Number 37 | Fall 2012 | Vanderbilt University

Is More Better? Down Syndrome Language Intervention BY PAUL YODER, PH.D.

ducation has only just begun to study how often Etreatment sessions should occur to maximize benefit to students. We conducted a study to find out whether daily treatment sessions were more helpful than weekly sessions for improving spoken vocabulary in children with Down syndrome and in children whose intellectual disability has other causes. Past research has shown that children with Down syndrome tend to have more trouble learning to speak than children whose intellectual disability has other causes. We hoped that daily therapy, an unusually high rate of therapy, might provide the extra help that children with Down syndrome need to make the difficult transition to spoken language. BILL BANGHAM BILL The Language Treatment Our treatment method was Milieu Communication Teaching (MCT), which has 3 parts. The first part teaches children to use gestures, Grace Goad, an artist and a high school senior, will be transitioning next year into a community-based nonword vocalizations, and eye contact to ask for classroom. Her mom Leisa Hammett has nurtured her talent and prepared for her future through art exhibits and sales (GraceArt, www.gracegoad.com). things/actions, to communicate liking something, or to take turns. This follows the principles of Prelinguistic Milieu Teaching. Research has shown that Autism Therapies for Adolescents children communicating in these ways predicts later More Evidence Needed BY JENNIFER WETZEL language growth and provides a rich opportunity for parents to respond in ways that teach spoken words. anderbilt Kennedy Center researchers studying interventions for adolescents and The second part teaches parents to notice their Vyoung adults with autism, in an August report, found that evidence is insufficient to children’s nonverbal communication and then to support findings, good or bad, for therapies currently used. respond in ways that are thought to teach children Although the prevalence of autism is on the rise, much remains to be discovered when to use and understand words. We followed the it comes to interventions for this population, the researchers concluded. curriculum Hanen It Takes Two to Talk. “Overall, there is very little evidence in all areas of care for adolescents and young adults Continued on page 3 with autism, and it is urgent that more rigorous studies be developed and conducted,” said Melissa McPheeters, Ph.D., M.P.H., director of Vanderbilt’s Evidence-Based Practice Center and senior author of the report, a systematic review of therapies published by the Department of Health and Human Services’ Agency for Healthcare Research and Quality (AHRQ). Zachary Warren, Ph.D., director of the Vanderbilt Kennedy Center’s Treatment and Research Institute for Autism Spectrum Disorders, said, “There are growing numbers of adolescents and adults with autism in need of substantial support. Without a stronger evidence base, it is very hard to know which interventions will yield the most meaningful outcomes for individuals with autism and their families.”

Key Findings The researchers systematically screened more than 4,500 studies and reviewed the 32 studies published from January 1980 to December 2011 on therapies for people ages 13 to Continued on page 2 VANDERBILT UNIVERSITY/MARY DONALDSON UNIVERSITY/MARY VANDERBILT

Pay It Forward...... 4 Baby Sibs—A Window Into Autism...... 5 Susan Gray School Transformation...... 8 Dollar General Youth Literacy Grant...... 10 Director’s Message Travel the Road to Discovery

our gifts and dedication are making a positive supported by your annual best possible outcomes for Yimpact on science, scientists, and individuals gifts. As I write, we are individuals with autism, learning with disabilities. Collectively, we thank you. reviewing a dozen applications disabilities, Down syndrome, and Now more than ever, annual gifts remain submitted by talented other disabilities. critically important to the basic and clinical multidisciplinary research As a way to continue to research mission of the Vanderbilt Kennedy teams proposing innovative recognize our dedicated Center. Every dollar you invest in our talented research. supporters, Vanderbilt recently researchers returns many more dollars in larger With Hobbs Discovery launched the Oak Leaf Society, grants from the National Institutes of Health Grants, VKC investigators are which focuses on giving loyalty (NIH) or other agencies. Your support allows us gathering data to address as measured by consecutive years to collect the critical preliminary data needed to pressing needs. Our center of giving rather than the amount successfully c ompete for increasingly precious is a hub for talented scientists of the contribution.

NIH grants. who tackle other tough DONALDSON UNIVERSITY/MARY VANDERBILT Join with us on the road to Nicholas Hobbs Discovery Grants are questions on the causes and Elisabeth Dykens discovery.

AUTISM THERAPIES FOR ADOLESCENTS from page 1

30 with autism spectrum disorders. They focused Pediatrics and Special Education and lead author desperation, without clear guidance on what on the outcomes, including harms and adverse of the report. might make things better and what might make effects, of interventions, including behavioral, Medical therapies. Limited evidence things worse, and, too often, people with autism educational, vocational, and medical. supported the use of medical interventions in spectrum disorders end up on one or more Behavioral and educational therapies. Some adolescents and young adults with autism. medications without a clear sense of whether the evidence revealed that Despite studies that medicine is helping.” treatments could show that many The most consistent findings were identified improve social skills and adolescents and for the effects of antipsychotic medications on educational outcomes young adults with reducing problem behaviors that tend to occur such as vocabulary or autism spectrum with autism, such as irritability and aggression. reading, but the studies disorders are Harms associated with medications included were generally small and being prescribed sedation and weight gain. had limited follow-up. medications, there is Vocational therapies. almost no evidence The Review Only five articles tested to show whether As recently as the 1970s, autism was believed to vocational interventions, these medications affect just one in 2,000 children, but newly all of which suggested are helpful in this released data from the Centers for Disease Control that certain vocational population. These and Prevention indicate that 1 in 88 children has interventions may be findings were an autism spectrum disorder. Boys with autism effective for certain featured in the Sept. outnumber girls 5 to 1, which estimates that 1 in individuals, but each 24 issue of Pediatrics. 54 boys in the United States have autism. study had significant “We need more Additional investigators on this report included flaws that limited the research to be able Dwayne Dove, M.D., Ph.D., fellow in researchers’ confidence to understand how Developmental-Behavioral Pediatrics; Nila Sathe, in their conclusions. The to treat core M.S., M.L.I.S., program manager, Institute for researchers’ findings on symptoms of autism Medicine and Public Health; and Rebecca Jerome, vocational interventions in this population, M.L.I.S., M.P.H., assistant director, Eskind

were featured in the Aug. OF FRANKLIN HIGH SCHOOL COURTESY as well as common Biomedical Library. 27 issue of Pediatrics. Evan Shouse, age 16, stocks cafeteria displays at Franklin associated symptoms Their research, published in the report, “With more and High School as part of his prevocational training at school. such as anxiety, Interventions for Adolescents and Young Adults with more youth with autism leaving high school and compulsive behaviors, and agitation,” said Jeremy Autism Spectrum Disorders, was funded by the entering the adult world, there is urgent need for Veenstra-VanderWeele, M.D., assistant professor Agency for Healthcare Research and Quality’s evidence-based interventions that can improve of Psychiatry, Pediatrics, and Pharmacology. Effective Health Care Program and conducted their quality of life and functioning,” said Julie “Individuals, families, and clinicians currently through Vanderbilt’s Evidence-Based Practice Lounds Taylor, Ph.D., assistant professor of have to make decisions together, often in a state of Center.

