing a variety of converging research techniques, she strives to elucidate the complex brain-behavior relationships that underlie cognitive development.
UCLA Center for Autism Research and Treatment
UCLA Center for Autism Research and Treatment