University Center 5 Parent Support Creating Deborah 4 for Excellence— and Education 9 Opportunities 1 0 Lovett— When Down for Young for Artists with Making Syndrome and Children with Disabilities Dinner Autism Co-Occur Autism Plans

Treating Parent’s Biological Clocks and : Constant Light Effects on Children By Melanie Moran onstant light has long been understood to disrupt our internal clocks, By Jan Rosemergy C resulting in problems like jet lag and health problems in extended-shift workers. A study led by Douglas McMahon, Ph.D., reveals that although the clocks of individuals exposed to constant light may get out of synch, they keep ticking. The research was published online Feb. 23 in the journal Nature Neuroscience. McMahon is professor of biological sciences and a Vanderbilt Kennedy Center investigator. Biological clocks are responsible for maintaining circadian rhythms, which affect sleep, performance, mood and more. McMahon’s findings offer insight into how to modify constant-light situations to lessen their impact on humans. Findings also may have implications for understanding and treating mood disorders affected by exposure to light.

Biological Clocks In mammals, the brain’s circadian pacemaker, or biological clock, forms a 24-hour internal clock for the brain and body that regulates behavior, physiology and mood. Most of us experience the Continued on page 3

DREAMSTIME Director’s Message he greatest risk factor for depression in youth is a parent’s history of Tdepression. This likely is due to a combination of genetic and environmental factors. What happens if a depressed parent receives treatment and improves—or does not improve—and what is the effect Methodological Evolution on the parent’s children? often tell my students that there’s Answers to this question are being provided by the Parent-Child I little chance of them coming up with a ques- Project, a multi-site national project led by Judy Garber, Ph.D., and by the tion about brain development and behavior that STAR*D-Child Study, a multi-site national project, which included someone hasn’t already asked. While admittedly Nashville as a site that Garber directed. Garber, who also consulted on the a bit melodramatic, my own bias is that there is STAR*D Study design, is professor of psychology at Peabody College and a some truth to this in most scientific disciplines. Vanderbilt Kennedy Center investigator. If so, then how does research make advances of the kind for which the Vanderbilt Kennedy Parental and Child Depression Center has become so well-known? “We know that children of depressed parents tend not to fare as The great leap forward, which we call a scien- well as children of nondepressed parents,” Garber said. “That’s not to tific “breakthrough,” usually occurs in parallel say that every child experiences problems, but they are at greater risk.” Pat Levitt, Ph.D. with the development of new technologies. For Children of depressed parents are at increased risk for multiple example, while we recognized for over a century that the brain utilizes problems including social and academic difficulties, , chemicals as messengers to convey information, it was the development substance abuse, and suicide. Continued on page 2 of new methods in the 1960s to measure these Continued on page 3

Number 13 Summer 2006 KENNEDY CENTER Summer 2006 FOR DiscoveryRESEARCH ON HUMAN DEVELOPMENT

Treating Parent’s parent’s depression and children’s problems. At this point, we can say that there’s a significant Depression from page 1 relation. Possible reasons for this relation are the continued focus of the Parent-Child Offspring of depressed parents are at about 3 to Project.” 4 times greater risk of developing depressive A clear implication of the findings is that disorders themselves. if a parent is depressed, it would be prudent for “We also know that that the extent of the the parent to get treatment to help reduce the parent’s depression makes a difference,” Garber depression, Garber emphasized, because continued. “Chronic or recurrent depression in remission of parental depression is related to parents is particularly predictive of problems in changes in their children. Garber added, children, contrasted, for example, to a parent who “Depression is a very treatable condition, and it may have had a brief 6-month depressive episode is a shame that some parents are not taking the related to a stressful life event like divorce.” opportunity to get treated, if not for themselves, then for the sake of their children.” The Studies Authors of the STAR*D Study pointed out The Parent-Child Study is being conducted at that the low proportion of mothers among three sites: Nashville/Vanderbilt University, DREAMSTIME women seeking treatment suggests that there Seattle/University of Washington, and ment in their own psychopathology,” Garber likely are substantial barriers to depressed Philadelphia/University of Pennsylvania. It involves said. “If parents continued to be depressed, their mothers getting the help they need. Other 129 high-risk offspring of mothers or fathers children’s psychopathology tended not to change research has indicated that depressed low-income being treated for depression and 98 offspring of or to get a little worse.” women, in particular, tend not to use community non-depressed parents. Children range in age from In the STAR*D Study, remission of maternal care available to them, even if it is free, making 7 through 17-years-old (average age is 12). depression after 3 months of treatment was outreach, child care, transportation, and flexible “We included this comparison group,” Garber associated with reductions in children’s diagnoses treatment schedules all the more important in explained, “because changes in children of depressed and symptoms. There was an overall 11% encouraging mothers to obtain treatment. parents could simply be normative development. decrease in rates of diagnoses in children of The question is whether symptoms in children of mothers whose depression remitted compared Next Steps depressed parents are changing at a differential with an approximate 8% increase in rates of Children in the Parent-Child Project are being rate compared with age-matched children of diagnoses in children of mothers whose followed every 6 months for 2 years, and children non-depressed parents.” depression did not remit. Findings were reported in the STAR*D Study are being followed every 3 The STAR*D Study included 151 mother-child in the March 21, 2006, issue of the Journal of the months from 1 to 2 years. Researchers in both pairs in 8 primary care and 11 psychiatric American Medical Association (JAMA); Garber studies are looking at factors such as changes in outpatient clinics across 7 regional centers in the was a co-author of the study. This is the first stress, the parent-child relationship, and/or in United States. Children were ages 7 to 17 years. published study to document prospectively the children’s cognitions (i.e., how they perceive Both studies assessed children whose parents were relation between remission of a mother’s themselves, others, and the world) that may receiving treatment including medication and/or depression and her child’s clinical state. account for the relation between depression in cognitive therapy. The studies focused on remission Garber cautions that these findings do not parents and children. Follow-up research focuses of the parents’ depression in relation to changes in demonstrate a causal relation. “You can say that on temporal precedents and mediation, that is, children’s symptoms and functioning. Both studies there’s co-variation,” she continued. “It could be whether changes in parents are related to changes were funded by grants from the National Institute of that parents are improving and that causes their in the family environment, which then are Mental Health. children to improve. It could be that children’s related to changes in the children’s functioning. improvement causes parents to change. Or it “The next step is prevention,” Garber said, Findings could be that circumstances have changed for “both at the level of getting depressed parents “The bottom line in both studies is that children both of them, that some third variable such as treatment as well as intervening with children whose parents got better showed some improve- decreased stress resulted in changes in both the who are at risk for depression.”

Depression in children and adolescents should be • Depression is costly due to skyrocketing Primer prevented and treated because: antidepressant prescription costs, and the costs of health care. • Depression is a significant public health concern. Internet Resources Depression in children and adolescents is charac- According to the World Health Organization, terized by at least five of the following symptoms • Depression & Bipolar Support Alliance depression is the number one cause of disability (at least one of the first two) for more of the time www.dbsalliance.org and will be the second most important disorder by than not, for at least 2 weeks: • NAMI (National Alliance for Mental Illness) 2020 in terms of disability and mortality. www.nami.org • Sadness or irritability • Depression is impairing. In teens it is associated • NAMI Tennessee • Loss of interest or pleasure with decreases in school and work performance, www.namitn.org • Change in appetite difficulties in family and peer relationships, and an • Tennessee Voices for Children • Sleep problems increased risk of alcohol and drug abuse and suicide. www.tnvoices.org • Fatigue, low energy • Depression is common. Between 20% to 40% of • Mental Health Association of Middle Tennessee • Concentration problems teens report depressed mood. www.ichope.com • Low self-esteem or guilt • Depression is chronic and recurring. Depression in • Vanderbilt Kennedy Center StudyFinder • Agitation or physical slowness childhood or adolescence places youth at risk for Select “Depression” to view studies 2 • Suicidal thoughts or behaviors disorders later in life. kc.vanderbilt.edu/studyfinder KENNEDY CENTER Summer 2006 FOR DiscoveryRESEARCH ON HUMAN DEVELOPMENT

