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Patricia M. Manning-Courtney, MD Co-Director, Division of Developmental and Behavioral Pediatrics
has been the principal investigator for the Autism Speaks-Autism Treatment Network grant since 2008. The goal of this work is to create a comprehensive diagnostic and ongoing care model for children with autism spectrum disorders. Dr. Manning is also interested in improving the diagnostic model for children with possible autism spectrum disorder.
Co-Director, Division of Developmental and Behavioral Pediatrics
Director, Kelly O'Leary Center
Professor, UC Department of Pediatrics
Development pediatrics; autism/pervasive developmental disorder; fragile X syndrome
Dr. Manning-Courtney is the founder and director of The Kelly O'Leary Center for Autism Spectrum Disorders (TKOC), a multidisciplinary diagnostic, treatment and research program for children with autism spectrum disorders. Since its inception in 1999, TKOC has become a nationally recognized center of excellence for the diagnosis and treatment of autism spectrum disorders.
Meinzen-Derr J, Wiley S, Bishop S, Manning-Courtney P, Choo DI, Gustafson S, Murray D. Autism spectrum disorders in 24 children who are deaf or hard of hearing. Int J Pediatr Otorhinolaryngol. 2014 Jan;78(1):112-8.
Davidovitch M, Hemo B, Manning-Courtney P, Fombonne E. Prevalence and incidence of autism spectrum disorder in an Israeli population. J Autism Dev Disord. 2013 April;43(4):785-93.
Manning-Courtney P, Murray D, Currans K, Johnson H, Bing N, Kroeger- Geoppinger K, Sorensen R, Bass J, Reinhold J, Johnson A, Messerschmidt T. Autism spectrum disorders. Curr Prob Pediatr Adolesc Health Care. 2013 Jan;43(1):2-11.
Coury D, Anagnostou E, Manning-Courtney P, Reynolds A, Cole L, McCoy R, Whitaker A, Perrin JM. Use of psychotropic medication in children and adolescents with autism spectrum disorders. Pediatrics. 2012 Nov;130 Suppl 2:S69-76.
Zimmer MH, Hart LC, Manning-Courtney P, Murray DS, Bing NM, Summer S. Food Variety as a Predictor of Nutritional Status among Children with Autism. J Autism Dev Disord. 2012 Apr;42(4:549-56.
Molloy CA, Murray DS, Akers R, Mitchell T, Manning-Courtney P. Use of the Autism Diagnostic Observation Schedule (ADOS) in a clinical setting. Autism. 2011 Mar;15(2):143-62.
Molloy CA, Kalkwarf HJ, Manning-Courtney P, Mills JL, Hediger ML. Plasma 25(OH)D Concentration In Children With Autism Spectrum Disorder. Dev Med Child Neurol. 2010 Oct;52(10)969-71.
Hediger ML, England LJ, Molloy CA, Yu KF, Manning-Courtney P, Mills JL. Reduced bone cortical thickness in boys with autism or autism spectrum disorder. J Autism Dev Disorder. 2008 May;38(5):848-56.
Murray DS, Creaghead NA, Manning-Courtney P, Shear PK, Bean J, Prendeville JA. The Relationship Between Joint Attention and Language in Children With Autism Spectrum Disorders. Focus On Autism and Other Developmental Disabilities. 2008 Mar;23(1); 5-14.
Susan E. Wiley, MD Co-Director, Division of Developmental and Behavioral Medicine
Co-Director, Division of Developmental and Behavioral Medicine
Pediatrician, Division of Developmental and Behavioral Pediatrics
UC Department of Otolaryngology, Head & Neck Surgery
Pediatric hearing loss; dual sensory impairment; deaf/hard of hearing plus; children with neurodevelopmental disabilities
Dr. Wiley has served on state and national organizations to improve the early hearing detection and intervention activities across the United States. She served as the faculty chair on Improving Hearing Screening and Information Systems Initiative for the National Initiative for Children’s Healthcare Quality (2011-2013) and is a taskforce member with the American Academy of Pediatrics to identify strategies to improve linkage of Universal Newborn Hearing Screening (UNHS) to the medical home.
MD: University of Cincinnati, OH, 1994.
Residency: Pediatrics, Children's Hospital Medical Center of Cincinnati, OH.
