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Kyo has partnered with top researchers in the autism field to enhance our delivery of exceptional patient outcomes. Our Scientific Advisory Board guides Kyo’s first-of-its-kind initiative to drive meaningful and objectively measurable outcomes for children with autism.
Dr. Catherine Lord is a Distinguished Professor-in-Residence at the David Geffen School of Medicine at UCLA and a Senior Research Scientist at the Semel Institute for Neuroscience and Human Behavior at UCLA. Dr. Lord is a practicing clinical psychologist with specialties in autism diagnosis and interventions, as well as social and communication development for individuals with autism. She earned her BA in Psychology from UCLA in 1971 and her PhD from Harvard University in 1976.
Dr. Lord has over 300 journal publications, and her longitudinal studies of social and communicative development in autism spectrum disorders (ASD) have profoundly impacted autism research.
In collaboration with colleagues from the United Kingdom and the United States, she developed standardized diagnostic instruments for ASD. She created the Autism Diagnostic Observation Schedule (ADOS) and the Autism Diagnostic Interview — Revised (ADI-R), which are now used for research diagnoses all over the world. Dr. Lord was honored with the 2019 International Society for Autism Research (INSAR) Lifetime Achievement Award for her outstanding commitment to autism research. Dr. Lord is a member of the National Academy of Medicine and a fellow of the American Association of Arts and Sciences, as well as a former chair of a National Academy of Sciences committee on the effectiveness of early intervention in ASD, a co-chair of the New York Board of Health committee on ASD, and a member of the DSM 5 American Psychiatry Association’s neurodevelopmental disorders committee. Her research has been funded by NIH, Autism Speaks, and the Simons Foundation.
National Institute of Mental Health, Development of a Brief Screener for Research in Autism Spectrum Disorders, 2009
National Institutes of Health, Longitudinal Studies of Autism Spectrum Disorders: 2 to 23, 2008
National Institutes of Health, Multi-Site Randomized Study of Intensive Treatment for Toddlers with Autism (Early Steps Study), 2008
The Simons Foundation, Simons Simplex Collection, 2008
Autism Speaks, Early Social Interaction for Toddlers with ASDs, 2007
University of North Carolina, Clinical Psychology Internship, 1977
Harvard University, PhD in Psychology, 1976
University of California at Los Angeles, BA in Psychology, 1971
Autism spectrum disorder affects about one in 54 children. An early diagnosis can mean quicker access to the medical, behavioral and social services that a child may need.
Autism spectrum disorder is often suspected when young children stand out as being different from their peers. That can be much harder in this isolated time.
I have studied autism for almost 50 years now. My focus on the condition was not planned. Rather, it was a product of being in the presence of extraordinary researchers...
Dr. Janet S. Twyman is the founder and Chief Learning Scientist at blast: A Learning Sciences Company and also holds a faculty appointment as Associate Professor of Pediatrics at the University of Massachusetts Medical School. Dr. Twyman earned her PhD at Columbia University.
Throughout her career as a preschool and elementary teacher; a school principal and administrator; a university professor; an instructional designer; and an educational consultant, Dr. Twyman has been a proponent of effective learning technologies that produce individual and system change. She has published and presented widely on instructional design, evidence-based innovations in education, and systems that produce meaningful differences in learners’ lives. In honor of her distinguished contributions to educational research and practice Dr. Twyman has received the 2015 Wing Award for Evidence-based Education and the 2017 American Psychological Association Division 25 Fred S. Keller Behavioral Education Award.
A sought-after speaker nationally and internationally, Dr. Twyman has presented on leveraging new technologies for diverse learners and settings at the United Nations. She has served on the boards of organizations including the Cambridge Center for Behavioral Studies and PEER International. In 2007-08 she served as President of the Association for Behavior Analysis International and in 2014 was named an ABAI Fellow. Formerly, she served as the Vice President of Instructional Development, Research, & Implementation at Headsprout and the Director of Innovation & Technology for the U.S. Dept. of Education funded Center on Innovations in Learning.
Wing Institute, Excellence in Evidence-based Education, 2015
Software & Information Industry Association (SIIA) 25th Annual CODiE , Best Online Instructional Solution: Headsprout Reading Comprehension, 2010
Cambridge Center for Behavioral Studies, Edward L. Anderson Awards for Excellence in Education: Headsprout Early Reading, 2008
Columbia University Teachers College, PhD Special Education & Teaching, 1996
University of Kentucky, MA Special Education & Teaching, 1992
University of Kentucky, BA Elementary Education & Teaching, 1984
Dr. Twyman has been an avid proponent of teaching and learning technologies that produce individual and system change.
Teaching real-life skills to kids with autism, such as identifying same and different, yes and no, and the concept of not, can be difficult for parents...
We love our superheroes and their extraordinary ability to help individuals, all of us, live a better life in a better world.
Dr. Fred R. Volkmar divides his time between two academic roles: He is the Goodwin Endowed chair of Special Education at Southern Connecticut State University and the Irving B. Harris Professor of Child Psychiatry, Pediatrics, and Psychology at the Yale University Child Study Center. He has served as Director of the Child Study Center and as Chief of Child Psychiatry at Yale-New Haven Hospital in New Haven, CT. Dr. Volkmar earned his undergraduate degree in psychology from the University of Illinois in 1972 and earned his Master’s degree in psychology and his MD from Stanford University in 1976.
Dr. Volkmar was the primary author of the American Psychiatric Association’s DSM-IV autism and pervasive developmental disorders section. He is the author of several hundred scientific papers and chapters, as well as a number of books, including Asperger’s Syndrome (Guilford Press), Health Care for Children on the Autism Spectrum (Woodbine Publishing), the Handbook of Autism (Wiley Publishing) and the 3rd edition of Autism and Pervasive Developmental Disorders (Cambridge University press). He is currently the Editor of the Journal of Autism and Developmental Disorders and the Encyclopedia of Autism. He has been an Associate Editor of the Journal of Autism and Developmental Disabilities, the Journal of Child Psychology and Psychiatry, and the American Journal of Psychiatry.
He has served as co-chairperson of the autism/intellectual disabilities committee of the American Academy of Child and Adolescent Psychiatry. Dr. Volkmar has been the principal investigator of three program project grants, including a CPEA (Collaborative Program of Excellence in Autism) grant from the National Institute of Child Health and Human Development and a STAART (Studies to Advance Autism Research and Treatment) Autism Center Grant from the National Institute of Mental Health.
American Psychiatric Association, Frank J. Menolascino Award for Services to Persons with Intellectual Development Disorders and Developmental Disabilities, 2013
American Academy of Adolescent Psychiatry, George Tarjan Award for Research in Developmental Disabilities, 2007
American Psychiatric Association, Blanche F. Ittleson Award, 1997
Stanford University, MA Development Psychology, 1976
Stanford University, MD Medicine , 1976
University of Illinois, BS in Psychology, 1972
Dr. Fred Volkmar discusses the needs of children with developmental disorders and ways parents.
Just six weeks of training in simple techniques led to significant reductions in stress, depression and...
When given early treatment, children with autism spectrum disorders made significant improvement...