used a specially constructed laser-light confocal Biological Clocks from page 1 microscope to track the patterns of gene activity of Director’s Message from page 1 clock neurons isolated from mice which had been circadian clock’s daily influence on our mood, exposed to different light regimes. neurotransmitters that led ultimately to the with low mood and energy in the morning giving In this way they were able to take a snap-shot of establishment of entirely new ways of way to higher mood in the afternoon. the gene activity patterns in the clock resulting in thinking about brain chemistry and its role Disruptions of the biological clock and the sleep normal and abnormal rhythmic behaviors. The pro- in psychiatric and developmental disorders. rhythms it times are associated with mood disorders tein glowed in proportion to how strongly the gene The technologies brought a Nobel Prize to such as depression, including seasonal depression, was being expressed throughout the day, enabling the the discoverers. non-seasonal depression, and bipolar depression. researchers to read the time on the molecular clocks. In the study of brain and behavior, our Seasonal affective disorder (SAD), or winter The researchers found two different answers, recent technical ability to monitor brain depending upon the subject, to their question of how activity in “real time,” with several millionths constant light affected biological clocks. Some ani- of a second accuracy, has provided new mals experienced disruptions to their behavior, while answers to time-honored questions of how others seemed to adapt by creating a new internal complex information can be processed with 12-hour “day” during which they had active periods. such remarkable speed and precision. We For the animals whose behavior was disrupted, the recognize that some of the newest methods researchers found the clocks in individual cells were to peer into the brain of a child or an adult, still ticking, but they had become desynchronized. such as functional neuroimaging, have “Light had disrupted the communication brought to life the startling complexity and mechanisms between cells that keep them in synch,” uniqueness of our brain architecture, which McMahon said. for more than a century we recognized as In the animals that exhibited the 12-hour cycle, the defining feature of human behavior. the two identical nuclei no longer beat together but The methods used to resolve the human instead showed an alternating burst of activity in the genome, with more than 20,000 genes at our left and the right nucleus every 12 hours. disposal to influence brain and behavioral “The individual cell clocks had not stopped, but development, provide a new platform for they had become desynchronized. Some mechanism understanding the complexities of how

HIDENOBU OHTA that couples the two sides was disrupted. It appears genetic vulnerability and early experiences Researchers inserted a green fluorescent protein into a together cause developmental disabilities. mouse’s individual biological clock neurons in order to that the nucleus on each side can control behavior,” study the effect of constant light. McMahon said. The most expensive of hardware technologies are paralleled by the invention depression, is a clock-based form of depression in Developmental Effects of Constant Light of new methods to test earlier and earlier which the lack of light during the short winter days McMahon and his colleagues recently completed an for developmental disabilities, and for disrupts normal clock function. Stimulating the additional study demonstrating that long-term defining new strategies that allow us to clock, especially early in the morning, with light exposure to continuous lighting can have lasting recognize the variability inherent in such therapy treats winter depression, and light therapy effects on the development of the brain’s biological complex disorders that often make them so improves drug treatment of non-seasonal depression clock. Of particular concern in this case are infants in challenging to treat. as well. neonatal intensive care units, where the lights often Investigators of the Vanderbilt Kennedy are left on continuously for observation. Center continue the great tradition of our Imaging Effects of Constant Light Using the same clock-gene fluorescence assay, the past scholars by contributing to this McMahon and his colleagues Hidenobu Ohta, Ph.D., research team has shown that exposure of mice to methodological evolution. Four years ago, postdoctoral fellow, and Shin Yamazaki, Ph.D., constant light during their neonatal development we recognized that while the key questions research assistant professor of biological sciences, set period results in disrupted behavioral rhythms and pertaining to developmental disabilities may out to uncover what happens at the molecular level clock organization, as well as increased vulnerability be evolving ever so slowly, the Vanderbilt when an individual is exposed to constant light. to clock disruption later in life (Ohta et al., 2006, Kennedy Center needed to invest in our The mammalian biological clock in the brain is Pediatric Research, in press). entrepreneurs to bring us closer to new and made up of multiple nerve cells, each with a pair of Previous studies have shown that human meaningful answers. Our Test and identical nuclei. premature infants exposed to constant light also Technology Center has created a wonderful “We wanted to be able to track not just the average show lower rates of weight gain, compared with platform for this effort and already has new activity of the clock nuclei as a whole, but the those maintained on regular light/dark cycles. software and diagnostic test development individual cell rhythms and to correlate that with the Together the animal and human studies suggest that under its belt. behavior of an individual animal,” McMahon cyclic lighting is the most appropriate condition for With a realistic goal of expanding these explained. “Has the light stopped the clocks in neonatal care and clock development. efforts in the coming years, we hope to individual cells, or has it reorganized the neurons?” provide our students and the Center faculty To answer this question, McMahon and his Synchronizing Biological Clocks members with the necessary tools to go colleagues developed a method to image the ongoing McMahon said some methods for keeping biological beyond question-raising, to reach a state of clock gene activity in living brain cells. They clocks synchronized are exercise, keeping an individ- question-answering that continues to define constructed an artificial gene in which the regulatory ual alert and exerting oneself, all of which appear to our Center as a leader in developmental portion of a clock gene called Period1 controls the provide feedback to the clock. This feedback has disabilities research and treatment. expression of a fluorescent protein originally from been shown in studies in mice to reinforce natural Internet Resources jellyfish (GFP), and inserted that gene into mice. In rhythms and to keep clocks in synch. VKC Psychophysiology Laboratory these mice, their biological clock cells glow green, The work was supported by a grant from the kc.vanderbilt.edu/kennedy/brainlabs and the researchers can read the time on each cells’ National Institutes of Health. (Vanderbilt Register, VU Institute of Imaging Science molecular clock by the level of green glow. They then May 7, 2006, with additions by McMahon.) www.vuiis.vanderbilt.edu 3

KENNEDY CENTER Summer 2006 FORDiscovery RESEARCH ON HUMAN DEVELOPMENT Vanderbilt Kennedy Center for Excellence in Developmental Disabilities When Down Syndrome and Autism Co-Occur By Jan Rosemergy

exploitation and abuse, a developmental history, information from teachers untreated medical conditions or therapists, report of home behaviors, speech- and/or pain, atypical neuro- language evaluation, cognitive evaluation, logical functioning, family observational evaluation, and diagnostic interview. stress, familial genetic factors, specific syndrome character- Family Perspectives istics, and seizures, sensory, Especially compelling was the parent panel led by or motor disorders. moderator Sheila Moore, director of the Down Progress has been made in Syndrome Association of Middle Tennessee. Parents developing assessment tools were Peggy Moss, Darla and Jim Lowe, and Mike for people with intellectual and Debra Powers, each of whom have a son or disabilities, including rating daughter with co-occurring conditions. All reported scales, specialized interviews, struggles with challenging behaviors that led to and the Diagnostic Manual for diagnosis, then difficulties in finding treatments and Persons with Intellectual strategies that would work for home and school life. Disabilities, soon to be Mike Powers described the experience as “a tough