Fellowship: Developmental Pediatrics, Cincinnati Center for Developmental Disorders, Cincinnati, OH.
Certification: Pediatrics, 1997.
Certification: Developmental-Behavioral Pediatrics, 2002.
Meinzen-Derr J, Wiley S, Grether S, Phillips J, Choo D, Hibner J, Barnard H. Functional communication of children who are deaf or hard-of-hearing. J Dev Behav Pediatr. 2014 Apr;35(3):197-206.
Wiley S, Gustafson S, Rozniak J. Needs of parents of children who are deaf/hard of hearing with autism spectrum disorder. J Deaf Stud Deaf Educ. 2014 Jan;19(1):40-9.
Meinzen-Derr J, Wiley S, Bishop S, Manning-Courtney P, Choo D, Gustafson S, Murray D. Autism spectrum disorders in children who are deaf or hard of hearing. Int J Pediatr Otorhinolaryngol. 2014 Jan;78(1):112-8.
Wiley S, Meinzen-Derr J. Use of the ages and stages questionnaire in young children who are deaf/hard of hearing as a screening for additional disabilities. Early Hum Dev. 2013 May;89(5):295-300.
Wiley S, Meinzen-Derr J,Stremel-Thomas K, Schalock M, Bashinksi S, Ruder C. Outcomes for children with deaf-blindness with cochlear implants: a multisite observational study. Otol Neurotol. 2013 Apr;34(3):507-15.
Wiley S, Arjmand E, Jareenmeinzen-Derr, Dixon M. Findings from Multidisciplinary Evaluation of Children with Permanent Hearing Loss. Int J Pediatr Otorhinolaryngol. 2011 Aug;75(8):1040-4.
Meinzen-Derr J, Wiley S, Grether S, Choo DI. Children with cochlear implants and developmental disabilities: a language skills study with developmentally matched hearing peers. Res Dev Disabil. 2011 Mar-Apr;32(2):757-67.
Meinzen-Derr J, Wiley S, Choo DI. Impact of Early Intervention on Expressive and Receptive Language Development among Young Children with Permanent Hearing Loss. Am Ann Deaf. 2011 Winter;155(5): 580-91.
Wiley S, Meinzen-Derr J. Access to cochlear implant candidacy evaluations: who is not making it to the team evaluations. Int J Audiol. 2009 Feb;48(2):74-9.
Wiley S, Choo D, Meinzen-Derr J, Hilbert L, Greinwald J. GJB2 mutations and additional disabilities in a pediatric cochlear implant population. Int J Pediatr Otorhinolaryngol. 2006 Mar;70(3):493-500.
Network of 12 academic sites to promote collaborative research in the field of developmental and behavioral pediatrics Funding Source: Maternal and Child Health Research Program. Site Principal Investigator. Developmental Behavioral Pediatrics Research Network (DBPNet). 2013–2016. UA3MC20218.
Collaboration between WIC and EHDI to Improve Follow-up of Newborn Hearing Screen. Co-Investigator. National Center on Birth Defects and Developmental Disabilities, Disability Research and Dissemination. 2013–2014.
Partnerships that Promote Integrated, Multidisciplinary Training Models and Increase Healthcare Access for the Ohio Medicaid Population in collaboration with the University of Cincinnati College of Nursing, Family Medicine, and Cincinnati Children's Hospital Medical Center Division of Child Psychiatry. Co-Investigator. 2013–2014.
Early Language and Functional Expectations (LIFE) Study of Infants and Toddlers with Hearing Loss. Co-Investigator. March of Dimes. Ohio Department of Medicaid/Ohio Medicaid Technical Assistance Policy Program (MEDTAPP) Healthcare Access Initiative. 2014–2015.
Ryan E. Adams, PhD
Assistant Professor, UC Department of Pediatrics
Adolescents; peer victimization; bullying; friendships; peers; depressive symptoms
BS: Texas A&M University, College Station, TX.
MA: Florida Atlantic University, Boca Raton, FL.
PhD: Florida Atlantic University, Boca Raton, FL.
Post Doc: Concordia University, Montreal Canada.
Adams RE, Fredstrom BK, Duncan AW, Holleb LJ, Bishop SL. Using self- and parent-reports to test the association between peer victimization and internalizing symptoms in verbally fluent adolescents with ASD. Journal of Autism and Developmental Disorders. In press.
