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Dr. Alexis Garcia is a Clinical Assistant Professor in the Department of Psychiatry and Behavioral Sciences at the Medical University of South Carolina (MUSC). She holds a PhD in Clinical Psychology from Florida International University with a specialty in child and adolescent psychology. Her postdoctoral training included a National Institute of Alcohol Abuse and Alcoholism (NIAAA) fellowship focusing on adolescent alcohol use. Dr. Garcia is affiliated with MUSC's College of Medicine and actively participates in the MUSC Youth Collaborative, focusing on self-regulation mechanisms related to substance use in adolescents, particularly those with ADHD and emotion dysregulation challenges. Education & Professional Background: PhD in Clinical Psychology, Florida International University Predoc Internship: MUSC Child Track NIAAA Postdoctoral Fellowship (Adolescent Alcohol Use Research) Research Interests: Her work examines emotion dysfunction in ADHD-affected adolescents and its link to risk-taking behaviors like substance use. She also investigates racial disparities in school disciplinary actions, family violence reporting discrepancies, and early intervention strategies for behavioral disorders. Methodologically, she employs multimodal assessments and longitudinal studies like the ABCD project. Professional Contributions: As a mentor, she guides psychology interns and psychiatry fellows at MUSC. Her research has explored fidget spinner efficacy for ADHD symptom management in classrooms, the role of parental monitoring in alcohol experimentation, and neurobehavioral vulnerability markers for substance misuse. She collaborates on large-scale projects such as the Adolescent Brain Cognitive Development (ABCD) study. Labs/Teams: Active member of the MUSC Youth Collaborative, contributing to interdisciplinary studies on youth mental health and developmental psychopathology.

• Attention-deficit/hyperactivity disorder (ADHD)
• Emotion dysregulation
• Child and Adolescent Psychopathology
• +5 more

Rebecca Waller is an Associate Professor in the Department of Psychology at the University of Pennsylvania. Her work focuses on socioemotional development, child psychopathology, and personality development, particularly examining how environmental contexts interact with genetic risks to influence antisocial behavior and related traits like callous-unemotional behaviors. She uses advanced methodologies including fMRI, DTI, and twin/adoption designs. Her research aims to inform prevention and intervention strategies for antisocial behavior. Education: BA in Experimental Psychology, University of Oxford MSc in Evidence-Based Social Intervention, University of Oxford PhD (DPhil) in Social Intervention, University of Oxford Research Interests: Developmental origins of antisocial behavior Callous-unemotional traits and empathy Genetic and environmental interactions in psychopathology Brain structure/function correlates of behavior Resilience in high-risk families Lab: Director of the EDEN Lab, which employs multi-method approaches to study social, emotional, and behavioral development. Current projects include a lifespan approach to mental health and interventions targeting disruptive childhood behaviors. Advising: Supervises graduate students focused on computational linguistics/AI in psychiatry, EEG, and physiological systems related to externalizing psychopathology.

• Developmental Psychology
• Developmental Psychopathology
• Clinical Psychology
• +7 more

Hope Morris-Baldridge is a Clinical Instructor in the USC Speech-Language Pathology Program and certified speech-language pathologist. She previously held a Clinical Professor position at the University of Vermont's Communication Sciences and Disorders program for 11 years. Her expertise spans academic/clinical teaching and active research in autism spectrum disorders, theory of mind assessment, and parent training interventions. She currently teaches courses including OHNS 504 (Evidence-Based Practice), OHNS 510 (Clinical Practicum), and OHNS 514 (Clinical Rotations). Her research focuses on diagnostic accuracy in ASD, theory of mind differences between ASD/ADHD populations, and family-centered communication strategies. Notable publications include studies on ADOS-2 validation and parent training methodologies. Awards include the 2023 National Academies of Practice Distinguished Fellow and ASHA's Continuing Education Award (2003-2023). Her work emphasizes translating research into clinical practice, particularly in early intervention for neurodevelopmental disorders. She has developed parent-training programs to enhance communication skills in young children with ASD and ADHD. Her publications reflect a focus on practical clinical applications and interdisciplinary approaches to developmental disorders.

• Speech-Language Pathology
• Autism Spectrum Disorders
• Theory of Mind Assessment
• +3 more

Steven K. Huprich is Professor of Psychology and Associate Director of the Doctoral Program in Clinical Psychology at the University of Detroit Mercy. He specializes in personality disorders, psychoanalytic psychotherapy, and clinical assessment. Huprich holds a Ph.D. from the University of North Carolina at Greensboro and completed clinical training at SUNY Upstate Medical University and Columbia University. His research examines classification and assessment of personality pathology, with focus on malignant self-regard as a unifying construct for depressive, narcissistic, and self-defeating personalities. Huprich has published over 125 peer-reviewed articles and authored/edited six textbooks, including 'Personality Disorders and Pathology: Integrating Clinical Assessment and Practice in the DSM-5 and ICD-11 Era' (APA, 2022). Honors include the Theodore Millon Award from the American Psychological Association (2013) for mid-career excellence in personality research. He maintains a clinical practice specializing in psychoanalytically-informed psychotherapy and diagnostic assessments.