MELANIE BRIDGES published by the National gig—you don’t realize what families go through.” Parent panelists–Mike and Debra Powers, Peggy Moss, Sheila Moore, and Darla Association for the Dually They offered useful advice for other parents. and Jim Love Diagnosed, in association with “Learn to accept and love your child for who he is,” the American Psychological Association and the said Peggy Moss. She emphasized, “I’m a mom, not here are we now?” was the first question World Psychiatric Association, with partial funding his educator. Praise God for educators! But we’re a addressed at a unique all-day conference on “W from the Joseph P. Kennedy Jr. Foundation. family and we do home life.” the co-occurrence of autism and Down syndrome Dykens indicated that approximately 40% of The Lowe family has found peer mentoring to be that addressed improving supports and services for people with intellectual disabilities show “clinically helpful for their teen. “We roll with the punches and individuals with these co-occurring conditions. significant” problems. The type and rate of problems do the best we can do,” said Jim Lowe. The answer of Elisabeth Dykens, Ph.D., director of differ across persons with different underlying causes Mike Powers advised, “Start early, because it takes the Vanderbilt Kennedy Center for Excellence and of intellectual disability. forever—and stay after it.” He urged parents and professor of psychology, was: “We are somewhere Data on the actual co-occurrence of Down educators alike to “do your homework” and use it to (the train has left the station) but we are not there syndrome and autism are not yet available. “Studies help your child and family. “Find lots of resources yet—we have a long way to go.” using samples of convenience suggest that 5% to and use them,” Powers said, “and get help with stress 10% of individuals with Down syndrome also have management for yourself and your family.” The Research Base autism,” Dykens said. Dykens stressed the history of inattention to Other Aspects mental health concerns in people with intellectual Assessment and Diagnosis Medication management was addressed by Karen disabilities because of the assumption that Characteristics of Down syndrome and autism, Summar, M.D., fellow in developmental and problems were due to cognitive impairments. medical and psychological evaluations, diagnosis and behavioral pediatrics, Center for Child While “diagnostic overshadowing” has lessened, it assessment were reviewed by Lisa Craft, M.D., devel- Development. A panel, moderated by Wendy Stone, still occurs, although there is increased awareness opmental pediatrician and MIND Training Project Ph.D., TRIAD director, addressed the need for serv- that people with intellectual disabilities also have director, and Linda Ashford, Ph.D., with ice coordination. Panelists were Nicolette Bainbridge psychiatric, behavioral, or emotional problems. the Vanderbilt Center for Child Development. Brigham, TRIAD outreach coordinator, J. Lynette “Dual diagnosis,” the term used to characterize the Craft recommended that parents who have White, behavior analyst for Metro Nashville Public co-occurrence of a developmental disability and a concerns talk with their child’s pediatrician and seek Schools Autism Team, and Karen Summar. “Next psychiatric disorder, is unfortunate, Dykens pointed referral to appropriate clinics. A two-step process steps” to conclude the conference were offered by out, because problems are often more than “dual,” should be expected: an initial visit to discuss Janet Shouse, Williamson County ASMT Contact, and because in psychiatry the term refers to concerns with a psychologist, pediatrician, and other and Elise McMillan, J.D., associate director, Kennedy psychiatric disorder and substance abuse. clinicians; and a psychological evaluation (approxi- Center for Excellence. Research has confirmed that, relative to the mately 3 hours). Possible assessments include The conference, held April 8, was sponsored by general population, persons with intellectual psychological evaluation, medical evaluation, the Vanderbilt Kennedy Center for Excellence, the disabilities are at increased risk for behavioral, speech-language and hearing evaluation, Down Syndrome Association of Middle Tennessee, emotional, or psychiatric disorders. Biopsychosocial occupational therapy evaluation, physical therapy, the Mid-Tennessee Interdisciplinary Instruction in factors include increased risk of failure, less or nutrition. Neurodevelopmental Disabilities (MIND) Training differentiated views of self, poor communication Diagnosis and assessment should be multidimen- Project, and the Autism Society of Middle 4 and assertiveness, social rejection, increased sional and comprehensive. Components may include Tennessee (ASMT).

KENNEDY CENTER Summer 2006 FORDiscovery RESEARCH ON HUMAN DEVELOPMENT Treatment and Research Institute

Services, Training, and Research for Autism Spectruma Disorders for Autism Spectrum Disorders Educating and Supporting Families A New Beginning By Traci Fleischman

arents of young children with autism In addition to the notebooks, the TRIAD Pneed cutting-edge information and autism consultants often provide the high-quality support. TRIAD has estab- parents with teaching materials such as pic- lished a new program for parents of young tures or visual schedules. Parents learn how children who have or are suspected of to use these materials during the sessions, having an autism spectrum disorder. and then can bring them home to use. Through the Parent Support and Education PSEP also serves the scientific commu- Program (PSEP), autism specialists nity by gathering information that will provide information, support, and consulta- inform research on best practices. tion for parents of children under “Because the program is associated with 4-years-old who are concerned about the Vanderbilt Kennedy Center and autism. From its start in September 2005 TRIAD, families can be informed of through May 2006, PSEP has seen over 30 upcoming studies in which they can families. choose to participate,” stated Lee. “PSEP was developed because there is “My family became involved with the such a long wait to get a diagnostic evalua- PSEP program through Dr. Wendy Stone tion for autism in our community, as well as and TRIAD,” stated Diane Holitik, a partic- the rest of the country,” explained Sarah ipant in the PSEP program. Holitik’s son, Coffey, TRIAD autism consultant. Rob, is 4-years-old and was diagnosed with “It also was designed to overcome some SUSAN MORANTES autism by the PSEP professionals. “I had common problems with the diagnostic follow-up sessions. These sessions are conducted by filled out a questionnaire for Dr. Stone and process. Parents get a life-changing diagnosis of the TRIAD autism consultants, and focus on areas one particular question in regards to the diagnostic autism and then they are sent out on their own to that the parents identify as priorities. Some com- process struck a chord with me.” figure out what to do next. This service is meant to mon areas of concerns for parents are their child’s “My son, Rob, was able to see Dr. Lee and an address both of those problems.” behavior and communication skills. autism consultant at TRIAD,” Holitik continued. PSEP involves a three-session model that “In the follow-up sessions, we learn what the “This assessment was different than any other includes assessment and intervention visits with priorities of the parents are. Some families are at assessment we had been through before. We consultations individualized to each family. the point where they know their child’s diagnosis received a full written report with Rob’s evaluation Evon Batey Lee, Ph.D., conducts the initial before coming to PSEP and just need information and were able to have our questions answered. I diagnostic assessment. Lee is the psychological and resources, while other parents need to be learned a lot in the parent interview. PSEP assessment coordinator for Clinical Research and educated about autism in general. We see parents unlocked doors to many different avenues. It was a Assessment at the Vanderbilt Kennedy Center. who have different levels of understanding and blessing for us. Without this program, there is no “During the first visit, I typically conduct a different types of needs, so we individualize our doubt that Rob would be at least a year behind in diagnostic assessment which includes several kinds follow-up sessions to best meet their needs,” school. The diagnosis validated our fears and of measures.” said Lee. explained Coffey. concerns. My husband, Robert, and I now feel “For example, the cognitive assessment evaluates “For example, we can show parents how to educated on what is best for Rob.” verbal and nonverbal problem-solving skills. The prompt interactions from their child, how to Parent support is important to both the child parents also are interviewed about the child’s social structure the environment to facilitate communica- and the parents. “From the child’s point of view, the adaptive skills. This helps me get information about tion, and how to set up social situations to make a parent is the constant in the child’s life,” explained the child and allows me to look at the child’s nonverbal child become motivated to communi- Lee. “Family members are around them in different independent living skills at home. I focus on cate. We demonstrate these specific methods and settings and throughout the day, which puts them practical things, such as how a child is communi- then let the parents practice implementing them.” in a prime position to provide intervention. From cating or how self-help skills, like feeding or At the follow-up sessions, each parent receives a the parents’ point of view, the opportunity to dressing themselves, are developing,” continued notebook specialized for their child. The note- obtain support and information is what makes this Lee. “The other two measures look more books consists of several different sections program so unique.” specifically at autism-related behaviors. So the containing information about the characteristics of Currently, the PSEP program is based on a fee assessment is a combination of watching the child autism, understanding and managing behavior, for service and does not bill insurance companies. in structured and unstructured situations and then using different teaching strategies, promoting There is a sliding fee scale, based on income level. getting a good history from the parents.” social interactions, and locating state and For information contact Teresa Turnbo at (615) After the initial visit, parents attend two regional resources. 936-5118 or email [email protected]. 5

KENNEDY CENTER Summer 2006 FOR DiscoveryRESEARCH ON HUMAN DEVELOPMENT Leading the Vanguard of Discovery Boys vs. Girls on

Medicine, NeuroImage, Journal of Magnetic Resonance Timed Tests By Melanie Moran Selected Publications • Anderson, A.W. (2005). Measurement of fiber orientation distributions using high angular resolution diffusion imaging. Magnetic Resonance in Medicine, 54, 1194-1206.

• Anderson, A.W., Marois, R., Colson, E. R., Peterson, B. S., Duncan, C. C., Ehrenkranz, R. A., Schneider, K. C., Gore, J. C., & Ment, L. R. (2001). Neonatal auditory activation detected by functional magnetic resonance imaging. Magnetic Resonance Imaging, 19, 1-5.