Bowker JC, Adams RE, Fredstrom BK, Gilman R. Experiences of being ignored by peers during late adolescence: Linkages to psychological maladjustment. Merrill-Palmer Quarterly. In press.
Gilman R, Carter-Sowell A, DeWall N, Adams R, Carboni I. Validation of the Ostracism Experience Scale for Adolescents. Psychological Assessment. 2013;25, 319-330.
Adams RE, Cantin S. Self-disclosure in friendship as the moderator of the association between peer victimization and depressive symptoms in overweight adolescents. Journal of Early Adolescence. 2013; 33, 341-362.
Adams RE, Santo JB, Bukowski WM. The presence of a best friend buffers the effects of negative experiences. Developmental Psychology. 2011; 47, 1786-1791.
Nabors L, Adams R, Vaughn L, Sharma M, Cotton M, Moore C. Factors influencing children’s judgments of overweight peers. International Journal of Pediatric Obesity. 2011; 6, 449-456.
Fredstrom B, Adams RE, Gilman R. Electronic and school-based victimization: Unique contexts for adjustment difficulties during adolescence. Journal of Youth and Adolescence. 2011; 40, 405-415.
Adams RE, Bartlett N, Bukowski WM. Peer victimization and social dominance as intervening variables of the link between peer liking and relational aggression. Journal of Early Adolescence. 2010; 30, 102-121
Adams RE, Bukowski WM. Peer victimization as a predictor of depression and body mass index as mediated by self-perception of physical appearance in obese and non-obese adolescents. Journal of Child Psychology and Psychiatry. 2008; 49, 858-866.
Adams RE, Bukowski WM. Mothers and peers as moderators of the links between childhood sexual abuse and anxiety disorders. Child Abuse and Neglect. 2007; 31, 645-656.
Julia S. Anixt, MD Pediatrician, Division of Developmental and Behavioral Pediatrics
is a developmental-behavioral pediatrician conducting clinical research on Attention Deficit/ Hyperactivity Disorder (ADHD). In particular her work focuses on improving the quality of care for ADHD diagnosis and treatment for children in underserved communities and assessing the impact of parent and youth perceptions about ADHD on treatment decisions.
Pediatrician, Division of Developmental and Behavioral Pediatrics
Attention deficit / hyperactivity disorder (ADHD); autism spectrum disorders (ASD); learning difficulties; developmental and behavioral issues in underserved populations; developmental outcomes in children with congenital heart disease
Julia Anixt, MD, is a developmental-behavioral pediatrician conducting clinical research on attention deficit/ hyperactivity disorder (ADHD). In particular her work focuses on improving the quality of care for ADHD diagnosis and treatment for children in underserved communities and assessing the impact of parent and youth perceptions about ADHD on treatment decisions. Her research also focuses on implementing shared decision making (SDM) in the clinical setting for families of children with autism spectrum disorders (ASD) contemplating the use of medication to target challenging behaviors.
BS: Haverford College, Haverford, PA, 1996.
MD: University of Maryland School of Medicine, Baltimore, MD, 2001. Residency: Pediatrics, Yale New-Haven Hospital, New Haven, CT, 2004. Fellowship: Robert Wood Johnson Clinical Scholars Program, Johns Hopkins University, Baltimore, MD, 2006; Developmental-Behavioral Pediatrics, University of Maryland, Baltimore, MD, 2008. Certification: General Pediatrics, American Board of Pediatrics, 2004; Developmental and Behavioral Pediatrics, American Board of Pediatrics, 2011.
Froehlich TE, Delgado SV, Anixt JS. Expanding Medication Options for Pediatric ADHD. Current Psychiatry. 2013 Dec;12(12): 20-9.
Anixt JS, Copeland-Linder N, Haynie D, Cheng TL. Burden of Unmet Mental Health Needs in Assault-Injured Youths Presenting to the Emergency Department. Acad Pediatr. 2012 Mar-Apr;12(2):125-30.
Froehlich TE, Anixt JS, Loe IM, Chirdkiatgumchai V, Kuan L, Gilman RC. Update on Environmental Risk Factors for Attention-Deficit/Hyperactivity Disorder. Curr Psychiatry Rep. 2011 Oct;13(5):333-44.