2 Fall 2012 | DISCOVERY IS MORE BETTER? from page 1

The third part starts when children begin to use allowed us to visualize well each child’s spoken Findings words in treatment sessions. It teaches children to vocabulary development. Our primary measure of All children grew in their spoken vocabulary. use words to express what they have been trying to growth in spoken vocabulary came from the checklist Regardless of the number of times per week children communicate without words. We used a sequence of of words that parents had heard their children use in received the treatment or whether they had Down prompts to encourage children to produce words the last month. By using parents’ knowledge of what syndrome, on average, children learned to use 16 and immediate rewards for talking at moments their child said, we could track each child’s use of new words in 9 months. However, regardless of how when children are thought to learn best. This part words, not just in our clinic visits, but everywhere often they received treatment, children with Down follows Milieu Language Teaching principles. and at any time parents heard their child talk. syndrome learned 10 new words, while children Parents completed this checklist every 3 months. with intellectual disabilities for other reasons learned Study’s Questions Third, children received the planned quality and 28 new words. Parents reported the same amount of Our study aimed to answer three questions. Do quantity of treatment. At least 98% of the sessions stress regardless of whether their child received children with Down syndrome acquire spoken treatment daily or weekly. words at a slower rate than children with other If we do not consider whether or not intellectual disabilities of the same age and the children had Down syndrome, receiving same intelligence level? Within each subgroup MCT daily did not appear to have a (Down syndrome vs. other intellectual clearly better effect than receiving it disability), do children receiving daily MCT weekly. However, within the Down sessions learn to use more spoken words than syndrome group, once cognitive level children receiving weekly MCT? Is receiving was controlled, children receiving daily daily MCT associated with more family stress MCT gained more words (mean = 17 than receiving weekly MCT? words) than children receiving weekly MCT (mean = 5 words). Who Took Part It may be discouraging to hear that Sixty-four families took part. Children were having Down syndrome can place a 18 to 27 months at entry. All had intellectual child at greater disadvantage for learning disabilities and spoke little before entering the to use new words than a child already study. On average, the children had cognitive experiences from having an intellectual levels on the 12.5-month level. Among the disability. The good news is that more children, 35 had Down syndrome, and 29 frequent sessions per week can help make had intellectual disabilities from other causes, up for some of this disadvantage. most of which were unknown. Almost all Additionally, adding more sessions a week treatment sessions occurred in the home. did not cause parents to feel more stress. It has long been argued that toddlers Study Design with autism need more hours of

The research design was strong in several ways. ©MSHEP2, ISTOCKPHOTO.COM treatment per week than is provided by First, families assigned to the weekly group were lasted our target of at least 45 minutes a session. Even many states through early intervention programs. similar to the families assigned to the daily group on young children could tolerate (and usually enjoy) This study provides data to argue that toddlers 39 different aspects that can affect language sessions that lasted longer than we had tried in the with Down syndrome also need more hours of development. This occurred because families were past. The average treatment duration was a little treatment per week. randomly assigned to daily vs. weekly treatment. under 9 months. Our staff treatment providers also Second, frequent assessment of the number of met our goal of providing an average of at least one Paul Yoder, Ph.D., is professor of Special Education words that parents reported their children said correctly implemented teaching episode per minute. and VKC investigator.

Autism Online Training for Tennessee Educators

RIAD and the Tennessee Department of characteristics of ASD and how they impact measurable communication goals, and using TEducation have partnered to provide Basic learning and behavior. The emphasis is on evidence-based strategies, including incidental Online Training Sessions. They are available for understanding the function of behavior and teaching, discrete trial training, and visual viewing by Tennessee school personnel now basic strategies for teaching students appropriate supports to improve students’ communication through May 31, 2013. behaviors to replace challenging behaviors. throughout the day. Autism Spectrum Disorders and Principles Improving Communication in Students Registration is required. Contact Linda of Behavior and Learning. This 2-hour workshop with ASD. This 2-hour workshop provides Copas, Director of Behavior & Autism Services, provides a basic understanding of the information on developing functional and TN Dept. of Education, [email protected].

DISCOVERY | Fall 2012 3 Pay It Forward BY MEGAN HART

Hart is Coordinator of Education and Training Some of the bumps in the road that I experienced older, I was able to communicate those needs for Services, Tennessee Disability Pathfinder. The socially have taught me how to overcome obstacles myself. following are excerpts from her remarks to students and fulfill my own interests. I wasn’t able to You will continue to have many experiences with developmental disabilities attending the 2012 participate in sports like my siblings and friends, throughout your lives that require self-advocacy. VKC Next Steps Summer Institute. She is an Arc but I wanted to be a part of it, so I attended games Take advantage of postsecondary education Tennessee Board member and is chairing Tennessee to cheer for them. By watching sports or playing programs, which help us continue to develop Allies in Self-Advocacy (TASA) (tnselfadvocacy.org). adapted sports, we still gain knowledge about skills. Through my postsecondary education, ourselves, others, and important concepts like I developed more independent living skills and s a person with a disability, I can relate to teamwork. learned to navigate a new environment. I Asome of the lessons you have learned [at the developed more social skills when developing Summer Institute] because they are similar to new friendships, which was difficult at first some of mine. because I didn’t know anyone. The challenges I I was born a little person, but I was a typical experienced were well worth it because I made child until I became paralyzed at age 5. After friends who will be a special part of my life forever. mistakes made during surgery on my spinal cord, I My self-advocacy skills continued to develop woke up able to move only my head. Like anyone when I had to growing up, I had to learn independent living, communicate my social, and self-advocacy skills, but my disability accessibility needs has had a major effect on learning at college. The them. campus was not yet I have supportive family, friends, wheelchair-friendly, and professionals who have always but the school expected me to learn these skills and administration and have created learning opportunities. my classmates We often don’t realize that these helped make sure I expectations contribute to our could get to where developing essential skills. My parents I wanted to be. Despite the had the same expectations for me to challenges it created, it also created develop these skills as they did for my opportunities. I couldn’t complain siblings without disabilities. It wasn’t when a cute group of guys offered always easy. to carry my wheelchair up the dorm Children with disabilities steps. The college became more sometimes experience difficulties accessible during my four years developing social skills because they there. Campus life played an don’t have opportunities to interact important part in my ability to with their peers in the same way as develop skills and obtain a valuable children without disabilities. After I education. became paralyzed, I could no longer OF MEGAN HART COURTESY Looking to the future, you will play on the playground, so I had to Megan Hart with family and friends continue to face challenges that are find other opportunities to socialize with my peers. I Growing up, we are learning self-advocacy not necessarily created by the disability you have drew pictures and had races with them as they took skills. Although self-advocacy applies to anyone, but are affected by the disability. You will face turns pushing my wheelchair during recess. it has significant meaning for individuals with challenges when trying to find a job. You will Sometimes having a disability can make it seem disabilities. Since we often rely on others for likely change your mind several times when difficult to develop friendships because of others’ assistance, it takes effort to make sure we deciding what to do and where to work. That’s perceptions. A disability can be seen by others communicate for ourselves without allowing okay. It’s part of the process. You will need to without disabilities as a major difference that others to communicate for us. advocate for yourself to let others know about the makes them hesitant to interact. It takes social A child who says “wa-wa” or points to water skills and talents you have to do a job. With every skills to make them realize that despite having a to communicate wanting to drink is using a self- new challenge comes an opportunity to learn more disability, we have shared interests and abilities to advocacy skill. As we grow up, our needs and about yourself. develop friendships. desires become more complicated, but we can I have one more piece of advice: Pay it forward. Even though I had great friends, at times I felt communicate for ourselves. Until we learn what Give back what you have learned to others. Share left out. Perhaps I wasn’t invited to a party, or I all of our needs and desires are, other people your experiences and knowledge. Teach others was the odd girl out in a group of friends. I could advocate for us, and we learn from them. I didn’t how to become more independent. Make others have assumed it was because I have a disability, but know how to communicate all of my needs for feel more comfortable in social situations by everyone has these experiences growing up. It is school accommodations when I was young, so sharing your skills with them. Support others in part of developing social skills. my mom was a great advocate for me. As I became advocating for themselves.