• Peterson, B.S., Anderson, A. W., Ehrenkranz, R., Staib, L. H., Tageldin, M., Colson, E., Gore, J. C.,

Duncan, C. C., Makuch, R., & Ment, L. R. (2003). DANIEL DUBOIS Regional brain volumes and their later neuro- Stephen Camarata (pictured) developmental correlates in term and preterm ew research attempting to shed light on the ever- infants. Pediatrics, 111, 939-948. N green question—just how do male and female brains differ?—has found that timing is everything. In a Education

ANN REINER study involving more than 8,000 males and females B.A. (with Honors in Physics), 1982, Philosophy, ranging in age from 2 to 90 from across the U.S., Physics, Williams College ADAM W. ANDERSON, PH.D. Vanderbilt Kennedy Center researchers Stephen M.S., 1984, Physics, Yale University Associate Professor of Biomedical Engineering Camarata, Ph.D., and Richard Woodcock, Ph.D., M.Phil., 1986, Yale University Associate Professor of Radiology and discovered that females have a significant advantage Ph.D., 1990, Physics, Yale University Radiological Services over males on timed tests and tasks. Camarata and Vanderbilt Kennedy Center Investigator Woodcock found the differences were particularly Attraction to Developmental Joined Vanderbilt Kennedy Center 2003 significant among pre-teens and teens. Disabilities Research “We found very minor differences in overall intelli- We really don’t have a good understanding of Research Interests gence, but if you look at the ability of someone to how changes in the brain are related to typical Magnetic resonance imaging (MRI) of the brain, perform well in a timed situation, females have a big development or developmental disabilities. including functional MRI and diffusion tensor advantage,” Camarata said. “It is very important for A promising way to investigate the relationship imaging (DTI) teachers to understand this difference in males and is with imaging, particularly magnetic resonance females when it comes to assigning work and structuring imaging (MRI). This is because MRI can Principal Investigator tests. To truly understand a person’s overall ability, it is produce detailed maps of the structure and • Improved imaging of brain white matter, important to also look at performance in un-timed function of the brain in an examination that is National Institute for Biomedical Imaging and situations. For males, this means presenting them with safe for infants, children, and adults. This Bioengineering material that is challenging and interesting but is suggests exciting possibilities for early diagnosis presented in smaller chunks without strict time limits.” of those at risk for developmental disabilities, • White matter structural abnormalities in The research has been published in the May/June for identifying the best interventions for those schizophrenia, NARSAD: The Mental Health 2006 issue of the journal Intelligence. Camarata and diagnosed, and for understanding the basic Research Association Woodcock compiled their results through an evaluation mechanisms of these disabilities, which may of three sets of data collected from 1977 to 2001 as part lead to new treatments in the future. Clinical Interests of the Woodcock-Johnson Series of Cognitive and My main interest currently is assessing the Achievement Tests. Reasons for Vanderbilt Kennedy Center connections among brain regions using MRI. Camarata and Woodcock plan to conduct studies to Membership I am working with investigators in the Vanderbilt measure brain activity using tools such as functional The Vanderbilt Kennedy Center is a remarkable Kennedy Center, Psychology, and Psychiatry magnetic resonance imaging and event-related potential resource for interdisciplinary research in human departments to measure how disabilities such as tests to better understand which brain areas are playing development. It brings together scientists and Williams syndrome, mathematical learning a role in processing speed and how these areas react practitioners with expertise in a wide range of disability, and schizophrenia change the differently in males and females. relevant fields, from basic neuroscience to microstructure of major axon fiber bundles in The research was funded in part by an endowment community programs. The Vanderbilt Kennedy the brain. from the Scottish Rite Foundation of Nashville and Center’s infrastructure for research makes it by a grant from the National Institute of Child much easier to carry out crossdisciplinary National Service Health and Human Development. (Excerpts from research projects. • Editorial Board, Magnetic Resonance Imaging Vanderbilt Register, May 7, by Melanie Moran; see • Reviewer, Biological Psychiatry, Journal of www.vanderbilt.edu/exploration/stories/camarata.html) Magnetic Resonance Imaging, Magnetic 6 Resonance Imaging, Magnetic Resonance in

KENNEDY CENTER Summer 2006 FORDiscovery RESEARCH ON HUMAN DEVELOPMENT

Grants Awarded

Brain manganese deposition in high-risk neonates SERT polymorphisms and human cortical Linking clinical phenotypes and molecular Judy Aschner, Ph.D. (Pediatrics) 5-HT2A receptors underpinnings of addictions National Institute of Environmental Health Sciences Ronald Cowan, M.D. (Psychiatry) Peter Martin, M.D. (Psychiatry) National Institute on Drug Abuse Neurodevelopment and neuroimaging in National Institute of Mental Health parenterally-fed infants and young children Training program in ion channel and transporter Research training in diabetes and endocrinology Judy Aschner, Ph.D. (Pediatrics) (renewal) biology (renewal) The Gerber Foundation James May, M.D. (Medicine) Alfred George, M.D. (Medicine) National Institute of Diabetes and Digestive and Anger expression, opioid dysfunction, and National Institute of Neurological Disorders and Stroke Kidney Diseases chronic pain Stephen Bruehl, Ph.D. (Anesthesiology) MRI diffusion in tumors using oscillating gradients Identification of synaptic remodeling genes in National Institute of Neurological Disorders John Gore, Ph.D. (Radiology & Radiological Sciences) C. Elegans and Stroke National Cancer Institute David Miller, Ph.D. (Cell & Developmental Biology) National Institute of Mental Health Mechanisms of CAM Kinase II signal transduction Early intervention and assessment for young (renewal) children with disabilities Optical imaging of SI cortex in the awake primate Roger Colbran, Ph.D. (Molecular Physiology Ann Kaiser, Ph.D. (Special Education) Anna Roe, Ph.D. (Psychology) National Institute of Neurological Disorders and Stroke & Biophysics) Institute of Education Sciences National Institute of Mental Health Signal transduction in depression Effects of strategy and self-regulation instruction Evaluating a multicomponent reading Richard Shelton, M.D. (Psychiatry) comprehension program designed to address on students’ writing performance and behavior: National Institute of Mental Health the diverse needs of struggling readers in late A preventative approach Unraveling the genetic etiology of autism elementary school Kathleen Lane, Ph.D. (Special Education) James Sutcliffe, Ph.D. (Molecular Physiology Donald Compton, Ph.D. (Special Education) Institute of Education Sciences & Biophysics) Institute of Education Sciences Assessing the efficiency of melatonin in treating National Institute of Neurological Disorders and Emotional reactivity, regulation and insomnia in children with autism Stroke childhood stuttering Beth Malow, Ph.D. (Neurology) GITI regulates spine morphogenesis and Edward Conture, Ph.D. (Hearing & Speech Sciences) Dana Foundation/Autism Speaks/National Alliance synapse formation National Institute of Deafness and Other for Autism Research Donna Webb, Ph.D. (Biological Sciences) Communication Disorders National Institute of Mental Health Memorial Tributes loyd Dunn, Ph.D., a national pioneer in the “If I had my way, the field would get rid of the L development of tests that allowed educators term ‘special education,’” he said. “There should and parents to better understand, teach, and be no dichotomy between general and special assist individuals with developmental disabilities, education. We are all just school teachers who died April 6. He was 89. Dunn was chair of the don’t know as much as we should about educat- Department of Special Education at Peabody ing young people who are very different from the College from 1953 to 1967 and helped found the average.” (Excerpts from Vanderbilt Register, April national network of centers for the study and 24, by Melanie Moran). treatment of developmental disabilities. James (Jim) Lent, Ed.D., passed away April 7 Dunn’s publications with his wife, Leota, on at age 76. He was a dedicated advocate for assessment, methods and materials used for persons with disabilities, developing the understanding individuals with developmental Department of Special Education at the disabilities are still used extensively throughout University of Houston, which he directed 1959 the U.S. A third edition of the Peabody to 61. He was a researcher in programs on Picture Vocabulary Test, which he developed, intellectual disabilities at the University of was published in 1997. It continues as a leading Leota and Lloyd Dunn, 1995 Oregon and the University of Kansas, before measurement tool for standard English vocabulary joining Peabody College as a professor of special and a screening test of verbal ability in early reading. education from 1975 until his retirement in 1993. In 1954, Dunn and the late Nicholas Hobbs founded the nation’s first Lent was a researcher at the John F. Kennedy Center, where he directed doctoral-level training program in intellectual disabilities at Peabody College. Project MORE (Mediated Operational Research for Education) whose purpose The program is still supported by a training grant that represents the was to develop and disseminate validated, replicable instructional materials longest continually funded federal training grant in the nation. Dunn was for persons with intellectual disabilities. More than 70 daily living skills instrumental in establishing the John F. Kennedy Center for Research on were published. He also led Project CHANGE, a model system for the Education and Human Development in 1965 and its predecessor, the Institute education of children and youth with severe or profound developmental on Mental Retardation and Intellectual Development. Dunn served on delays. Its goals were to increase children’s control over their environments President Kennedy’s Panel on Mental Retardation from 1960 to 1964, which and to promote movement to less restrictive settings. Both projects were helped create early legislation benefiting people with disabilities. initiated in the 1970s, decades before inclusion in schools and Dunn once described himself as the Andy Rooney of special education. communities became a common practice. 7