Lipkin PH, Anixt JS. Attention Deficit/ Hyperactivity Disorder (ADHD). In: ACP Smart Medicine [online database]. Philadelphia, American College of Physicians, 2014. Evidence-based, peer-reviewed ADHD diagnostic and treatment guidelines for American College of Physicians Smart Medicine; co-author and co-editor of ADHD module. Original publication date 2009; most recent edition 1/30/2014.
Olaniyan O, dosReis S, Garriett V, Mychailyszyn MP, Anixt J, Rowe PC, Cheng TL. Community Perspectives of Childhood Behavioral Problems and ADHD among African-American Parents. Ambul Pediatr. 2007 May-Jun;7(3):226-31.
dosReis S, Butz A, Lipkin PH, Anixt JS, Weiner CL, Chernoff R. Attitudes About Stimulant Medication for Attention-Deficit/Hyperactivity Disorder Among African American Families in an Inner City Community. J Behav Health Serv Res. 2006 Oct;33(4):423-30.
Keyser E, Peralta L, Cade T, Miller S, Anixt J. Functional Aerobic Impairment in Adolescents Seropositive for HIV: A Quasiexperimental Analysis. Arch Phys Med Rehabil. 2000 Nov;81(11):1479-84.
Holly D. Barnard, PhD Neuropsychologist, Division of Developmental and Behavioral Pediatrics
is a neuropsychologist whose research efforts have focused on neuropsychological sequelae of neurodevelopmental disorders and the interplay of genes and the environment in the manifestation of symptoms. Dr. Barnard is currently focused on projects exploring social interactions of children with ASDs and the impact of environmental risk factors (e.g., maternal cotinine levels) on the manifestation of executive dysfunction.
Neuropsychologist, Division of Developmental and Behavioral Pediatrics
Pediatric neuropsychology; autism spectrum disorders
Dr. Barnard completed her PhD in clinical psychology at the University of Denver, where she was awarded a National Research Service Awards (NRSA) from the National Institute of Mental Health (NIMH) to study gene-environment interactions in the manifestation of Attention-Deficit Hyperactivity Disorder (ADHD). She went on to complete her internship and APPCN fellowship in pediatric neuropsychology at the University of Illinois at Chicago Medical Center (UICMC), where she received broad-based training in both medical and developmental neuropsychology in children and pursued specialty training (site reliability in the administration and coding of the ADOS and ADI-R) in diagnostic assessment of Autism Spectrum Disorders (ASDs).
Since being recruited to Cincinnati Children's, Dr. Barnard has co-founded the Developmental Neuropsychology Clinic (DNC), a doctoral-level practicum placement in pediatric neuropsychology, and currently supervises advanced doctoral students hailing from numerous programs around the Tristate area. Dr. Barnard and her team in the DNC evaluate patients who present with a wide variety of neurodevelopmental conditions, but Dr. Barnard continues to have a particular interest in ASDs and genetic/chromosomal disorders. Additionally, Dr. Barnard consults on numerous ongoing research projects, both through Cincinnati Children's and University of Cincinnati (UC), and serves as an active instructor in the doctoral program at UC.
BA: Neuroscience, Amherst College, Amherst, MA, 2001.
PhD: Clinical Psychology, University of Denver, Denver, CO, 2009.
Internship: Child Psychology, Institute for Juvenile Research; University of Illinois at Chicago Medical Center, Chicago, IL.
Fellowship: Pediatric Neuropsychology, University of Illinois at Chicago Medical Center, Chicago, IL.
McGrath LM, Pennington BF, Shanahan MA, Santerre-Lemmon LE, Barnard HD, Willcutt EG, Olson RK, DeFries JC. A Multiple Deficit Model of Reading Disability and Attention-Deficit/Hyperactivity Disorder: Processing Speed is a Shared Cognitive Deficit. Journal of Child Psychiatry and Psychology. 2011;52:547-57.
Betjemann RS, Johnson EP, Barnard HD, Boada R, Filley CM, Filipek PA, Willcutt EG, DeFries JC, Pennington BF. Genetic Covariation Between Brain Volumes and IQ, Reading Performance, and Processing Speed. Behavior Genetics. 2010;40:135-145.