• Personality Disorders
• Psychoanalytic Therapy
• Clinical Assessment
• +2 more

Grace Baranek, PhD, is the Associate Dean and Chair of the USC Chan Division of Occupational Science and Occupational Therapy, holding the endowed title of Mrs. T.H. Chan Professor. She is an internationally recognized expert in autism spectrum disorder (ASD), particularly focusing on sensory features in children with ASD. Her research spans over three decades, emphasizing early detection, intervention, and developmental mechanisms of sensory and behavioral traits in ASD. Dr. Baranek earned her B.S. in Occupational Therapy from the University of Illinois and her M.A. and PhD in Psychology from the University of Illinois at Chicago. Her career includes leading the NIH-funded Sensory Experiences Project (2003–2013), totaling $4.5M, which investigated sensory features in ASD. She has authored over 100 peer-reviewed papers and co-developed the First Years Inventory (FYI), a screening tool for early ASD identification. Dr. Baranek has held leadership roles in national organizations, including the National Academy of Sciences and NIH working groups, advocating for evidence-based practices in ASD care. Her research interests include sensory processing abnormalities in ASD, early intervention strategies, and translational research to bridge clinical practice with scientific discovery. Key grants include NIH/NICHD, Department of Defense, and Autism Speaks Foundation awards. Awards include the AOTA Cordelia Myers Award (2016), AOTF A. Jean Ayres Award (2008), and Fellow of INSAR (2022). Grants: NIH/NICHD, DOD, Autism Speaks, AOTA. Lab/Teams: Sensory Experiences Research Group, Early Detection & Intervention Lab.

• Autism Spectrum Disorder
• Sensory Processing
• Developmental Disabilities
• +3 more

Katherine Duggan is an Assistant Professor in the Psychology Department at North Dakota State University, where she directs the PATHS Lab investigating personality-sleep-health interrelationships across the lifespan. Her research focuses on cardiovascular disease outcomes, developmental pathways from childhood adversity, and pandemic-era psychological resilience, employing longitudinal and experimental methodologies with diverse populations. Dr. Duggan's educational background includes: Ph.D. in Psychology, University of California, Riverside (2016) M.A. in Psychology, University of California, Riverside (2012) B.A. in Psychology, University of California, Riverside (2010) Her research examines how conscientiousness interacts with sleep to influence cardiovascular risk, revealing paradoxical costs for vulnerable populations. She investigates lifespan developmental pathways linking parenting practices and childhood socioeconomic status to adult sleep and health outcomes, while exploring pandemic-related goal regulation mechanisms. Current work emphasizes causal modeling for promoting resilience in at-risk groups through integrated personality-sleep-health frameworks. Recent publications (2018-2023) demonstrate consistent focus on personality-sleep mediation models, with growing emphasis on pandemic stress adaptation and developmental trajectories. Key trends include conscientiousness paradoxes in cardiovascular contexts, subjective-objective sleep discrepancies in health prediction, and bidirectional mental health-sleep relationships. Dr. Duggan mentors undergraduate and graduate students through the PATHS Lab's collaborative research framework, providing co-authorship opportunities and professional development. She co-leads the NDSU National COVID Study tracking psychological well-being in 600+ participants across five waves, examining goal regulation during unprecedented stress. The PATHS Lab operates as a collaborative hub connecting NDSU researchers with international partners at University of Pittsburgh, University of California, Washington & Lee University, and University of Padova. Current projects integrate polysomnography, behavioral assessments, and longitudinal cohort analyses to develop causal models of personality-health relationships.