KENNEDY CENTER Summer 2006 FOR DiscoveryRESEARCH ON HUMAN DEVELOPMENT

Susan Gray School Where Knowledge Meets Nurture Peabody College of Vanderbilt • Vanderbilt Kennedy Center Empowering Families to Empower Their Children By Courtney Evans

9-months-old. Though never diagnosed, Halle’s some of their own Metro schools, as well as symptoms are hypotonia (reduced muscle tone), through contract arrangements with community failure to thrive, hydrocephalus (an abnormal preschool programs. SGS has a contract with accumulation of cerebrospinal fluid within Metro Public Schools for preschool special ventricles inside the brain), and complex partial education. Essentially we provide the classroom seizures. The SGS outreach teacher began placement and Metro provides the special visiting Halle at her day care center where, at education service. This has been a wonderful almost 1-year-old, she was being cared for in the relationship and is extremely beneficial to the infant room. “Halle was the oldest child in the classroom families because it eases the sometimes stressful and should have moved on developmentally with elements caused by transitioning.” another group, but they left her there because she When Halle turned 3, an Individualized couldn’t sit up or roll over,” Wyatt said. “They Education Program (IEP) team met to assess her felt she couldn’t be in a classroom where the case and to work with her parents to make children were more independent because she decisions about where she would be placed. would be hurt.” Halle continued at SGS. “I could tell Halle was bored in the infant “One of the issues that played into why I program,” Halle’s mom, Chris Buttriss said. wanted Halle to remain at Susan Gray School was “Michelle was great because she came in and gave the issue of social interaction,” Buttriss said. the teachers ideas about how they could stimulate When Halle first began in the classroom, her her. She helped us with strategies to help her sit physical limitations dictated that while the other up on her own and interact with things. That was children moved on to the next activity, she would really helpful for all of us.” have to wait behind and transition after the fact.

MELANIE BRIDGES This was to prevent her from being physically Ben and Halle Buttriss Next Step—SGS Toddler Classroom hurt, but it also separated her somewhat from the To begin in the outreach program and to then other children. mpowering families to do whatever they can enter a SGS classroom enables a smooth “When she turned 3 and we had her IEP, to help their child reach his or her full E transition for the families because the teacher the teachers at Susan Gray School sat us down potential is an important aspect of all the and made great suggestions about what they may become aware of a child’s needs before he or programs of the Susan Gray School (SGS). One felt was best for Halle, what we might ask for in she enters the classroom. Communication and way the School puts this into practice is by our IEP hearing,” Buttriss remembered. continuity between outreach and classroom is a serving a child and their family across a develop- “Thank goodness they did, because we got key element. mental continuum, from the time of diagnosis all of it, including an educational aid that stays “The transition for Halle was incredible and until kindergarten. From the community with Halle all day at school. Because of the aid, necessary,” Wyatt said. “Within the first couple of outreach program to the School’s eight inclusive Halle now can transition at the same time as months that she was here, we really saw what she classrooms to assisting in the transition into local the other kids. This has been so beneficial in was willing to do. Being around developmentally school systems, the SGS programs meet families helping her with issues like social interaction appropriate peers encouraged her. She was with where they are and create a supportive environ- and even independence. She graduates next other 1- and 2-year-olds who were up and ment in which to empower and transition their month and starts kindergarten this coming year. moving, and so she wanted to be up and moving. child with special needs. The educational aid will go with her, but She is now doing so much better than any of us Halle has developed such independence that who first started working with her ever thought Beginning in Community Outreach I am hoping the aid will just have to stand back she could do.” “The majority of the children at Susan Gray and watch.” School begin in the outreach program,” said Buttriss expresses true gratitude for the Preschool Transition Michelle Wyatt, M.Ed., SGS assistant director. continuity of care that Halle has received at SGS. When a child with special needs turns 3, by “We go into their homes or into the day care She feels very strongly that fewer transitions federal and state law, the local school system centers and work with the people who are make a difference in development. becomes responsible for the child’s special working with the children. The focus of an “Halle has enough on her plate without education. outreach visit is not just to be hands-on with the worrying about transitioning again and again. child the whole time, but also to teach whoever is “Most, but not all, children receiving early The independence and confidence that taking care of the child things that they can do in intervention at SGS live in Davidson County, so she has now is amazing. They have prepared their regular routine to aid in the child’s develop- they transition into Metro Nashville Public her so well at Susan Gray School. She is ment, to help the child develop the skills needed.” School’s preschool special education program,” excited about entering kindergarten, and Halle Buttriss, now age 5, began in the explained Ruth Wolery, Ph.D., SGS director. everyone here feels that she is ready.” 8 outreach program when she was just “Metro operates preschool special education in

KENNEDY CENTER Summer 2006 FOR DiscoRESEARCH ON HUMANvery DEVELOPMENT Creating Opportunities for Artists By Courtney Evans

Establishing a Common Ground One window into the world of the artist with special needs opened in the form of the Common Ground art exhibit (view online at kc.vanderbilt.edu/kennedy/art/art0406/). The exhibit was the product of a series of work- shops facilitated by Full Circle Art. In the workshops, participants first invited and engaged the artistic muse through drumming and movement. They then carried out the Full Circle Art mission “to communicate a shared vision of peace, love, and hope” with paint brushes and canvases, ceramics, and stained glass. The result was a colorful and energetic display of shared common ground between the Full Circle artists and youth and adults with developmental disabilities. “The common ground that exists among all humans regardless of what keeps us separated on the outside is the unquestionable internal dialog that art and music can produce in all of us,” said Massood Taj, director of Full Circle Art. “This fact is perhaps especially significant in those of us that for any number of reasons have limited social contact or interaction with the rest of the world.” The success of the UCEDD workshops, both in terms of the art work produced and the connec-

RICK COLLIER tions made, is encouraging and is a promising Artists at work during “Common Ground” workshops led by Full Circle Art move toward building a community of artists with special needs. ain York, director of Zeitgeist Gallery in seed,” Hammett said. “I want to have a place where L Nashville, sits before a group of eager artists, people with disabilities can go and experience the parents of artists, and art enthusiasts who have come joy and the therapeutic nature of making art. I know to the Vanderbilt Kennedy Center to hear about his that creating art has been right there with speech experiences as a painter, to discuss marketing, and to and behavior therapy, with occupational therapy and brainstorm about the possibilities that could arise education as being an important factor in my from creating a community of artists with special daughter’s development.” needs in Nashville. The advantages of creating a community of artists “I know what it is to want to pursue painting in with special needs are many. Not only would it an environment with limited prospects of sales and provide a supportive atmosphere in which to create, subsidies,”York remarks. “What works is identifying share experiences, and develop stronger survival and stressing what makes you different. It is a matter skills as artists, it would also benefit parents, of coming together as a community to identify caregivers, and friends who are often given the task common goals and to share resources.” of marketing the art. “Creating Community and Opportunity for One parent present at the workshop suggested Artists with Special Needs” was just one in a series of that artists with special needs share booth and community-building workshops that have been transportation costs for out-of-town art fairs and Rebecca of Pacesetters Inc. shows a mask she created for the offered through the Vanderbilt Kennedy Center festivals. Another deemed coming together to current exhibit “Why Possum’s Tail Is Bare.” University Center for Excellence and thanks to a catalog the work of artists with special needs an Metropolitan Nashville Arts Commission grant. important task for marketing. Yet another suggestion “As the University Center for Excellence grows, Judging from the ideas that were shared and the was made to link the artist websites to build traffic there will be an increased number of workshops in enthusiasm among the workshop participants, a and exposure. the areas of education and the arts,” promised Elise community of artists seems not only plausible but “It was great to hear the ideas, to get mine out in McMillan, J.D., Center for Excellence associate necessary. Leisa A. Hammett, mother of an a public setting,” Hammett shared after the director. “It is an exciting time and we are honored 11-year-old visual artist with autism, has been workshop. “If, as a community, we can create a to contribute all that we can to help forge relation- advocating for some time to meet the need for an window, create a way for the typically developing ships for community artists with special needs.” established community in the form of an art population to see into the world of the person with For information on future art programming, center for people with disabilities in Nashville. special needs, they might see just how beautiful and contact (1-866) 936-VUKC [8852] or email “I came here tonight thinking I could plant a how capable that world can be.” [email protected]. 9

