Connie Kasari, PhD is Professor of Psychological Studies in Education and Psychiatry at UCLA, where she is the Principal Investigator for several multi-site research programs, including the Autism Intervention Research Network for Behavioral Health funded by HRSA and the Characterizing Cognition in Nonverbal Individuals with Autism Intervention network by Autism Speaks. She is a founding member of the Center for Autism Research and Treatment at UCLA and has been actively involved in autism research for the past 25 years. Her current research focuses on developing targeted interventions for early social communication development in at risk infants, toddlers and preschoolers with autism, and peer relationships for school aged children with autism. Dr. Kasari currently receives funding from: National Institute for Mental Health, Autism Speaks, Autism Intervention Network for Behavioral Health, and Health Resources and Services Information.
Connie Kasari, PhD
Engaging with others is often a key area of difficulty for children with an autism spectrum disorder (ASD). Engagement encompasses several developmental skills including the ability to play with others, to share attention and affect, and to communicate with gesture and spoken language. This talk focused on the application of targeted interventions for these core deficits of children with an ASD across the early developmental period with a distinction between children who are preverbal versus nonverbal. Developmental change was highlighted with a particular focus on research directed toward underserved, under-represented and under-resourced children with autism, and interventions carried out in natural environments of home and school.
Engaging with others is often a key area of difficulty for children with an autism spectrum disorder (ASD). Engagement encompasses several developmental skills including the ability to play with others, to share attention and affect, and to communicate with gesture and spoken language. This talk focused on the application of targeted interventions for these core deficits of children with an ASD across the early developmental period with a distinction between children who are preverbal versus nonverbal. Developmental change was highlighted with a particular focus on research directed toward underserved, under-represented and under-resourced children with autism, and interventions carried out in natural environments of home and school.
Although all providers in this directory have completed one or more of Profectum’s certificate training courses on the DIR-FCD model, the providers listed in this directory are independent contractors. Providers are not agents nor are they employees and nor are they under the control of Profectum Foundation. Providers are solely responsible for the quality of the services you receive.
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