• Personality Psychology
• Sleep Research
• Health Psychology
• +3 more

Deborah Fein is a Distinguished Professor at the University of Connecticut's Department of Psychological Sciences. She earned her Ph.D. from Rutgers University in 1975. Her research encompasses autism spectrum disorder (ASD), focusing on early detection, intervention effectiveness, and developmental outcomes. She leads multiple projects including the Early Detection Study (screening efficacy at 12-36 months), Albania Project (cross-cultural validation of ASD screening), Optimal Outcome Study (factors enabling loss of ASD diagnosis), and Parent Training Project (digital resources for caregivers). Research interests span clinical psychology, neuropsychology, and developmental disorders, with emphasis on: Early screening tools (e.g., M-CHAT-R/F validation) Neurocognitive mechanisms in ASD Cross-cultural adaptation of interventions Language development trajectories Optimal outcome predictors in ASD Her publications primarily investigate ASD screening methodologies, neuropsychological profiles, language acquisition patterns, and cross-cultural validation of diagnostic tools. Recent works emphasize longitudinal studies of developmental trajectories, predictors of optimal outcomes, and neuroplasticity in ASD populations. Significant honors include: Board of Trustees Distinguished Professor Faculty Excellence Award in Graduate Teaching (1999) Edith Kaplan Award for Neuropsychology (2012) Her research has been continuously grant-supported since 1977. She collaborates with institutions including Drexel University, Georgia State University, Vanderbilt University, and the University of Washington.

• Autism Spectrum Disorder
• Clinical Psychology
• Neuropsychology
• +3 more

Julia J. Hoffmann is an Assistant Clinical Professor in the Department of Speech, Language & Hearing Sciences at Saint Louis University’s Doisy College of Health Sciences. She holds an M.A. and B.S. in Speech-Language Pathology from Truman State University. Her research focuses on phonetics, articulation disorders, childhood apraxia of speech (CAS), and innovative therapy techniques. Hoffmann has been recognized with numerous awards, including SLU’s Distinguished Service Awards (25-year, 20-year, and 15-year) and multiple ASHA Continuing Education Awards. She has led clinical practicums, taught courses like Phonetics and Speech Disorders, and developed intensive speech summer camps. Her professional experience spans over 30 years, including roles at the Scottish Rite Clinic and private practice. She has authored articles on speech therapy tools (e.g., iPad integration) and presented widely on CAS, articulation disorders, and sensory integration in therapy. Hoffmann is a former MSHA President and has contributed to professional organizations like ASHA and the Council of State Association Presidents. Her service includes mentoring students, curriculum development, and grants such as the Blues for Kids Grant for a sensory room. Hoffmann’s expertise includes diagnosing and treating severe articulation disorders, motivating clients in therapy, and promoting carryover of speech skills. She is a sought-after speaker, delivering workshops on topics like vowel therapy and managing oppositional behaviors in CAS treatment.

• Speech-Language Pathology
• Pediatric Speech Disorders
• Childhood Apraxia of Speech
• +5 more

Sandra Evarrs, Ph.D., N.C.S.P., L.P., is a Clinical Associate Professor and Program Director of School Psychology at the UNC School of Education, affiliated with the Human Development and Family Science (HDFS) department. She holds expertise in psychological assessment, neurodevelopmental disorders, school crisis intervention, and special education advocacy. With over 25 years in education and psychology, her work focuses on children with special needs, disability advocacy, and ethical practice. Dr. Evarrs earned her Ph.D. (2003) and M.Ed. (1999) in School Psychology from Loyola University Chicago, and a B.S. (1996) in Elementary Education from DePaul University. Her career spans teaching, school psychology, and administration, including roles as a developmental disability specialist and special education administrator in Chicago. At UNC since 2004, she coordinates clinical externships for school psychology doctoral students, teaches courses on child development and psychological assessments, and leads crisis intervention trainings via the NASP PREPaRE model. Her research addresses autism, neurodevelopmental disorders, and inclusive education strategies.

• Differential Diagnosis of Childhood Psychological Disorders
• Psychological Assessment & Evaluation
• Child & Adolescent Development
• +6 more

Dr. Jessica Arenella is an Adjunct Professor at John Jay College of Criminal Justice (CUNY), specializing in clinical psychology with a focus on severe mental illness, psychosis, and schizophrenia. She serves as Chief Psychologist at St. Barnabas Health System in the Bronx, overseeing a large externship training program. Her expertise includes working with individuals experiencing extreme psychological experiences, emphasizing psychosocial approaches and recovery-oriented care. Dr. Arenella holds a Ph.D. in Clinical Psychology from Long Island University (2000), a B.A. from the University of Toronto (1992), and a Health Coach certification from the American Council on Exercise (2013). She teaches courses such as PSY 758, PSY 760, and PSY 761 at John Jay. Her research explores intersections between psychosis, trauma, and societal factors, with notable work on objectification in anorexia and psychosis, and the impact of technology on clinical understanding of psychosis. She actively presents at conferences like the International Society for Psychological and Social Approaches to Psychosis (ISPS), addressing topics ranging from emergency department challenges to cultural competence in psychiatry. Dr. Arenella received the 2019 Christian Müller Award for her dedication to ISPS-US and psychosocial approaches to psychosis. She is a lifetime member of ISPS-US and the New York State Psychological Association. Her work emphasizes reducing stigma, improving clinical training, and advocating for marginalized populations in mental health care.