KENNEDY CENTER Summer 2006 FOR DiscoRESEARCH ON HUMANvery DEVELOPMENT

stated Lovett. “My husband and I have made a personal commit- Spotlight ment to meeting the evening’s goal by directing our Canby Robinson Society and United Making Dinner Way donations.” Similarly, Vanderbilt faculty and staff can Plans designate gifts through the Annual Faculty-Staff Campaign. DEBORAH LOVETT In addition to the new levels of table sponsorships, a live By Traci Fleischman auction will be held, and bid boxes will be at each table for eborah Lovett’s energy and enthusiasm items in the silent auction. are fueled by her natural curiosity. This D “This will be the first year curiosity has helped to expand her life in for a live auction with some meaningful ways, such as being involved in eye-popping items such as a various community activities, dedicating her 2007 GMC Yukon XL and a trip time to the Vanderbilt Kennedy Center, and to Miraval Spa and Resort in maintaining an ongoing zest for life. Lovett Catalina, Arizona.” and her husband, Mike, have four children, Front: Will and Sarah Lovett; Back: Geoff, Mike, Patrick, and Deborah Lovett Lovett’s desire to expand Geoff, Will, Sarah, and Patrick. community awareness of the Lovett joined the Vanderbilt Kennedy Center “From Dinner to Discovery!” She has been focus- Vanderbilt Kennedy Center is strong. She is a Leadership Council in the summer of 2005. ing much of her time on table sponsorships. ninth generation Nashvillian who remains “I decided to join the Leadership Council Five table sponsorship levels are available: dedicated to the Nashville community, including because I was fascinated by the Center’s work • Visionary Sponsorship $25,000 the Vanderbilt Kennedy Center. and delighted to support its mission in any way • Innovator Sponsorship $10,000 “Without question, the Center’s biggest asset is that I could,” explained Lovett. “Then, the very • Pioneer Sponsorship $5,000 its people and their passion and focus on helping next day after I agreed to participate in the • Explorer Sponsorship $3,000 others. The Center’s researchers are all leaders in Council, my sister-in-law called to tell me that • Discoverer Sponsorship $1,500 their fields and the collective brainpower in the my 3-year-old nephew had been diagnosed All sponsorship levels include a table for 10 at the room at any given meeting is mind-boggling. with autism.” Dinner with increasing recognition at each level. The Center does work of tremendous value. Lovett is the chair of the upcoming November “A Visionary Sponsorship will lead to the nam- The work is done very well and deserves support 15 Leadership Dinner, whose theme this year is ing of a Discovery Grant in the donor’s honor,” from all of us in the community.”

Kennedy Center Donors

New Nicholas Hobbs Society In Memory of Mr. and Mrs. William Cleaveland Mr. and Mrs. Greg Hill Waddell & Reed Financial Services Members since April 6, 2006 Ellie Glassman To the Vanderbilt McEwen Mr. and Mrs. Jeffrey R. Kohl The 4th annual Waddell & Reed ($1,000 and above). A complete Kennedy Reading Clinic Mrs. Elizabeth Queener Ms. Lindsay F. Law Financial Services Charity Golf list is found at Mr. and Mrs. Jobe Bernard Ms. Susan B. Ridley Ms. Amanda M. Lomax Tournament, June 16, benefiting kc.vanderbilt.edu/giving/give2 Ms. Deborah D. Stewart Mr. Donald D. McDermott the Vanderbilt Kennedy Center In Memory of hobbs.html Mrs. Jane Lawrence Stone Mrs. Lisa M. Miller was a huge success, raising more Mr. Bert Gutis Ms. Sandra Wilson Mrs. Anne Wallace Nesbitt money than in years past. We are Dr. and Mrs. Pat Levitt Mr. and Mrs. Barry Banker Mr. and Mrs. Clyde W. Ostler grateful to this caring company. In Honor of Mr. and Mrs. Monroe J. Carell, Jr. Mr. Peter S. Pressman In Memory of Mr. William Hart Spickard Every effort has been made to Mr. and Mrs. John Bernard Elam Mr. and Mrs. David Rader Mrs. Mayora R. Ross Mr. and Mrs. Lang Aston ensure the accuracy of this report, Mr. and Mrs. William R. Frist Ms. Martha Rogers Scudder Dr. and Mrs. Pat Levitt Mrs. Melanie C. Ball which reflects Hobbs Society Mr. and Mrs. B. James Greenfield Mrs. Ashley N. Smith Mr. and Mrs. J. Barry Banker membership, and honor and Mr. and Mrs. Guilford F. In Memory of Ms. Fay Roy Ms. Sarah Anne Black memorial gifts April 6, 2006-June Honor and Memorial Gifts Thornton Jr. Mrs. Linda Dupré Ms. Mary Delanty Brown 29, 2006. If an error has been Ms. Lark Johnston Webb Ms. Jacqueline Byrne made, we offer our sincerest In Memory of Dr. Ben J. Alper Mr. and Mrs. Thomas R. Williams In Memory of Church of St. Matthew apology and ask that you bring it Dr. and Mrs. Pat Levitt Dr. Robert Smith Sanders Womens Club to our attention by contacting For information about joining Mrs. Jeanne M. Cortner Mr. and Mrs. Kevin A. Clippinger (615) 343-5322. In Memory of Mrs. Betty Funk the Nicholas Hobbs Society or Georgetown Pediatric Center, PA Ms. Donna Culver Mr. and Mrs. A. Bruce Moore Jr. making honor or memorial gifts, Mr. and Mrs. James Alexander Mrs. Susan Spickard Gray contact (615) 343-5322. 10 Hodges Ms. Page E. Hart

KENNEDY CENTER Summer 2006 FORDiscovery RESEARCH ON HUMAN DEVELOPMENT “The Ultimate Race” By Traci Fleischman

nspiration, dedication, and teamwork The total amount (collectively) as of I are words that describe not only Andrea June 19th for the endowment reached McDermott and William Spickard, but also $78,962.80. Contributions are still coming a team formed to establish an endowment in, although peak contributing time tends to win what McDermott calls “The to be right before and after the marathon. Ultimate Race—Literacy for Children with The need for continuing contributions to Down Syndrome.” this endowed scholarship fund and other Team William was formed by Vanderbilt Kennedy Center scholarship McDermott, Vanderbilt Kennedy Center programs is important. Leadership Council member, who in May Scholarship decisions are made by a 2006 completed a master’s degree in special Scholarship Committee, which includes the education at Vanderbilt’s Peabody College. Reading Clinic faculty directors, Lynn Fuchs, The Team was named for William Spickard, Ph.D., and Doug Fuchs, Ph.D., and Clinic a young boy with Down syndrome, who is coordinator, Caresa Young. The potential now attending the Vanderbilt Kennedy Team William scholarship recipient must Reading Clinic. McDermott privately have Down syndrome, in addition to meeting tutored William in reading and decided she other criteria. could do more than tutor him—she could COURTESY OF ANDREA MCDERMOTT “The Vanderbilt Kennedy Reading Clinic help other children in his honor. Andrea McDermott and William Spickard of “Team William” uses sound research-based methods for “The goal of the endowment is to advocate, to Continued fundraising to increase the endowment is teaching reading. All of the tutors are trained and educate, and to provide families with support and an critical to providing additional scholarships to the given a fairly structured scope and sequence to opportunity to witness their child’s success,” Reading Clinic. follow, yet there is still some room for the tutor to explained McDermott. “My work with William For the second consecutive year, Team William add a personalized touch to the session,” stated inspired me not only to increase my knowledge base has far exceeded expectations and hopes for many McDermott. for teaching children with Down syndrome to read, families. This year 23 members were on the McDermott will continue to raise money for the but also to reach out to other children who, similar to fundraising team, while last year the team was Team William endowment and plans to run the William, could use instructional support.” McDermott, her family, and the Spickard family. Country Music Marathon annually. Three sessions are held annually at the Vanderbilt “We greatly increased the number of people who “This may entail flying to Nashville from my new Kennedy Reading Clinic. Each session costs $1,080. contributed to the cause this year—we’re currently home in Austin, but I don’t mind. Team William is At its current level, the endowment provides a up to 235 contributors with 23 states represented, as more than a cause now— it is part of my daily scholarship for all sessions for one student. well as France,” said McDermott. routine and a huge part of my life.” Overcoming Obstacles By Traci Fleischman