Pennington BF, McGrath LM, Rosenberg JL, Barnard HD, Smith SD, Willcutt EW, Friend A, Olson RK. Gene X Environment Interactions in Reading Disability and Attention-Deficit/Hyperactivity Disorder. Development and Psychopathology. 2009;45:77-89.
Allen G, Barnard HD, McColl R, Hester A, Fields J, Weiner MF, Ringe WK, Lipton AM, Brooker M, McDonald E, Rubin CD, Cullum CM. Reduced Hippocampal Functional Connectivity in Alzheimer’s Disease. Archives of Neurology. 2007;64:1482-1487.
Allen G, McColl RW, Barnard HD, Ringe WK, Fleckenstein J, Cullum CM. Magnetic Resonance Imaging of Cerebellar-Prefrontal and Cerebellar-Parietal Functional Connectivity. NeuroImage. 2005;28:39-48.
Chandler MJ, Lacritz LH, Hynan LS, Barnard HD, Allen G, Deschner M, Weiner MF, Cullum CM. A Total Score for the CERAD Neuropsychological Battery. Neurology. 2005;65:102-106.
Lacritz LH, Barnard HD, Van Ness P, Agostini M, Diaz-Arrastia R, Cullum CM. Qualitative analysis of the WMS-III Logical Memory and Visual Reproduction in Temporal Lobe Epilepsy. Journal of Clinical and Experimental Neuropsychology. 2004;26:521-530.
Amie W. Duncan, PhD Clinical Psychologist, The Kelly O'Leary Center for Autism Spectrum Disorders, Division of Developmental and Behavioral Pediatrics
is a clinical psychologist who researches the transition to adulthood in adolescents with autism spectrum disorders (ASD). Specifically, she is interested in identifying factors that may promote or impede an optimal outcome in adulthood for individuals with ASD. She is collaborating with other researchers at Cincinnati Children's on interventions and supports targeting daily living skills, employment skills, and academic skills in adolescents and young adults with ASD.
Clinical Psychologist, The Kelly O'Leary Center for Autism Spectrum Disorders, Division of Developmental and Behavioral Pediatrics
Adolescents; autism spectrum disorders; transition to adulthood
BS: University of Dayton, Dayton, OH, 2004.
MA: University of Alabama, Tuscaloosa, AL, 2006.PhD: University of Alabama, Tuscaloosa, AL, 2009.
Internship: JFK Partners, University of Colorado Denver School of Medicine, Denver, CO, 2009.
Adams RE, Fredstrom BK, Duncan AW, Holleb LJ, Bishop SL. Using self- and parent-reports to test the association between peer victimization and internalizing symptoms in verbally fluent adolescents with ASD. J Autism Dev Disord. 2014 Apr;44(4):861-72.
Duncan AW, Bishop SL. Understanding the gap between cognitive abilities and daily living skills in adolescents with autism spectrum disorders with average intelligence. Autism. 2013 Nov. 25. Epub ahead of print.
Bishop SL, Hus V, Duncan A, Huerta M, Gotham K, Pickles A, Krieger A, Buja A, Lund S, Lord C. Subcategories of restricted and repetitive behaviors in children with autism spectrum disorders. J Autism Dev Disord. 2013 Jun;43(6):1287-97.
Huerta M, Bishop SL, Duncan AW, Hus V, Lord C. Application of DSM-5 criteria for autism spectrum disorder to three samples of children with DSM-IV diagnoses of pervasive developmental disorders. Am J Psychiatry. 2012 Oct;169(10):1056-64.
Duncan AW, Klinger LG. Building social skills: Working with adolescents with ASD in clinics, schools, and the community. Social Work with Groups. 2010 33, 175-193.
Scofield J, Williams A. Word learning in the absence of a speaker: Applications of the principles of mutual exclusivity and taxonomy. First Language. 2009 29, 277-289.
Klinger LG, Williams A. Cognitive behavioral interventions for students with Asperger’s syndrome and high functioning autism. In MJ Mayer, R Van Acker, JE Lochman, FM Gresham (Eds). Cognitive Behavioral Interventions for Students with Emotional/Behavioral Disorders. New York: Guilford. 2008.
Scofield J, Williams A, Behrend D. Word learning in the absence of a speaker. First Language. 2007; 27, 297-311.