4 Fall 2012 | DISCOVERY Oxytocin Nasal Spray Clinical Trial BY JAN ROSEMERGY

ecent reviews of the research literature on autism receive an inactive spray. Neither researchers nor “If this medication increases social interest, then Rtherapies (see cover story) indicate the urgent participants will know who is taking the active drug. it could be connected to a social skills training need for large-scale, well-designed studies to provide During the second 6 intervention. Such a evidence that guides effective treatment. Now, a months, all participants combination could have large clinical trial is beginning to test the safety and will receive the oxytocin greater impact than either effectiveness of oxytocin to improve sociability and spray. “Half the children medicine or behavioral communication in children and teens with autism. taking part will have an treatment alone,” said Oxytocin is a naturally occurring hormone that IQ in the broad typical Veenstra-VanderWeele. plays a critical role in sociability and bonding. range and intact verbal Based in part upon “Data from single-dose administration of function, and half will preliminary data from an oxytocin suggest some improvement in aspects of have intellectual disability Autism Speaks study, the social functioning. This has led to its use by some and some degree of National Institutes of Health physicians and families, but without solid evidence language impairment. We awarded $12.6 million to of safety or effectiveness,” said Jeremy Veenstra- want to know if oxytocin fund this national clinical VanderWeele, M.D., assistant professor of helps a particular subset,” trial. Psychiatry, Pediatrics, and Pharmacology, TRIAD Veenstra-VanderWeele “This study will be the medical director, and principal investigator (PI) for said. largest planned clinical trial the Vanderbilt site clinical trial. The researchers will in autism conducted to The trial is called SOARS-B for the Study of measure social skills and date,” said Zachary Warren, Oxytocin in Autism to Improve Reciprocal Social communication over the Ph.D., TRIAD director and Behaviors. It will include 300 children with autism, study’s course. In Vanderbilt site co-PI. ages 3 to 17, at five sites in Boston, New York, addition, they will collect ©JORUBA, ISTOCKPHOTO.COM “TRIAD and Vanderbilt are Seattle, Nashville, and Chapel Hill, North Carolina. blood samples to conduct gene-based studies to contributing to creative ways of combining cutting- During the first 6 months, half of the children evaluate whether genetic variation in the oxytocin edge pharmacology with exceptional data collection will receive the oxytocin spray. The other half will receptor affects response to treatment. in a drive for answers.”

Baby Sibs—A Window Into Autism BY JAN ROSEMERGY

or the past decade, TRIAD researchers have been Currently, pediatricians typically ask parents to on families with one or more children on the autism Fpart of the Baby Siblings Research Consortium, a complete the Modified Checklist for Autism in spectrum are being collected. The goal is to support national network of researchers studying younger Toddlers (M-CHAT) at well-child visits around 2 research on the genetic and environmental factors siblings of children with an autism diagnosis. Since years of age. TRIAD is testing a revised M-CHAT that increase or decrease risk for autism. “baby sibs” are at higher risk for autism than version for younger siblings to see if it might be a “Family participation in research is contributing younger siblings of typically developing children, better way to screen for early warning signs of not just to one idea, but to many ideas of value to researchers track their development in order to autism. This study is open to families who have an their own and other families as well as to scientists identify early biological or behavioral markers. older child with autism and an infant sibling, 16 to across the country,” Warren said. “We have families TRIAD has three ongoing baby sibs studies. 30 months old. Families receive an evaluation of who have graciously afforded us the ability to check TRIAD’s first study is a multi-site effort to track their baby sib at study entry and a re-evaluation at in on their baby’s development at 6, 9, 12, and 18 development through early 36 months. months. Now we have this ability to link that infor- infancy. “We’re looking at In the newest study, mation to differences in neurogenetic pathways.” very early skills related to TRIAD is partnering “Families are worried about younger siblings attention and emotion to with researchers at being on the spectrum,” said Amy Nicholson, see if we can chart 6 other universities TRIAD psychological examiner. “We can help differences that will help us to create the High families track development. If concerns need to be identify autism earlier,” said Risk Baby Siblings discussed, we’re there with families for that Zachary Warren, Ph.D., Research Consortium discussion. We also can provide reassurance about associate professor of Biorepository, the positive aspects of their child’s development. Pediatrics and Psychiatry funded by Autism Families can let us hold some of the worry so that and TRIAD director. Speaks and the they can enjoy their child.”

The second large study LAB OF VKC PSYCHOPHYSIOLOGY COURTESY Simons Foundation. For TRIAD studies, contact (615) 322-7565, is aimed at improving Recording of brain wave activity while baby sibs see Biological samples and toll-free (877) 273-8862, or objects or faces is one way that development is studied measures for early detection. in the VKC Psychophysiology Lab. clinical information [email protected].

