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Autism in the 21st Century |
| Saturday, February 3, 2007 |
| 8:00 AM–9:00 AM |
| Grand Ballroom |
| Area: AUT; Domain: Applied Research |
| Instruction Level: Basic |
| CE Instructor: Catherine Lord, Ph.D. |
| CATHERINE LORD (University of Michigan) |
 Dr. Catherine Lord, ABPP, is the director of the University of Michigan Autism and Communication Disorders Center (UMACC), a professor of psychology and psychiatry at the same institution, and a Senor Research Professor at the Center for Human Growth and Development. She completed degrees in psychology at UCLA and Harvard, and a clinical internship at Division TEACCH at the University of North Carolina at Chapel Hill.
Dr. Lord is a licensed clinical psychologist with specialties in diagnosis, social and communication development, and intervention in autism spectrum disorders (ASD). She is renowned for her work in longitudinal studies of social and communicative development in ASD. She was the Chair of the National Research Council (National Academy of Sciences) Committee on the Effectiveness of Early Intervention in Autism and is the author of the report, “Educating Children with Autism.” She has also been involved in the development of standardized diagnostic instruments for ASD with colleagues from the United Kingdom and the United States, that are now considered the gold standard for research diagnoses all over the world, including the Autism Diagnostic Observation Schedule (ADOS), an observational scale, and the Autism Diagnostic Interview – Revised (ADI-R), a parent interview.
Her work at UMACC involves (1) continued research in validity and longitudinal studies, early diagnosis of children with autism, and regression in children with autism; (2) clinical evaluations and diagnoses of children and adults who may have autism; and (3) training researchers and clinicians in the diagnosis of ASD. |
| Abstract: Dr. Lord will talk about recent theories and findings concerning the nature of Autism Spectrum Disorders (ASDs) and their diagnosis and treatment. The relationship and lack of relationships among neurobiological research, descriptive studies, and response to intervention will be discussed. New ways of thinking about ASDs and the implications for planning and carrying out treatment and educational approaches will be highlighted. |
| Target Audience: N/a |
| Learning Objectives: N/a |
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