What We Know & What We Don’t Know
Irva Hertz-Picciotto, Ph.D., M.P.H.
Professor and Chief, Division of Environmental and Occupational Health, Department of Public Health Sciences, School of Medicine; Director, Northern California Collaborative Center for National Children’s Study; Deputy Director, UC Davis Children’s Center for Environmental Health
Irva Hertz-Picciotto, Ph.D., M.P.H. is an environmental epidemiologist with over 150 scientific publications addressing effects of environmental exposures on pregnancy and child development. She conceived and directs the CHARGE Study, the first large, comprehensive population based study of environmental factors in autism, and MARBLES (Markers of Autism Risk in Babies – Learning Early Signs), to search for early biologic markers that will predict autism.
She is Director of the Northern California Collaborative Center for the National Children’s Study. Dr. Hertz-Picciotto has served as an advisor to numerous federal and state agencies, including the U.S. Environmental Protection Agency, National Toxicology Program, and NIH Interagency Coordinating Committee on Autism Research. She chaired the Expert Panel on CDC’s Vaccine Safety Database for Studies of Autism and Thimerosal and currently heads the Institute of Medicine Committee on Breast Cancer and the Environment.
Increasing Social Attention in Learning
Peter C. Mundy, Ph.D.
Director of Educational Research, UC Davis MIND Institute; Professor and Lisa Capps Chair for Neurodevelopmental Disorders and Education, UC Davis School of Education and Department of Psychiatry and Behavioral Sciences, School of Medicine
Peter Mundy, Ph.D. has been working on defining the nature of autism for the past 29 years. He has published over 100 empirical and theory papers on the nature of development of social attention and social cognition in children with autism and typical development. His work has contributed to significant advances in both diagnostic and intervention methods for young children with autism. His current research is designed to advance the understanding and treatment of problems in learning, social and emotional development in higher functioning children with autism.
Dr. Mundy will provide an overview of the nature of social, joint-attention and why it is pivotal to both early diagnosis and intervention in autism. He will then describe how his new research on measuring social attention in older higher functioning children with autism is intended to advance our understanding of learning and intervention with these children.