ll parents want their child to develop, to learn, Anne Kabiling read about the A and to succeed in life. They want to do every- Reading Clinic in a local paper. thing possible to help their child accomplish these Her daughter, Nadezhna, is goals. As challenges arise, parents seek help from 9-years-old and is a struggling professionals, educators, and physicians, which can reader. Nadezhna started school in be costly. Scholarships can make all the difference. Nashville in 2003 and was having Educational and behavioral services needed by trouble with her limited English children with disabilities often are not covered by and her inability to read. private or public insurance. Services are expensive to “Nadezhna started at a Level provide since intervention or training with children, Two at the Clinic and within a family members, educators, or others may be needed year, she was up to Level 14. She over extended time periods. has been there 2 years and is Even services provided at cost (not for profit) reading at her grade level. I don’t may be more expensive than a family can afford. think Nadezhna would have MELANIE BRIDGES Nadezhna Kabiling at the Vanderbilt Kennedy Reading Clinic Scholarship money makes services critical to reached the milestones with her development available and lessens the financial reading improvement if it were not for the Reading for children with autism spectrum disorders, and and emotional burden for families. Clinic and its scholarship program,” said Kabiling. Explorers Unlimited Camp for children with The Vanderbilt Kennedy Reading Clinic offers In addition to the Reading Clinic, scholarship Down syndrome. scholarship money to students who require tutoring funds are needed for other services, including the Donations for scholarships from caring indi- in reading but whose families would otherwise not Vanderbilt Kennedy Center’s annual camps— viduals, corporations or businesses, or foundations be able to take part. a Transitions Camp for adolescents with develop- will make a crucial difference in developmental The scholarships are raised through individual mental disabilities, a Music Camp for young adults outcomes for children. For information contact gift giving and small grants. with Williams syndrome, TRIAD Social Skills Camp (615) 322-8233. 11

KENNEDY CENTER Summer 2006 FOR DiscoveryRESEARCH ON HUMAN DEVELOPMENT

Discovery is a quarterly publication of the Vanderbilt Kennedy Leadership Council of Center designed to educate our friends and the community, from Hold Dinner Date Nashville to the nation. The Center is committed to improving the Vanderbilt Kennedy Center quality of life of persons with disabilities of thinking, learning, perception, communication, mood and emotion caused by Mrs. Cathy S. Brown, Chair disruption of typical development. The Center is a university-wide Mrs. Barbara Gregg Phillips, Past Chair Wednesday, November 15 research, training, diagnosis, and treatment institute. It is a Mrs. Annette S. Eskind, Past Chair national Mental Retardation and Developmental Disabilities Research Center funded by the National Institute of Child Health Mrs. Honey Alexander Vanderbilt Kennedy Center Leadership Dinner and Human Development, and a University Center for Excellence Ms. Sissy Allen in Developmental Disabilities (UCEDD) funded by the Mrs. Madge Bass “From Dinner to Discovery!” Mrs. Ann Bernard Administration on Developmental Disabilities. Mrs. Barbara Bovender kc.vanderbilt.edu (615) 322-8240 (1-866) 936-VUKC [8852] Mrs. Linda Brooks Loews Vanderbilt Hotel Ms. Mary L. Carlson Pat Levitt, Ph.D., Vanderbilt Kennedy Center Director Mrs. Juanita Cate 6:30-9 p.m. Elisabeth Dykens, Ph.D., Associate Director Mrs. Rebecca Chickey BethAnn McLaughlin, Ph.D., Faculty Director of Community Mrs. Judy Claverie & Special Projects Mrs. Beth Dreifuss Sponsorship levels for tables of 10 with increasing Tim Stafford, Director of Operations Mrs. Ann Eaden recognition at each level Jan Rosemergy, Ph.D., Director of Communications Mr. Glenn Funk Mrs. Mollie Gavigan • Visionary Sponsorship $25,000 Research Program Directors Mrs. Bernice Gordon Kendal Broadie, Ph.D., Developmental Neurobiology & Plasticity Mrs. Carol Henderson • Innovator Sponsorship $10,000 Stephen Camarata, Ph.D., Communication & Learning Mr. Robert W. Henderson II • Pioneer Sponsorship $5,000 Elisabeth Dykens, Ph.D., Mood & Emotion Ms. Lucile Houseworth Ann Kaiser, Ph.D., & Robert Hodapp, Ph.D., Families Ms. Bethany Jackson • Explorer Sponsorship $3,000 Wendy Stone, Ph.D., Autism Spectrum Disorders (TRIAD) Mrs. Ruth Johnson Mrs. Harla Levitt • Discoverer Sponsorship $1,500 UCEDD Mr. Chris Link and Mrs. Becky Link Elisabeth Dykens, Ph.D., Director Mrs. Michael E. Lovett Elise McMillan, J.D., Associate Director; Services Mrs. Lorie Lytle Live and silent auction Craig Kennedy, Ph.D., & Terri Urbano, Ph.D., Training Mrs. Jack C. Massey Robert Hodapp, Ph.D., Research Ms. Andrea Blake McDermott Jan Rosemergy, Ph.D., Dissemination Ms. Pat McNellis Proceeds support Discovery Grants Mrs. Anne Nesbitt Discovery The Honorable Andrew Shookhoff Editor/Writer: Jan Rosemergy, Ph.D. Ms. Laurie Lee Sisk Tickets available for purchase $150/couple Assistant Editors/Writers: Courtney Evans, Traci Fleischman Mr. Richard Small and Mrs. Rhonda Small Art Director: Melanie Bridges, B.F.A. Mrs. Sue Spickard Contact [email protected] Dr. Karen L. Summar Discovery is supported in part by Grant No. HD 15052 from (615) 343-5322 NICHD. Ex-Officio Members Vanderbilt University is committed to principles of Equal Dr. Pat Levitt Opportunity and Affirmative Action Dr. Elisabeth Dykens © 2006 Vanderbilt Kennedy Center, Vanderbilt University Mrs. Elise McMillan

Mr. Tim Stafford

R eturn Service Requested Service eturn

P ERMIT NO ERMIT . 85

N ashville, TN 37203 TN ashville,

N ASHVILLE, TN

230 Appleton Place Appleton 230

PAID

P e ab o d y B y ox 40 ox ..POSTAGE U.S.

Vanderbilt Kennedy Center Kennedy Vanderbilt NON-PR OFIT OR OFIT G. Vanderbilt University Vanderbilt

Summer 2006 Calendar of Events Unless otherwise noted, events are free and open to the public. Events are subject to change. Please check the calendar on our website kc.vanderbilt.edu or call (615) 322-8240 or toll-free (1-866) 936-VUKC [8852]. For disability-related training and other events statewide and nationally see www.disabilitytrainingtn.org.