• Psychosis
• Schizophrenia
• Mental Illness
• +3 more

Geralyn R. Timler is a Professor in the Department of Communication Sciences & Disorders at James Madison University (JMU), and Director of the On-Campus Program for the Speech-Language Pathology (M.S.) degree. She holds a Ph.D. in Speech and Hearing Sciences from the University of Washington, an M.S. in Communicative Disorders from the University of Wisconsin-Madison, and a B.A. in Communicative Disorders from the University of Wisconsin-Eau Claire. Her research focuses on social communication, language development and disorders, and assessment/intervention strategies. She leads the Social Communication and Language Evaluation (SCALE) Lab, which emphasizes evidence-based practices for children with neurodevelopmental disorders. Key areas of interest include neurodiversity-affirming approaches, social communication deficits in ADHD and autism spectrum disorders, and linguistic diversity in assessment. Dr. Timler has published extensively on pragmatic language disorders, interprofessional interventions, and diagnostic accuracy. She is actively involved in training graduate students in clinical practices that bridge theory and real-world application. Her educational background spans three decades of academic excellence, with a strong emphasis on applied clinical research. She collaborates across disciplines to address gaps in understanding and treating complex communication disorders. Dr. Timler’s work often intersects with cultural competence, particularly in assessing children from linguistically diverse backgrounds such as Bahamian Creole English speakers. She advocates for improved diagnostic tools that account for overlapping symptoms in neurodevelopmental conditions. Her contributions to the field include refining social communication interventions for preschoolers and school-age children, emphasizing peer interactions and generalization of skills.

• Social Communication Disorders
• Language Development
• Language Assessment and Intervention
• +3 more

David Saunders, MD, PhD, is a Clinical Assistant Professor at the Yale Child Study Center within the Yale School of Medicine. He holds dual training in medicine and Buddhist studies, with a PhD from Emory University and an MD from Weill Cornell Medical College. His research focuses on mindfulness-based interventions for childhood ADHD and integrates Buddhist philosophy with neuroscience. He leads a clinical trial for a novel ADHD intervention under mentorship of Hedy Kober. Education includes a BA in theology from Boston College and Fulbright research in Nepal on Tibetan cultural perceptions of tuberculosis. Research interests span attention disorders, child behavior, neurosciences, and the philosophical underpinnings of mindfulness. His work bridges clinical practice with contemplative traditions, particularly examining how Buddhist meditation theories inform modern therapeutic approaches. Publications span vaccine trials, vector-borne diseases, and interdisciplinary studies on mindfulness. Current projects include a phase 2 clinical trial on chikungunya vaccines and studies on tick-borne pathogens. He collaborates with the Clinical and Affective Neuroscience lab at Yale. No specific awards are highlighted, though his work reflects innovative intersections between medicine, philosophy, and public health.

• Attention Deficit and Disruptive Behavior Disorders
• Behavioral Disciplines and Activities
• Buddhism
• +6 more

Amy L. Delaney is an Assistant Professor in the Department of Speech Pathology and Audiology at Marquette University, where she joined in 2018 after 20 years of clinical work at Children's Wisconsin. She directs the Neurodevelopmental Feeding and Swallowing Lab and holds dual certifications: Certificate of Clinical Competence in Speech Pathology (ASHA) and Wisconsin state licensure. Her professional roles include Founding Member of Feeding Matters' Medical Professional Council and Education Pillar Chair for the PFD Alliance Executive Council. Her educational qualifications are: B.S. in Communication Sciences and Disorders from University of Wisconsin-Milwaukee (1997) M.S. in Speech Pathology and Audiology from Marquette University (1998) Ph.D. in Communicative Disorders from University of Wisconsin (2010) Research focuses on establishing norm-referenced markers for Pediatric Feeding Disorder (PFD) diagnosis through studies of typical feeding development milestones in infants. Key areas include oral motor skills, airway protection mechanisms, and early identification of feeding deviations to prevent chronic disorders. Recent work analyzes texture progression frameworks and caregiver-infant feeding interactions. Publication trends (2019-2025) reveal intensive focus on defining PFD as a standalone diagnosis, creating assessment tools like the Infant and Child Feeding Questionnaire, and establishing developmental norms for 8-12 month infants. Her work bridges clinical practice and research through consensus frameworks and texture progression studies. She leads the Neurodevelopmental Feeding and Swallowing Lab, driving collaborative research with Feeding Matters and the PFD Alliance. Her leadership includes chairing the Education Pillar for the PFD Alliance Executive Council and co-authoring foundational PFD diagnostic criteria.