Jennifer Ehrhardt, MD, MPH Attending Physician, Division of Developmental and Behavioral Pediatrics
is a developmental-behavioral pediatrician whose research is focused on improving health outcomes in young children with developmental delays. She is currently conducting research on ways to improve utilization of early intervention services among young children entering foster care. She is also conducting research exploring the risk of injury in young children with developmental delays and/or behavioral problems.
Attending Physician, Division of Developmental and Behavioral Pediatrics
Early childhood development; autism spectrum disorders; learning difficulties; developmental and behavioral health needs of children in foster care
MD: Albert Einstein College of Medicine, Bronx, NY, 2004.
Residency: Pediatrics, Children’s National Medical Center, Washington, DC, 2007.
Fellowship: Developmental and Behavioral Pediatrics, Children’s Hospital Boston, Boston, MA, 2011.
MPH: Harvard School of Public Health, 2011.
Certification: General Pediatrics, American Board of Pediatrics, 2007; Developmental and Behavioral Pediatrics, American Board of Pediatrics, 2013.
Anna J. Esbensen, PhD
Behavior management; depression
Anna Esbensen is an assistant professor of psychology in the Division of Developmental and Behavioral Pediatrics. She studies the lifespan development of individuals with Down syndrome and provides clinical services through the Thomas Center. She also studies the mental health of individuals with intellectual disability.
Tanya Elizabeth Froehlich, MD, MS, FAAP
focuses on attention-deficit/hyperactivity disorder. She is working to identify genetic and phenotypic predictors of ADHD medication response, as well as studying the contribution of environmental exposures (e.g., lead, tobacco, and pesticides) to ADHD etiology. In addition, her prior publications and current projects investigate the prevalence of ADHD, ADHD medication use, and preschool psychotropic medication use.
Associate Professor, UC Department of Pediatrics
Dr. Froehlich is a developmental-behavioral pediatrician who cares for school age children with learning and behavioral issues. Her research has a special focus on attention-deficit/hyperactivity disorder (ADHD), and approaches the disorder from the vantage points of epidemiology, etiology, and treatment. She conducted a study reporting the national prevalence of ADHD in U.S. children based on DSM-IV criteria (published in the Archives of Pediatrics and Adolescent Medicine) which showed that children from disadvantaged socioeconomic backgrounds were most likely to meet criteria for ADHD, yet least likely to receive consistent ADHD pharmacotherapy. Interested in understanding why certain children (including those with low socioeconomic status) may be more vulnerable to ADHD than others, she also studies the contribution of environmental exposures to ADHD and their public health impact. In Pediatrics, she published the first study to investigate the interactive effects of prenatal tobacco exposure and childhood lead exposure on ADHD and demonstrated that the association between poverty and ADHD is partially explained by the effects of these common environmental toxicants. She has also examined possible gene-environment interactions and found that boys with specific dopamine-related genetic variants were particularly susceptible to the adverse effects of lead exposure on ADHD-related executive functioning (published in Biological Psychiatry). Dr. Froehlich continues to research environmental influences on ADHD as a co-investigator on a National Institute of Environmental Health Sciences R01 grant which is examining the effects of pyrethroid pesticide exposure on ADHD symptoms and executive functioning.
Dr. Froehlich’s research agenda also addresses ADHD treatment. She is the recipient of a National Institute of Mental Health K23 Award aimed at identifying genetic and phenotypic predictors of ADHD medication response. Recently, she authored a paper in the Journal of the American Academy of Child and Adolescent Psychiatry showing that individuals with the dopamine receptor D4 and dopamine transporter genotypes believed to confer lower susceptibility to ADHD had greater improvement in their hyperactive-impulsive symptoms with methylphenidate treatment than those with the “high risk” genetic variants. She also coauthored a study on a novel genotyping assay for carboxylesterase 1 (CES1), the enzyme which metabolizes methylphenidate, and is currently undertaking a study on CES1 genetic variants’ effects on methylphenidate response.
Dr. Froehlich also enhances care for children with ADHD through teaching and other professional activities. She has served as an invited speaker providing seminars for professionals and workshops for families in international, national, and regional forums. Currently, Dr. Froehlich co-chairs the Society for Developmental and Behavioral Pediatrics ADHD Special Interest Group, and coordinates ADHD-related projects and educational seminars for the Society membership in this capacity.
BA: East Asian Studies, Columbia University, 1992.
MD: Yale University School of Medicine, 1999.
