ASSOCIATED CURRENT STUDIES
Response to Emotion in ASD Children and
Teens (REACT) Study
Dr. Carla
Mazefsky, PhD, University of Pittsburgh
Mentored
Patient-Oriented Research Career Development Award (K23), National
Institutes of Health
Poor emotional
control is a problem for many children with autism spectrum disorders
(ASD), but the behavioral and neural underpinnings of this problem are
not well understood. This research study will explore the
neurobiological basis of emotional experiences in autism. The
objectives are to better understand how emotional processes differ in
individuals with and without ASD, including differences in brain
functioning and how factors like pubertal status and associated anxiety
and mood symptoms play a role. This study includes individuals
between the ages of 12 and 19 years old who have an ASD and those
who do not have any developmental or mental health problems.
Cognitive Enhancement
Therapy (CET) and Enriched Supportive Therapy (EST) for Adults with Autism Spectrum Disorders
Dr. Shaun
Eack, PhD, University of Pittsburgh
National Institutes of Health, Autism Speaks, Pa. Dept. of Health
This research study is designed to examine the potential benefits of two novel
non-drug interventions, Cognitive Enhancement Therapy (CET) and Enriched
Supportive Therapy (EST), in the treatment of adults with autism
spectrum disorders (ASD).
CET
is a
cognitive rehabilitation approach that uses computer-based and small
group training to improve thinking, planning and socialization.
EST is an individual supportive therapy approach that helps
adults learn about their condition, manage their emotions and stress,
improve their social skills and cope with everyday problems.
Eligible participants will be randomly selected for either CET or EST
and treated for 18 months.
The Development of
Visual Processing in Autism
Dr.
Kirsten O’Hearn, PhD, University of Pittsburgh
Mentored
Research Scientist Development Award (K01)
Object recognition is
an essential function of the human visual system. People with autism
may display atypical object recognition, especially with certain objects
(e.g., animates, faces). The studies define the developmental
trajectory of object recognition, and explore how development is
atypical in autism. Recent evidence indicates that the structure and
the function of occipitotemproal areas continues to mature through
adolescence, suggesting that object recognition skills supported by
these brain regions show prolonged maturation. However, it is not yet
clear what aspects of object recognition are maturing during this
time.
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Investigators