• Pediatric Feeding Disorder
• Feeding Development
• Swallowing Disorders
• +3 more

Dr. Gary J. Kennedy is a Professor of Psychiatry and Behavioral Sciences and Vice Chair for Education at Albert Einstein College of Medicine. He serves as Director of the Division of Geriatric Psychiatry and Fellowship Training Program at Montefiore Medical Center. His expertise lies in geriatric psychiatry, late-life mental health, and mental health care delivery systems. Education: Dr. Kennedy graduated from the University of Texas in Austin and the University of Texas Health Science Center in San Antonio. He has held leadership roles in organizations such as the American Psychiatric Association and the Geriatric Mental Health Foundation. His research focuses on depression, dementia, and healthcare communication strategies for elderly populations. Research Interests: Dr. Kennedy investigates late-life mental health challenges, including depression and dementia epidemiology, mental health care in nursing homes, and physician-patient communication. His work emphasizes innovative approaches to geriatric mental health care and public policy advocacy. Key Contributions: He authored influential books like Geriatric Mental Health Care and Geriatric Depression: A Clinical Guide . His awards include the Forchheimer Lifetime Achievement Award and recognition in Best Doctors in America . Dr. Kennedy has received grants from the NIH, Resnick Gerontology Center, and multiple foundations. Grants & Awards: Funded by the National Heart, Lung, and Blood Institute; National Institute on Aging; and organizations like The Atlantic Philanthropies. He has been a consultant to state commissions and testified before the President’s New Freedom Commission on Mental Health. Labs/Teams: Leads the Division of Geriatric Psychiatry at Montefiore and collaborates with global initiatives, such as the Bermuda-specific mental health training program for older adults.

• Geriatric Psychiatry
• Late-Life Mental Health
• Dementia
• +3 more

Luis D. Medina is an Associate Professor in the Department of Psychology at the University of Houston, within the College of Liberal Arts and Social Sciences. He is a licensed clinical psychologist and cultural neuropsychologist specializing in cognitive aging and Alzheimer’s disease in diverse populations. Dr. Medina directs the Collaborative on Aging Research and Multicultural Assessment (CARMA) lab and the NIH-funded ECHAR Network, focusing on equity in aging research. Education: B.A., Psychology – Yale University M.S. and Ph.D., Clinical Psychology/Neuropsychology – San Diego State University/University of California San Diego Joint Doctoral Program Clinical Internship – West Los Angeles Veterans Affairs Medical Center (geropsychology track) Postdoctoral Fellowship – University of Colorado School of Medicine (adult clinical neuropsychology) Dr. Medina’s research centers on cultural neuropsychology, cognitive aging, and Alzheimer’s disease and related dementias (ADRD), with a focus on health disparities in Hispanic/Latino populations. His work examines the 'Hispanic Paradox' in dementia, develops culturally appropriate neuropsychological assessments, and investigates modifiable risk factors for cognitive decline. He emphasizes community-based participatory research and brain health equity. His recent publications reflect a strong trend in culturally sensitive cognitive assessment, functional outcomes in neurodegenerative disease, and the socio-cultural determinants of brain health. Key themes include acculturation measurement, performance-based functional assessments, depression screening in older Hispanic adults, and telehealth applications in neuropsychology. Dr. Medina mentors a diverse team of graduate and undergraduate researchers and teaches courses such as Cognitive Disorders and Lifespan Neuropsychology, Foundations of Neuropsychology, and seminars on Latino health disparities. Scientific Leadership and Grants: Principal Investigator, Collaborative on Aging Research and Multicultural Assessment (CARMA) Director, NIH-funded Engaging Communities of Hispanics/Latinos for Aging Research (ECHAR) Network Director, Clínica CARMA – a Spanish-language neuropsychology clinic for older adults He has secured NIH funding to improve diversity in aging research and leads multi-site collaborations to enhance recruitment and retention of underrepresented populations in Alzheimer’s research. Dr. Medina advises several doctoral students in clinical psychology with a neuropsychology concentration and integrates trainees into large-scale research projects. Laboratories and Clinical Work: Dr. Medina founded and leads the CARMA lab, which investigates the intersection of culture, cognition, and aging. He also runs Clínica CARMA, which provides comprehensive Spanish-language neuropsychological evaluations for older adults with memory concerns. The clinic operates on a sliding scale and emphasizes accessibility and cultural competence.

• Cultural Neuropsychology
• Cognitive Aging
• Alzheimer's Disease and Related Dementias
• +9 more