MS: Epidemiology, University of Cincinnati, 2007.
Pediatric Intern: Children’s Hospital of Philadelphia, 1999-2000.
Pediatric Resident: Children’s Hospital of Philadelphia, 2000-2002.
Fellowship: Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital, 2002-2005; General Pediatrics National Research Service Award Fellow, Cincinnati Children’s Hospital, 2004-2007.
Zhu HJ, Brinda B, Froehlich TE, Markowitz JS. A Discriminative Analytical Method for Detection of CES1A1 and CES1A2/CES1A3 Genetic Variants. Pharmacogenetics and Genomics. 2012; 22(3): 215-218.
Froehlich TE, Epstein JN, Nick TG, Melguizo Castro MS, Stein MA, Brinkman WB, Graham AJ, Langberg JM, Kahn RS. Pharmacogenetic Predictors of Methylphenidate Dose-Response in Attention-Deficit/Hyperactivity Disorder. Journal of the American Academy of Child and Adolescent Psychiatry. 2011;11:1129-1139.
Froehlich TE, Anixt J, Loe IM, Chirdkiatgumchai V, Kuan L, Gilman R. Update on Environmental Risk Factors for Attention-Deficit/Hyperactivity Disorder. Current Psychiatry Reports. 2011;13(5):333-44.
Epstein JN, Brinkman WB, Froehlich T, Langberg JM, Narad ME, Antonini TN, Shiels K, Simon JO, Altaye M. Effects of stimulant medication, incentives, and event rate on reaction time variability in children with ADHD. Neuropsychopharmacology. 2011; 36(5): 1060-1072.
Langberg JM, Vaughn AJ, Brinkman WB, Froehlich T, Epstein, JN. Clinical utility of the Vanderbilt ADHD rating scale for identifying children without comorbid learning disorders. Pediatrics. 2010; 126: e1033-e1038.
Froehlich TE, McGough JJ, Stein MA. Progress and Promise of ADHD Pharmacogenetics. CNS Drugs. 2010; 24: 99-117.
Froehlich TE, Lanphear BP, Auinger P, Hornung R, Epstein JN, Braun J, Kahn RS. The Association of Tobacco and Lead Exposure with Attention-Deficit/Hyperactivity Disorder in a National Sample of U.S. Children. Pediatrics. 2009; 124: e1054-63.
Langberg JM, Froehlich TE, Loren RE, Martin JE, Epstein JN. Assessing Children with ADHD in Primary Care Settings. Expert Rev Neurother. 2008; 8: 627-41.
Froehlich TE, Lanphear BP, Epstein JN, Barbaresi WJ, Katusic SK, Kahn RS. Prevalence and Treatment of ADHD in a National Sample of U.S. Children. Archives of Pediatrics and Adolescent Medicine. 2007;161(9): 857-864.
Froehlich TE, Lanphear BP, Dietrich KN, Cory-Slechta DA, Wang N, Kahn RS. Interactive Effects of a DRD4 Polymorphism, Lead, and Sex on Executive Functions in Children. Biological Psychiatry. 2007; 62: 243-249.
Tzipi Horowitz-Kraus, PhD Program Director, Reading and Literacy Discovery Center
focuses on the role of executive functions in oral and written language in typically developing children and in children with a variety of reading disorders (dyslexia, ADHD, psychiatric disorders, Epilepsy, etc.). Using fMRI analysis methods, she characterizes the neural circuits related to executive functions, oral language and reading in children and examines the effect of different interventions on these neural circuits.
Visit Dr. Horowitz-Kraus' lab web site.
Program Director, Reading and Literacy Discovery Center
Neuroimaging: written language; oral language development
Dr. Horowitz-Kraus' lab has found that reading intervention results in neural circuits related to both normalization and compensation in children with dyslexia. They have also highlighted the importance of the right hemisphere in reading comprehension both in children (7-9 years) and in adolescents (18 years).
Horowitz-Kraus T, Vannest JJ, Gozdas E, Holland SK. Greater Utilization of neural-circuits related to executive functions is associated with better reading: a longitudinal fMRI study using the verb generation task. Front Hum Neurosci. 2014 Jun 20;8:447.
