Center for Autism Research and Electrophysiology (C.A.R.E) PI: Dr. Natalie Russo, Ph.D.

PSY 205: Foundations of Human Behavior

Developmental Dynamics Research Lab PI: Dr. Elizabeth Will, Ph.D.“A Longitudinal Outcome Study of the Symptom Progression and Diagnostic Stability of Autism in Children with Down syndrome”“Early Developmental Determinants and Pathways in Down syndrome”- Administered numerous measures to infants and preschoolers (6 - 60 months) with Down syndrome; obtained lab administration reliability on developmental, social communication, adaptive, and autism symptomology measures.- Formulated participant reports given outcomes on psychological measures, synthesizedwith behavioral observations.- Facilitated data management, collection, scoring, and analysis.- Trained new members of the lab, including undergraduates.

Neurodevelopmental Disorders (NDD) Research Lab PI: Dr. Jane Roberts, Ph.D. “Autonomic and Sensory Dysfunctions in FMR1 Conditions: Development, Mechanisms and Consequences”- Conducted assessments on infants with fragile X syndrome and the fragile X premutation, as well as typically developing infants from 6 months to 24 months old.- Proficient in a variety of developmental and behavioral measures.- Wrote reports for participant’s families following up on measures given during theassessment (i.e., Bayley-4 and Vineland-3), along with observations noted by theassessors.- Enrolled and scheduled participants in a longitudinal study involving 4-6 time points,involving both local and multi-state visits. Co-managed data collection trips to accountfor the research team’s dynamic schedule.

Community-Oriented Lab for Autism and Behavioral Interventions (COLAB) Supervisor: Dr. Sarah Edmunds, Ph.D. - Investigated autism and social communication interaction efficacy and the most effective methods for implementation through weekly journal club meetings. - Presented results from a scoping review at the Discover USC conference in April 2022.

Assisted the S.T.E.P. Program (Social Skills Through Evidence-Based Programming) using an Applied Behavior Analysis approach to teach social skills. Group topics included communication skills, problem-solving, flexible thinking, anxiety management, and controlling impulses.

Completed training required for interns that included, knowledge of ABA principles, Student Behavior Programs, Student Assessment Tools, and the Autism Curriculum Encyclopedia (ACE). Responsible for the implementation of educational curriculum based on student’s Individualized Education Plans and behavior management guidelines. Teaching responsibilities included, discrete-trial training, communication skills training, academic training (reading and math), self-care and personal hygiene routines.