DISCOVERY | Fall 2012 5 Accolades BY ELIZABETH TURNER Leading the Vanguard of Discovery Shari L. Barkin, M.D., MSHS, Marian Wright Edelman Professor of Pediatrics and director, Division of General Pediatrics, has been named to Donald Compton, Ph.D. an endowed chair, the William K. Warren Professor and Chair of Special Education Foundation Chair in Medicine. Vanderbilt Kennedy Center Investigator Joined Vanderbilt Kennedy Center 2002 Tracy Beard, assistant director of Tennessee Disability Pathfinder, has been appointed to the VANDERBILT UNIVERSITY/NEIL BRAKE UNIVERSITY/NEIL VANDERBILT Multicultural Council of the Association of Research Interests Attraction to Developmental Disabilities University Centers on My research is focused on the cognitive and Research MAUPIN TONY Disabilities. She also is social/environmental factors that affect children’s My interests in studying reading disabilities first Tracy Beard co-chair of the Council’s ability to learn to read. I am co-investigator on a began when I got a job out of college working at Training Committee. study that explores the cognitive and the Landmark School in Beverly, MA, for children neurobiological profile associated with children with dyslexia. The year I spent teaching raised so Camilla Benbow, Ed.D., Patricia and Rodes Hart who exhibit late-emerging reading disability, and many questions for me that I decided to go back Dean of Education and Human Development, how it is similar or different than early reading to school and get a Ph.D. in Communications professor of Psychology, and co-director of the failure. I conduct large-scale studies in the areas of Disorders and Learning Disabilities from Study of Mathematically Precocious Youth, has reading intervention and assessment. My research Northwestern University. been appointed to the Board of Directors for the involves modeling individual differences in the Washington, D.C., think tank Education Sector. development of children’s reading skills. Reasons for VKC Membership This nonprofit, nonpartisan organization is My research interests revolve around helping to committed to achieving Principal Investigator improve the long-term literacy outcomes of measurable impact in • Predictors and Subtypes of Reading Disabilities: children who struggle to develop reading skills. education. Implications for Instruction of “Late-Emergers,” This focus fits well within the core mission of Institute of Education Sciences (IES) the Kennedy Center. Being a VKC investigator Blythe Corbett, Ph.D., • Response-to-Intervention as an Approach to has provided me with opportunities to extend assistant professor of Preventing and Identifying Learning Disabilities my research that would not have been possible Psychiatry, had her song in Reading, IES without the relationship. I value the lyrics “If Only” published VANDERBILT UNIVERSITY VANDERBILT • Evaluating a Multicomponent Reading multidisciplinary research opportunities Continued on page 7 Blythe Corbett, Ph.D. Comprehension Program Designed to Address afforded by being a VKC member. the Diverse Needs of Struggling Readers in Late Elementary School, IES Selected Publications Compton, D. L., Fuchs, L. S., Fuchs, D., Lambert, W., & Hamlett, C. (2012). The New Stories of Hope video Honors and Awards • President, Society for the Scientific Study of cognitive and academic profiles of reading and Reading (2012-present) mathematics learning disabilities. Journal of he Vanderbilt Kennedy Center has recently Learning Disabilities, 45, 79-95. • Co-Editor, Annals of Dyslexia (2006-present) released "Stories of Hope," a video that Catts, H. W., Compton, D. L., Tomblin, J. B., & T • Co-Editor, National Reading Conference showcases just a few of the families affected by the Bridges, M. S. (2012). Prevalence and nature of Yearbook (2006-present) late-emerging poor readers. Journal of work of VKC Educational Psychology, 104, 166-181. investigators, Education Compton, D. L., Gilbert, J. K., Jenkins, J. R., researchers, • B.S., 1983, Chemical Engineering, University Fuchs, D., Fuchs, L. S., Cho, E., Barquero, L. Next Steps of Michigan A., & Bouton, B. (2012). Accelerating ambassadors, • M.S., 1986, Chemical Engineering, chronically unresponsive children to tier 3 and more. Northwestern University instruction: What level of data is necessary to To view, visit • Ph.D., 1993, Learning Disabilities, ensure selection accuracy? Journal of Learning kc.vanderbilt. Northwestern University Disabilities, 45, 204-216. edu (see “View Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, • Postdoctoral Research Fellowship, 1999-2000, Stories of Hope L. S., Bouton, B., Barquero, L. A., Cho, E. (in Institute for Behavioral Genetics and Video” on press). Efficacy of a first-grade Responsiveness- Department of Psychology, University of to-Intervention prevention model for struggling homepage). Colorado Boulder readers. Reading Research Quarterly.

6 Fall 2012 | DISCOVERY ACCOLADES from page 6 in the 2012 Volume VI edition of Tabula Rasa, Carl Johnson, Ph.D., Stevenson Chair and A study by Beth Malow, M.D., M.S., that the Vanderbilt Journal of Medical Humanities. professor of Biological Sciences and Molecular examined the use of melatonin to treat sleep-onset Corbett wrote the lyrics, told from the perspective Physiology & Biophysics, has been named President insomnia in children with ASD, was featured of a child with autism longing to communicate of the Society for Research on Biological as a “Spotlight” on the front page of the with his mother. The music is by Tammy Vice, Rhythms, a post he will hold through 2014. The Web site of the Eunice Kennedy Shriver singer, songwriter, and autism parent Society is the premier organization for National Institute of Child Health and Human advocate. chronobiology in the world. Development. The feature highlighted the link between sleep and health. Malow’s study found Lynn Fuchs, Ph.D., and Doug Fuchs, TRIAD educational consultant Pablo that supplemental melatonin improved children’s Ph.D., Nicholas Hobbs Chairs in Special Juarez, M.Ed., BCBA, is chair of a sleep and behavior and reduced stress in parents. Education and Human Development and Tennessee Department of Mental Malow is Burry Chair in Cognitive Childhood professors of Special Education, gave the Health workgroup developing an Development, professor of Neurology and

2012 Helga Eng Lecture to the Faculty BRAKE UNIVERSITY/NEIL VANDERBILT update for best practice guidelines Pediatrics, and director of the Vanderbilt Sleep of Educational Sciences at the University Carl Johnson, Ph.D. for children and adolescents with Disorders Division. of Oslo in Norway in September. They ASD. Other TRIAD members in the addressed “Understanding the Cognitive workgroup include Whitney Loring, Zachary Warren, Ph.D., was recently selected as Underpinnings of At-Risk Learners’ Psy.D., assistant professor of Pediatrics, one of two representatives of the Society for Responsiveness to Intervention.” and Kim Frank, TRIAD educational Developmental and Behavioral Pediatrics in consultant. the development of autism treatment practice Jeanne Gavigan, a graduate of Next Steps guidelines with the American Academy of at Vanderbilt, received the Trey Pointer Roxanne Kennerly, research Neurology and the Child Neurology Society.

Young Citizens Award from the Nashville MAUPIN TONY coordinator for Stress Reduction for In addition, Warren was featured as part of a Mayor’s Advisory Committee for People Roxanne Kennerly Children With Disabilities and Their nationally broadcast segment on “NBC News with Disabilities to commend her fine work at Parents and a parent of a son with Down syndrome, with Brian Williams,” in which NBC Chief the Tennessee Performing Arts Center. Among the was selected to take part in the Patient-Centered Science Correspondent top three awards presented, this award recognizes Outcomes Research Institute’s (PCORI) first Robert Bazell discussed new young adults who serve as role models and Transforming Patient-Centered Research: research examining the demonstrate leadership. Country music superstar Building Partnerships and Promising Models correlation between a father’s Darius Rucker received the Entertainer Award in Workshop in Washington, D.C. She worked with age and the likelihood of recognition of the ways he has promoted disability 150 patients and health care advocates to develop autism in his child. Warren awareness in performances with the VKC’s ACM ideas, provide feedback, build community, and help is associate professor of Lifting Lives Music Camp. The Susan Gray School PCORI generate guiding principles to ensure that Pediatrics and Psychiatry VANDERBILT UNIVERSITY/SUSAN URMY VANDERBILT received the Education Award. research is patient-centered from beginning to end. Zachary Warren, Ph.D. and TRIAD director.

Treatment Window for Genetic Disorder BY MELISSA MARINO AND LEIGH MACMILLAN

uberous sclerosis complex (TSC) is a relatively rapamycin (a drug commonly used to combat organ Tcommon genetic disorder that causes benign rejection) prevented premature death and reversed tumors to form in different organs, including the glial abnormalities. The results suggest that a brain. These brain lesions can lead to seizures, autism, postnatal treatment window may exist for combating and cognitive or behavioral disorders. Although it is some of TSC’s neurological and cognitive effects. known that mutations in two genes (TSC1 or In Cerebral Cortex (September 2012), Ess and TSC2) cause the disorder, specific abnormalities that co-authors reported findings that support an cause neurologic features are not clear. important role for the TSC1 gene during In Neurobiology of Disease (January 2012), Kevin interneuron development and suggest that Ess, M.D., Ph.D., and colleagues showed that mice inhibitory GABA interneurons may contribute to genetically engineered to lack TSC1 in the brain die epilepsy and autism in persons with TSC. prematurely, have increased brain size, and have anatomical and cellular abnormalities in both Kevin Ess is assistant professor of Neurology, Pediatrics, neurons and glia (the brain’s supporting cells). and Cell & Developmental Biology, and a VKC Additionally, activity of the “mammalian target of member. This research was supported by the NINDS, rapamycin complex” (mTORC1 and mTORC2) the Tuberous Sclerosis Alliance, American Epilepsy OF ESS LAB COURTESY pathways was altered in brain cells. Treatment with Society/Milken Family, and VKC. Brain image of a child with tuberous sclerosis complex