Sunday 1:15 p.m.-8 p.m. By invitation; contact [email protected], September (615) 322-8240 Co-sponsors Vanderbilt Child and Family Policy SEPTEMBER 6 Center, Tufts University Applied Developmental Developmental Disabilities Grand Rounds Science Institute, Vanderbilt Law School, Attention Deficit Hyperactivity Disorder and Peabody College Department of Human Medication Organization and Development, Vanderbilt R. Steven Couch, M.D., Assistant Professor Center for Health Policy, Oasis Center, Tennessee of Pediatrics Council on Developmental Disabilities

Light breakfast provided LYNNETTE SWINFORD Co-sponsor Center for Child Development The Youth Leadership Forum (YLF) will be among several October 16—Monday programs represented at the Family ReUnion gathering “Youth Wednesday 8 a.m., Room 241 Engagement as a Strategy for Youth Development and • Family Reunion 12: Families and Education Vanderbilt Kennedy Center/MRL Building Community Change.” YLF is an annual program of the Tennessee high schools and the challenges they Tennessee Council on Developmental Disabilities. face in preparing young people for the future SEPTEMBER 8 8 a.m.-5 p.m. SEPTEMBER 28-29 Community Advisory Council Meeting Information www.familyreunion.org, contact Vanderbilt Kennedy Center Conference University Center for Excellence (615) 322-8505 Integrating Auditory Perception, Processing, Friday 9 a.m.-1 p.m., Fireside Room, Co-sponsors Vanderbilt Child and Family Policy and Comprehension: Models and Evidence Peabody Education Library Center, Tufts University Applied Developmental Thursday-Friday, Room 241 Contact (615) 936-5118 Science Institute, Annie E. Casey Foundation Vanderbilt Kennedy Center/MRL Building SEPTEMBER 13 OCTOBER 19 Fall Leadership Council Meeting Special Lecture Thursday 10 a.m.-1 p.m., Room 241 October Can Risk for the Development of Dementia in Vanderbilt Kennedy Center/MRL Building Down Syndrome Be Modified? By invitation; contact (615) 343-5322 Warren B. Zigman, Ph.D., Head of Laboratory OCTOBER 5 of Community Psychology and of Laboratory of SEPTEMBER 13 Forum on Postsecondary Education for Cognitive Psychology, Institute for Basic Special Lecture on Family Research Students with Developmental Disabilities Research in Developmental Disabilities, Staten Involvement of Adult Siblings in Future Planning Co-sponsors Tennessee Council on Island, New York Tamar Heller, Ph.D., Professor & Head, Developmental Disabilities, Down Syndrome Thursday 4:10 p.m., Room 241 Department of Disability and Human Association of Middle Tennessee, and The Arc of Vanderbilt Kennedy Center/MRL Building Development; Director, Institute on Disability Williamson County and Human Development (UCEDD); Thursday, Room 241 OCTOBER 25 Director, Rehabilitation Research and Training Vanderbilt Kennedy Center/MRL Building Neuroscience Graduate Seminar Series Center on Aging with DD Multisensory Integration in Humans and Wednesday 3:10 p.m., Room 241 OCTOBER 11 Simians: A Multi-Methodological Approach Vanderbilt Kennedy Center/MRL Building Developmental Disabilities Grand Rounds John J. Foxe, Ph.D., Director, Cognitive Effective Writing Instruction: Findings from the Neurophysiology Laboratory; Professor, Program SEPTEMBER 13 Writing Next Meta-Analysis in Cognitive Neuroscience, City College of the Family Research Program Poster Session Stephen Graham, Ed.D., Professor of Special City University of New York Wednesday 4:15 p.m., Room 241 Education and Curry Ingram Chair in Special Co-Sponsor Vanderbilt Brain Institute Vanderbilt Kennedy Center/MRL Building Education Wednesday 4:10 p.m., Room 1220 MRB III Lecture Hall Light breakfast provided SEPTEMBER 18 Co-sponsor Center for Child Development Lectures on Development and Developmental Wednesday 8 a.m., Room 241 Disabilities November Vanderbilt Kennedy Center/MRL Building Making Maps of the Mind: NOVEMBER 1 From Stem Cells to Complex Architecture OCTOBER 15-16 Developmental Disabilities Grand Rounds Pasko Rakic, M.D., Ph.D., Duberg Professor of Family ReUnion 12: Families and Education Imaging Brain Connectivity in Williams Neurobiology and Neurology; Chairman, October 15—Sunday syndrome, Learning Disabilities, and Department of Neurobiology; Director, Kavli • Youth Engagement as a Strategy for Youth Schizophrenia Institute of Neuroscience, Yale University Development and Community Change Adam Anderson, Ph.D., Associate Professor of Monday 4:10 p.m. , Room 1220 MRB III Vanderbilt Law School Flynn Auditorium and Atrium Biomedical Engineering and Radiology &

Number 13 Summer 2006

Summer 2003 Discovery

Radiological Sciences Wednesday 8 a.m., Room 241 Vanderbilt Kennedy Center/MRL Building DSAMT Events Down Syndrome Association of Middle Tennessee NOVEMBER 15 www.dsamt.org Vanderbilt Kennedy Center Leadership Dinner DSAMT event information (615) 386-9002 “From Dinner to Discovery!” Honoring leadership volunteers and members of SEPTEMBER 23 the Nicholas Hobbs Donor Society Fall Fiesta By invitation; contact (615) 343-5322 A fundraising event with a silent and live auction. Wednesday 6:30 p.m. Tickets $100 Loews Vanderbilt Hotel

VANDERBILT UNIVERSITY INSTITUTE OF IMAGING SCIENCE OCTOBER 14 NOVEMBER 29 Side view of fiber bundles in the brain (in color) reconstructed Buddy Walk Neuroscience Graduate Seminar Series using MRI (Magnetic Resonance Imaging) data and shown in Band Shell at Centennial Park Construction and Plasticity of GABAergic relation to a conventional (grayscale) MRI image. Measurements Family day of raising awareness and funds Circuits in the Mammalian Brain of fiber structure provide a new window on developmental dis- abilities and the effects of brain injury. Games, food and music! Z. Josh Huang, Ph.D., Associate Professor of Registration and sponsorship (615) 386-9002, Neuroscience, Brandeis University October 25-28 [email protected] Co-Sponsor Vanderbilt Brain Institute Southeast College Art Conference & Wednesday 4:10 p.m. Room 1220 Mid-America Art Association MRB III Lecture Hall For artists, art historians, and visual arts professionals Vanderbilt Student Life Center, Ingram Studio Family Survey Arts Center, Vanderbilt Holiday Inn Sibshops Includes a session on arts and disabilities Tennessee families of children and youth (birth to Registration fee age 22) who have disabilities, chronic illnesses, or genetic conditions are invited to participate in the A Vanderbilt Kennedy Center for Excellence in Contact [email protected], comprehensive family survey available online at Developmental Disabilities program for siblings (615) 343-7241 http://webapps.nursing.vanderbilt.edu/surveys/ of children with special needs, ages 6-12 years. familyvoices Games, friends, discussion. Saturdays, dates to be announced, Room 241 ASMT Events A project of Family Voices of Tennessee, Vanderbilt Kennedy Center/MRL Building Vanderbilt University School of Nursing, the Advance registration required Autism Society of Middle Tennessee Tennessee Maternal and Child Health Division; Contact [email protected], www.autismmidtenn.org funded by the Health Resources and Services (615) 936-5118 ASMT event information (615) 385-2077 Administration Registration is requested for all events Arts & Disabilities ASMT members free; nonmembers $5/family Take Part in Research SEPTEMBER 21 Vanderbilt Kennedy Center Exhibits Autism Orientation Children and adults, with and without Thursday 6:30-8:30 p.m., Room 241 Monday-Friday 7:30 a.m.-5:30 p.m., Lobby disabilities, are invited to take part in research. Vanderbilt Kennedy Center/MRL Building Vanderbilt Kennedy Center/MRL Building See kc.vanderbilt.edu/studyfinder Contact Lynnette Henderson (615) 936-0448; • August 7-October 13 SEPTEMBER 28 tollfree (1-866) 936-VUKC [8852] “Why Possum’s Tail Is Bare” Techniques to Help Your Nonverbal Child Artists of Pacesetters, Inc. Communicate Jennifer Nietfeld, M.A. • October 23-December 31 Thursday 6:30-8:30 p.m., Room 241 Disability Pathfinder Creative Expressions XII Vanderbilt Kennedy Center/MRL Building Co-sponsor Mayor’s Advisory Committee for Phone, web, print resources OCTOBER 21 People with Disabilities www.familypathfinder.org ASA Regional Mini-Conference English (615) 322-8529, October 6-7 Building Successful Inclusive Programs in Schools (1-800) 640-INFO [4636] Arts and Employment Conference Paula Kluth, Ph.D., Independent Education Español (615) 400-4422, (615) 322-7830 Sponsors Tennessee Arts Commission and VSA Consultant and Scholar Arts of Tennessee www.paulakluth.com Friday-Saturday Saturday, Nashville Convention Center Middle Tennessee State University Contact [email protected] (615) 826-5252

Number 13 Summer 2006