DISCOVERY | Fall 2012 7 SUSAN GRAY SCHOOL

Susan Gray School Transformation BY COURTNEY TAYLOR

he toddlers and preschoolers of the Susan Gray Peabody Administration, puts an early childhood “Working at the Susan Gray School really is the TSchool (SGS) are settling into their inclusive special education master’s student in every job of my career,” said Kinder. “I was a classroom classrooms, which have dynamic new names like classroom. This improves teacher/student ratios and teacher for 10 years in inclusive early childhood Soaring Eagles and Rising Monarchs. With the new provides excellent training for our students. Second, classrooms in Chicago. After focusing so heavily on year have also come we are more than research during my graduate studies, I realized that I changes in leadership, halfway to having a really missed being part of a school. I love working the addition of graduate master’s certified early with teachers and hope to create a risk-free students and more childhood special environment for them to grow professionally.” master’s level teachers, education teacher in “We are thrilled that we were able to recruit and plans for each classroom. That’s Kiersten,” said Hemmeter. “She is such a thoughtful refurbishing space. a huge quality change. mentor for the teachers, and she loves being around “The School is Third, we hired an children and families every day. That’s a great plus.” embarking upon accomplished new site The new year will bring refurbishment of dramatic and exciting director, who is also an classrooms with paint, improved child-sized transformations,” said educator, to be present bathroom fixtures, and space redesigned to Ann Kaiser, Ph.D., every day providing accommodate a new “art studio” and “science lab.” Susan Gray Chair in leadership. Finally, In addition to a new after-care program, Hemmeter, Education and Human we plan to improve Kaiser, and Kinder will be developing new Development and our before- and community programs and extending the programs professor of Special after-care programs to available to SGS families of infants and toddlers Education and make the entire day a served in collaboration with Tennessee Early Psychology. Kaiser and high-quality learning Intervention Services. Mary Louise Hemmeter, experience.” “We’re already a model for how early Ph.D., associate The new site childhood inclusive education can happen well,” professor of Special director, Kiersten said Kinder. “We have a strong, dedicated staff and

Education, are SGS CAIN REBECCA Kinder, received excellent support through the Special Education faculty co-directors. Kiersten Kinder is the Susan Gray School’s new site director. her doctorate in Department, the Vanderbilt Kennedy Center, and “Our first goal was to get the Susan Gray Special Education in 2010 from Peabody, where the Peabody Dean’s Office. With so many people Teaching Fellows program up and running. This her research was focused on the professional working together to make it even better, it’s really exciting program, funded by Rodes Hart and the development and coaching of teachers. an exciting time.”

LEND Prepares Leaders BY ANNE MARIE THARPE, PH.D.

lizabeth “Liz” Graves came to Vanderbilt after the Mama Lere Hearing School at Vanderbilt, a professional disciplines. LEND training prepares Eworking for a brief time in the speech and program of the Vanderbilt Bill Wilkerson Center, students for leadership roles in their respective language department of a rural school district. and she travels to several school districts as part of an disciplines. There are 43 LEND programs in 37 Fascinated by the advantages provided to children outreach program providing audiologic services for states. In 2008, the number of pediatric audiology who are deaf through advances in cochlear implant trainees funded technology, she was anxious to learn more about through the LEND how she could combine her love of education and network was expanded audiology to improve infant and child outcomes. because of the shortage She eagerly embraced the interdisciplinary approach of highly qualified to the provision of family services emphasized in pediatric audiologists. LEND training—Leadership Education in The Vanderbilt LEND Neurodevelopmental Disabilities. has a Pediatric “I wanted the opportunity to work with students Audiology sub-award. PAM GRAU PAM who were deaf and hard of hearing in rural areas, For the 2012-13 LEND Trainees 2012-13 where services can be sparse,” Graves said. “My academic year, the background as a deaf educator and now as an children in rural Middle Tennessee. LEND has 20 trainees in pediatric audiology, deaf audiologist allows me to combine both roles Funded by the Maternal and Child Health education, developmental/behavioral pediatrics, effectively—especially in rural areas where Bureau, the LEND mission is to improve the health nursing, occupational therapy, physical therapy, knowledge of cochlear implants is still in its infancy.” of infants, children, and adolescents with disabilities psychiatry, psychology, social work, and speech- Today Graves works as a pediatric audiologist for through graduate education across a diverse range of language pathology, and a family trainee.

8 Fall 2012 | DISCOVERY UCEDD Briefs BY COURTNEY TAYLOR

▶ Changing the Employment Landscape work as the first choice; and increasing access to was something magical. Eventually, I entered Virtually every state-level indicator confirms that meaningful work while youth with IDD are still in graduate school and enrolled in any reading- relatively few Tennesseans with significant disabilities high school and to multiple pathways to future related course or training program that I could have the opportunities and supports to access and careers after school. find. I also worked in reading-related research maintain competitive, integrated employment. The For information on the Collaborative, visit labs. However, I wanted to return to working employment rate for Americans without disabilities www.tennesseeworks.org. with families. I am thrilled is 79.7%. The employment rate for Tennesseans to contribute to the field with developmental disabilities is 17%. The goal is ▶ Reading Clinic’s New Leadership of reading intervention in to close that gap by improving the employment rate The Reading Clinic has begun its 2012 Fall session this way.” to 44% within 5 years. with the new leadership of associate director Nicole The Reading Clinic Now that goal is more achievable, thanks to the Davis, Ph.D., research assistant professor of provides individualized Vanderbilt Kennedy Center (VKC) and the Radiology and Radiological Sciences. The position reading tutoring for children Tennessee Collaborative for Meaningful Work was created to provide day-to-day leadership. in grades K-8 who are behind receiving a Projects of National Significance: “Nikki comes to us with a wealth of knowledge UNIVERSITY VANDERBILT in reading or who have Partnerships in Employment Systems Change grant about child development and Vanderbilt,” said Nicole Davis, Ph.D. disabilities. For information, from the Administration on call (615) 936-5118. Intellectual and Developmental Disabilities. ▶ Access Nashville “The Collaborative is an impressive Expands Its Reach group of 28 agencies and organizations The Tennessee Disability that have been working together for Coalition and Access Nashville over a year to improve employment are collaborating to coordinate outcomes,” said Elise McMillan, VKC training on replication of UCEDD co-director. “While the Access Nashville for Tennessee Vanderbilt Kennedy Center is the ADA affiliates, partner administrative lead, this grant allows a agencies, and other interested valuable partnership to grow in its entities. The training is funded statewide efforts.” by a grant to the Coalition In addition to parent support from the Southeast ADA organizations, disability nonprofits, Center, a project of the and employment-related agencies, State Burton Blatt Institute of partners include Intellectual and Syracuse University. VANDERBILT UNIVERSITY/DANIEL DUBOIS UNIVERSITY/DANIEL VANDERBILT Developmental Disabilities, Education, DisAbility Mentoring Day, held at Vanderbilt and by other employers, involves job-shadowing Access Nashville is a Human Services Division of and career exploration to link jobseekers with disabilities to potential employers. VKC UCEDD project led Rehabilitation Services, Labor and by Carole Moore-Slater, Workforce Development, and the Tennessee Laurie Cutting, Ph.D., Patricia and Rodes Hart Tennessee Disability Pathfinder director. Council on Developmental Disabilities and the Associate Professor of Special Education and Through this hands-on service learning project at Tennessee Higher Education Commission. associate professor of Psychology, Radiology, and Vanderbilt and other local colleges, students are “Research and experience are clear,” said Pediatrics. “Specializing in reading abilities and trained to assess the accessibility-friendliness of Erik Carter, Ph.D., associate professor of Special disabilities, she has worked with me both as the restaurants, entertainment attractions, hotels, and Education and the project’s principal investigator. associate director of our Education and Brain transportation services. “Meaningful work can make a real difference in the Sciences Research Laboratory, and she has assisted “We are thrilled to see the interest in lives of young people with intellectual and other me in my role as faculty director of the Reading Access Nashville and the recognition of the developmental disabilities. This grant will enable us Clinic, providing reading consultation and tutor power it has as a service-learning project,” said to make compelling changes in policies and practices training in our evidence-based reading Moore-Slater. “We have trained close to 800 across Tennessee to ensure that every youth with intervention programs. Her passion, combined college students who have identified barriers a significant disability has the aspirations, with her clinical and educational background, that individuals with physical disabilities face opportunities, and supports to access a good job provides her with the knowledge necessary to when trying to do something that many of us during and after high school.” ensure that the Clinic will continue to grow in might take for granted, like eat in a restaurant. The project will focus on establishing compelling capabilities and services to our community.” We have a saying at Access Nashville that and sustainable employment partnerships; For Davis, her work both in reading research accessibility is good business. It’s a win-win stimulating and advancing systems/policy change and in reading intervention has been a natural and situation for the patrons with disabilities and statewide; raising the aspirations and capacities of deeply personal progression. the businesses widening their customer base by people with intellectual and developmental “Many individuals in my family, including my being accessible.” disabilities (IDD), their families, service systems, dad and older brother, have dyslexia,” said Davis. For information, contact employers, and communities regarding competitive “I loved to read. I grew up thinking that reading [email protected].

DISCOVERY | Fall 2012 9 Dollar General Youth Literacy Grant BY ELIZABETH TURNER

he Dollar General Literacy Foundation committed to supporting literacy and Tawarded a Youth Literacy grant of $50,000 to education. To further this support, the Dollar the VKC Reading Clinic. General Literacy Foundation was established in “The Dollar General Literacy Foundation is 1993 to improve the functional literacy of pleased to support the literacy efforts of the adults and families by providing grants to Vanderbilt Kennedy Center Reading Clinic,” nonprofit organizations dedicated to the said Rick Dreiling, Dollar General’s chairman and advancement of literacy. CEO. “The Youth Literacy grants are awarded For more information about the Dollar annually at the start of the school year so that the General Literacy Foundation or for a complete funds are in place to have an impact on reading list of grant recipients, visit www.dgliteracy.org. education and support.” The VKC Reading Clinic provides intensive, In August, the Dollar General Literacy individualized, one-to-one tutoring using Foundation awarded grants totaling more than assessment and instructional methods proven $2 million to 564 non-profit organizations, by research to promote reading. It serves community groups, schools, and libraries students in grades K-8 who are behind in throughout the United States. It is estimated that reading or have learning disabilities, approximately 315,000 youth will be served as a developmental disabilities, or intellectual result of these grants. UNIVERSITY/STEVE GREEN VANDERBILT disabilities. For information, contact (615) The Amazing Race to Reading was a 2012 Summer program Since its founding, Dollar General has been of the VKC Reading Clinic, which offers sessions year-round. 936-5118.

Realizing Potential: Mary Layne Van Cleave BY COURTNEY TAYLOR

t age 19, Mary Layne Van Cleave began but I begged them to continue working A student teaching in a high school math with him and they let him stay until he was classroom. She had studied for 3 years, with a 20. He worked so hard and learned so major in math and a minor in education, in much. I feel like the Reading Clinic the teaching program at Middle Tennessee probably gets much of the credit for Andrew State University. She was eager to get into the graduating with a regular diploma and for classroom and gain teaching experience. It what he’s been able to do since then.” turns out she hated it. Van Cleave’s introduction to the VKC “It was the worst experience of my life,” Leadership Council was 2 years ago, when said Van Cleave. “I realized quickly that I was she was invited to speak about the not going to be able to do that for the rest of transformations she had seen in Andrew my life. I didn’t have a clue what I wanted to during his participation in Next Steps at

do. I stayed in school for another year and got FAMILY CLEAVE THE VAN OF COURTESY Vanderbilt. Soon after she delivered that a master’s degree in math. Right before Lindsey, Mary Layne, John, and Andrew Van Cleave passionate speech, she was invited to join graduation, the head of the department called the Council. She also chairs the Next Steps to tell me there was a program at Vanderbilt in studying law and is now an attorney with Watkins Advisory Board and considers it a personal goal to Biostatistics looking for students and he thought I McNeilly. Their son Andrew is 24 and their raise awareness about this postsecondary program. might be interested. I really didn’t know what else I daughter Lindsey is 23. Lindsey graduated from “More people need to know the invaluable was going to do so—I was!” Southern Methodist University a year ago and now resource we have in the Kennedy Center,” said Van Van Cleave went on to receive her second works for an insurance company. Andrew graduated Cleave. “I especially would like to see more master’s degree in Biostatistics. After graduation, she in 2011 with the first cohort of students enrolled in awareness of the Next Steps program. Andrew began to work for the State Department of Health Next Steps at Vanderbilt, a 2-year certificate blossomed in that program. I watched his attitudes in the Office of Health Statistics, and eventually was program for students with intellectual disabilities. about himself change. I watched him go from being asked to build a data program for the Tennessee “Next Steps wasn’t the first contact we had with painfully introverted to holding his own in a group Hospital Association. Five years ago, she became the the Vanderbilt Kennedy Center,” said Van Cleave. of college kids. I watched him begin to take pride in executive vice president and chief operating officer of “Andrew always had trouble reading, so we enrolled the way he dresses, travel without me on out-of-state the Hospital Association. She beams when she talks him at the Reading Clinic when he was about 10 spring break trips, and begin a job that he really about her work. years old. I don’t know what they did or how they enjoys. Next Steps changed his whole life and his Van Cleave is married and has two children. She did it, but it clicked and he started to read. At that whole potential for a future. I have a great love for met her husband John while at Vanderbilt. He was point, the program was only for kids up to age 12, the Kennedy Center.”

10 Fall 2012 | DISCOVERY Pictured left to right: Ron Butler, Belinda Martinez, Christine Sartain, Erin Thompson, Karen Weigle, Ph.D., and Erin Richardson

Community Leadership—New CAC Members BY ELIZABETH TURNER

eadership by individuals with disabilities and County to provide advocacy support, resources, church setting with their children. Lfamily members is a hallmark of the national and information for children, teens, and adults Karen Weigle, Ph.D., is a clinical psychologist network of University Centers for Excellence on with autism and other disabilities. with 20 years of experience working with people Developmental Disabilities (UCEDDs) and their Christine Sartain is a parent advocate and was with autism and other developmental disabilities funding agency, the Administration on Intellectual the 2011-12 Vanderbilt LEND Family Trainee. and their families. She is co-director of Psych and Developmental Disabilities. Such leadership Her professional background includes teaching, Assess, a comprehensive, multispecialty evaluation helps ensure that UCEDDs are meeting the real, organizing, and policy advocacy. Most recently, she clinic, and is a technical assistant and trainer for most important concerns within their states. The has been involved in the Disability Coalition on the Center for START Services at University of VKC UCEDD has an energetic and committed Education, the VKC Volunteer Advocacy Project, New Hampshire, a national program designed to Community Advisory Council (CAC). The CAC and the Special Education Advocacy Center. She develop local crisis prevention and intervention advises the UCEDD leadership and is a full has a daughter, Lake, who has Down syndrome services for persons with intellectual and partner in planning, implementing, and evaluating and attends the Susan Gray School. Sartain is developmental disabilities and mental health activities. At its September meeting, the CAC CAC Vice Chair. concerns. welcomed several new members for 3-year terms. Erin Thompson facilitates a family support Erin Richardson has been a disability advocate Ron Butler is the parent of an adult son with an group for Tennessee Voices for Children and is the since 2001, when her middle son was diagnosed intellectual disability and cerebral palsy. Butler is a founder of the Maryville Autism Coalition. She with a chromosomal abnormality. Formerly a past president of The Arc Tennessee, where he is also has served on the Board of the Autism Society of practicing attorney, she has been an educational a board member, and he is on the board of Mid-TN East Tennessee. When she is not spending time advocate for Middle Tennessee families since 2005. Supported Living, Inc. He is retired from Ford with her three children and husband, Thompson is In 2011, she started the Special Education Advocacy Motor Company. devoted to helping children and families who have Center, dedicated to advocating for families and Belinda Martinez has two children, one with special needs get connected in their community. students with disabilities in education settings. autism. A parent volunteer, she works with the She has helped form a strong faith-based resource Richardson has served since 2008 on the Mayor's Spanish-speaking community of Montgomery for families to help them feel comfortable in a Advisory Council for Special Education.

Ambassadors At Large—Our Leadership Council

featured research topic presented by VKC associate director Karoly Mirnics, M.D., Ph.D., James G. Blakemore Chair in Psychiatry. Adam Michael, VKC director of development, highlighted the importance of philanthropic support for VKC expertise. “Philanthropic investments in the Kennedy Center accelerate the pace of research and help train leaders in autism and other developmental disabilities,” Michael said. “Endowed support ensures that funding KYLIE BECK ELIZABETH TURNER ELIZABETH sources are available over the long term—not only Donna Eskind and Shirley Speyer Elisabeth Dykens and Annette Eskind to benefit children and adults with disabilities onna Eskind, VKC Leadership Council VKC director Elisabeth Dykens, Ph.D., today but to benefit those across the nation for DChair, and Shirley Speyer, Nicholas Hobbs premiered the video Stories of Hope (see page 6). decades to come.” Society Chair, welcomed members to the Fall “Gene-Environment Interaction, For information, see Giving at Leadership Council Meeting in September. Neuroimmune Changes, and Autism” was the kc.vanderbilt.edu.

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Mr. Adam Michael Adam Mr. Ms. Lucile Houseworth Lucile Ms. Associate Director Associate Tyler Reimschisel, M.D., M.D., Reimschisel, Tyler

TOMMY LAWSON Mrs. Elise McMillan Elise Mrs. Mr. Robert W. Henderson II Henderson W. Robert Mr. Director ; ; R.N., M.P.H., Ph.D., Urbano, Terri LEND:

Dr. Elisabeth Dykens Elisabeth Dr. Mrs. Carol Henderson Carol Mrs.

Dissemination Research ; Jan Rosemergy, Ph.D., Ph.D., Rosemergy, Jan ;

Ex-Officio Members Ex-Officio Mrs. Bernice Gordon Bernice Mrs.

Training ; Robert Hodapp, Ph.D., Ph.D., Hodapp, Robert ; R.N., M.P.H., Ph.D.,

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Mrs. Mary Layne Van Cleave Van Layne Mary Mrs. Mr. Glenn Funk Glenn Mr.

Co-Director ; ; Ph.D., Dykens, Elisabeth UCEDD:

Mrs. Julie Carell Stadler Carell Julie Mrs. Mrs. Ann Eaden Ann Mrs.

Mrs. Sue Spickard Sue Mrs. Dreifuss Director of Operations of Director Communications ; Tim Stafford, Stafford, Tim ;

Mrs. Shirley F. Speyer F. Shirley Mrs. Mrs. Elizabeth Ginsberg Ginsberg Elizabeth Mrs. Deputy Director and Director of of Director and Director Deputy Jan Rosemergy, Ph.D., Ph.D., Rosemergy, Jan

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Chair Mrs. Donna G. Eskind, Eskind, G. Donna Mrs. Center designed to educate our friends and the community, from community, the and friends our educate to designed Center

Discovery is a quarterly publication of the Vanderbilt Kennedy Vanderbilt the of publication quarterly a is Leadership Council of Vanderbilt Kennedy Center Kennedy Vanderbilt of Council Leadership DECEMBER 8* Games, friends, conversation TRIAD Families First Workshops $10/child, $20 max/family Safety Saturday (assistance available). Register at: Register at: kc.vanderbilt.edu/registration kc.vanderbilt.edu/registration (required in advance) Info (615) 322-6027 or Info (615) 936-8852 or [email protected] [email protected] Saturday 9 a.m.-12 p.m. See website for Spring workshops JANUARY 21 Spring 2013 Volunteer Advocacy Program DECEMBER 12-14* Autism Diagnostic Observation 12-week training program covering Schedule (ADOS-2) Research special education law and advocacy Training strategies. Registration and KYLIE BECK TRIAD-led course for psychologists, application materials due by Jan. 15. Susan Gray School children are mini-Vandy Commodores! The School received the pediatricians, behavioral specialists, $30 for materials. Register at: 2012 Education Award of the Mayor’s Advisory Committee for People With Disabilities. SLPs, and research assistants who kc.vanderbilt.edu/registration have completed ADOS-2 clinical Info (615) 414-4579 or [email protected] NOVEMBER 26* training and regularly assess Special Lecture individuals with ASD. Fee $1500/ Mondays 5-8 p.m. (6-9 p.m. East TN sites) Social Attention and the Cognitive person. Info (615) 322-6533 or Unless otherwise noted, Phenotype of Autism Spectrum [email protected] events are free and open to Disorders JANUARY 23* the public. Events are subject You and Your Legislators: Peter Mundy, Ph.D. DECEMBER 13* to change. Please check the Director of Educational Research, Lectures on Development and Disability Advocacy for 2013 website calendar at MIND Institute; Professor and Lisa Developmental Disabilities TN issues, federal issues, kc.vanderbilt.edu or contact Capps Chair for Neurodevelop- Order and Disorder in the Develop- communicating with legislators (615) 322-8240 or toll-free mental Disorders and Education, ing Emotional Brain: Prospects for Carrie Guiden, Arc TN; Carol (1-866) 936-VUKC [8852]. University of California Davis Cultivating Healthy Minds Westlake, TN Disability Coalition; Co-sponsor: Postdoctoral Richard J. Davidson, Ph.D. David Mills, VU Community, Please keep this calendar Intervention Research Training Professor of Psychology and Neighborhood, & Government and check the Event Program in Special Education Psychiatry, University of Wisconsin Relations. Lunch provided. Register Calendar on the VKC Monday 4:10 p.m. Thursday 4:10 p.m. at: kc.vanderbilt.edu/registration website for updates. If you Wednesday 11:30 a.m.-1 p.m wish to receive event DECEMBER 5* Developmental Disabilities JANUARY 9* announcements by email, Developmental Disabilities JANUARY 24* send your email address to Grand Rounds Grand Rounds Lectures on Development & [email protected]. Developmental Disabilities A Potential Role for the Thalamus in Health Disparities and the Developmental Disorders Involving Stress Hypothesis Martin Luther King, Jr. For disability-related Inattention and Neglect **R. Jay Turner, Ph.D. Commemorative Lecture training and other events **Vivien Casagrande, Ph.D. Professor of Sociology and Creating Inclusive Communities– statewide and nationally, Professor of Cell & Developmental Psychiatry. Register at: One Dream At a Time see the searchable Pathfinder Biology and Ophthalmology & kc.vanderbilt.edu/registration Lucille Zeph, Ed.D. Disability Calendar Visual Sciences. Register at: Wednesday 12 p.m. Director of Center for Inclusion & www.familyp athfinder.org. kc.vanderbilt.edu/registration Disabilities, University of Maine Wednesday 12 p.m. Thursday 4:10 p.m. JANUARY 15 VKC Science Day DECEMBER 7* VU Student Life Center, 310 25th JANUARY 30* Community Advisory Statistics and Methodology *Event will be held in Room Ave. South, Nashville. Register at: Council Meeting Core Training Seminar 241 Vanderbilt Kennedy kc.vanderbilt.edu/registration Center/One Magnolia Circle Info (615) 936-8852 Tuesday 11 a.m.-4 p.m. Multilevel SEM with Applications Friday 9 a.m.-2 p.m. Bldg (110 Magnolia Circle). to Mediation Kristopher Preacher, Ph.D. JANUARY 19* Assistant Professor of Psychology **VKC Member or Investigator SibSaturday & Human Development. Register at: For siblings 5-7 and 8-13 years who kc.vanderbilt.edu/registration have a brother/sister with a disability Wednesday 12:30 p.m.

DISCOVERY | Fall 2012 FEBRUARY 6* Neuroscience. Co-sponsor MARCH 20* NEXT STEPS AT Developmental Disabilities Vanderbilt Brain Institute Intervention 2.0 Lecture Series VANDERBILT Grand Rounds Room 1220 MRB III Lecture Hall Including Students With Severe A 2-year certification postsecondary The Control and Limitations of Wednesday 4:10 p.m. Disabilities in Secondary Schools: education program for students Attention in the Human Brain Peer Support Strategies to Foster with intellectual disabilities providing **René Marois, Ph.D. Relationships and Learning individualized Programs of Study FEBRUARY 27* Associate Professor of Psychology Intervention 2.0 Lecture Series **Erik Carter, Ph.D., Associate in education, social skills, and and Radiology & Radiological Professor of Special Education vocational training. Open Houses: New Approaches to Developing Sciences. Register at: Wednesday 4:10 p.m. • JAN. 18 Reading and Math Programs for kc.vanderbilt.edu/registration • MARCH 15 Students with Serious Learning Wednesday 12 p.m. • MAY 17 Problems MARCH 28* Info (615) 343-0822 **Doug Fuchs, Ph.D., Nicholas Lectures on Development & [email protected] FEBRUARY 7* Hobbs Chair in Special Education Developmental Disabilities Lectures on Development & & Human Development, Professor Brainstorm Lecture, TBA Developmental Disabilities of Special Education; **Lynn Fuchs, Helen Neville, Ph.D. READING CLINIC Emotion and Survival: What's the Ph.D., Nicholas Hobbs Chair Professor of Psychology, Institute of Assessment and tutoring for Relation? in Special Education & Human Neuroscience, University of Oregon students through middle school Joseph LeDoux, Ph.D. Development, Professor Thursday 4:10 p.m. Info (615) 936-5118 Professor of Neural Science & of Special Education; **Donald [email protected] Psychology, New York University Compton, Ph.D., Professor and Thursday 4:10 p.m. Chair of Special Education ARTS AND DISABILITIES Wednesday 4:10 p.m. EXHIBIT TAKE PART IN RESEARCH Monday-Friday 7:30 a.m.-5:30 p.m. VKC Research Studies FEBRUARY 11* Lobby VKC/One Magnolia Circle For children and adults, with and Lectures on Development & MARCH 8* Info (615) 936-8852 without disabilities Community Advisory Developmental Disabilities • SEPT. 1 THROUGH DEC. 31 Lynnette Henderson (615) 936-0448 Council Meeting Engaging Autism: Developmental Creative Expressions XVIII Toll-free (1-866) 936-VUKC [8852] Implications for Interventions Info (615) 936-8852 Jointly sponsored by the VKC • Research Family Partners Connie Kasari, Ph.D. Friday 9 a.m.-2 p.m. and the Nashville Mayor’s kc.vanderbilt.edu/rfp Professor of Psychological Studies Advisory Committee for People Register and be notified of University of California Los Angeles with Disabilities, this annual research studies MARCH 13* Monday 4:10 p.m. Developmental Disabilities exhibit features work by artists • StudyFinder Grand Rounds with a wide range of kc.vanderbilt.edu/studyfinder abilities/disabilities and ages. View lists of studies, criteria, Rewiring the Brain in Children With FEBRUARY 20 • JAN. THROUGH MARCH and contact information Neuroscience Graduate Disabilities: A Multidisciplinary Art created by students in the • See also VUMC Clinical Trials Program Seminar Series Approach VKC Reading Clinic Summer www.vanderbilthealth.com/ **Nathalie Maitre, M.D., Ph.D. TBA 2012 programs. clinicaltrials Susan G. Amara, Ph.D. Assistant Professor of Pediatrics, Thomas Detre Professor and Division of Neonatology. Register at: Chair of Neurobiology, University of kc.vanderbilt.edu/registration AUTISM TRAININGS FOR TENNESSEE DISABILITY Pittsburgh; Co-Director, Center for Wednesday 12 p.m. K-12 SCHOOL PERSONNEL PATHFINDER MULTI- With the Tennessee Department CULTURAL OUTREACH of Education, TRIAD offers free Helpline; Web site with Searchable autism-specific workshops for Database, Calendar, and Resource school personnel, parents, and the Library; Print Resources community in locations across the www.familypathfinder.org state. Dates/locations TBA; see English (615) 322-8529 kc.vanderbilt.edu/TRIAD/events. Español (615) 479-9568 Toll-free (1-800) 640-INFO [4636] [email protected] LEARNING ASSESSMENT Project of VKC UCEDD and TN CLINIC Council on Developmental Multidisciplinary academic assess- Disabilities ments of students, 5-25 years, to identify learning strengths and

ELIZABETH TURNER ELIZABETH challenges and to recommend VKC autism clinical, educational, and research activities were the focus of a study strategies to improve academic tour by disability professionals from CREAHI Champagne-Ardenne, a regional learning. Info (615) 936-5118 disability center in France.

Fall 2012 | DISCOVERY