Kraus D, Horowitz-Kraus T. The Effect of Learning on Feedback-Related Potentials in Adolescents with Dyslexia: An EEG-ERP Study. PLoS One. 2014 Jun 20;9(6):e100486.
Horowitz-Kraus T, Cicchino N, Amiel M, Holland SK, Breznitz Z. Reading Improvement in English and Hebrew-Speaking children with Reading Difficulties after Reading Acceleration Training. Ann Dyslexia. 2014 Jun 12. Epub ahead of print.
Horowitz-Kraus T, Wang YY, Plante E, Holland SK. The involvement of the right hemisphere in reading comprehension: a DTI study. Brain Res. 2014 Jun 5. Epub ahead of print.
Berman S, Cicchino N, Hajinazarian A, Mescher M, Holland SK, Horowitz-Kraus T. An fMRI Study of a Dyslexia Biomarker. Young Scientists Journal. 2014 26:1-4.
Horowitz-Kraus T, Breznitz Z. Can Reading Rate Acceleration Training Improve Executive Functions in Adolescents with Reading Difficulties and in Typical Readers. Brain Res. 2014 Jan 28;1544:1-14.
Horowitz-Kraus T, Vannest JJ, Holland SK. Overlapping Neural Circuitry for Narrative Comprehension and Proficient Reading in Children and Adolescents. Neuropsychologia. 2013 Nov;51(13):2651–62.
Horowitz-Kraus T. Differential effect of cognitive training on executive functions and reading abilities in children with ADHD and in children with ADHD comorbid with reading difficulties. J Atten Disord. 2013 Sep 11. Epub ahead of print.
Horowitz-Kraus T. Can the Error-Monitoring System Differentiate ADHD from ADHD with Reading Disability? Reading and Executive Dysfunction as Reflected in Error Monitoring. J Atten Disord. 2013 May 13. Epub ahead of print.
Breznitz Z, Shaul S, Horowitz-Kraus T, Sela I, Nevat M, Karni A. Enhanced Reading by training with imposed time-constraint in typical and dyslexic adults. Nat Commun. 2013:4:1486.
Ilka K. Riddle, PhD Director, University Center for Excellence in Developmental Disabilities, Division of Developmental and Behavioral Pediatrics
investigates how health care transition preparation for youth with disabilities can be improved. The goal of her research is to find interventions that are useful in preparing youth with disabilities for a successful transition to adult life. She is also interested in health disparities of adults with disabilities and how to achieve health equity.
Director, University Center for Excellence in Developmental Disabilities, Division of Developmental and Behavioral Pediatrics
Healthcare transition of children and youth with special health care needs; health disparities and health equity for individuals with disabilities
As the director of the University of Cincinnati University Center for Excellence in Developmental Disabilities (UC UCEDD), Ilka Riddle, PhD, is responsible for achieving the four core functions of a UCEDD: interdisciplinary training, community services and collaborations, research and information dissemination. UC UCEDD achieves its goals through the Leadership Education in Neurodevelopmental and Other Disabilities (LEND) interdisciplinary training program; community partnerships on self-advocacy, transition, employment, housing and healthy living; research on transition and sharing of disability and other relevant information with individuals with disabilities, family members, caregivers, health care providers, state and community agencies staff, policy makers and legislators. Dr. Riddle participates on a variety of state advisory and task forces to provide technical assistance on disability, conducts research on health care transition, engages with the national Association of University Centers on Disabilities (AUCD) on disability-relevant topics and works with local, regional and state partners on a variety of initiatives to improve community integration and inclusion of people with disabilities.
MS: University of Delaware, Newark, DE, 2001.
PhD: University of Delaware, Newark, DE, 2006.
Antosh AA, Blair M, Edwards K, Goode T, Hewitt A, Izzo M, Johnson DR, Raynor O, Riddle I, Shanley JL, Walker R Jr, Wehmeyer M. A collaborative interagency, interdisciplinary approach to transition from adolescents to adulthood. Silver Spring, MD: Association of University Centers on Disabilities. 2013.
Yang Y, Havercamp SM, Riddle IK, Coleman ES, Sahr TR, Ashmead RD. Disability and Health in Ohio. Public Health Needs Assessment. Ohio Disability and Health Program, Nisonger Center, The Ohio State University, Columbus, OH. 2013.
Riddle IK, Romelczyk S, Sparling E. Effective communication for health care providers: A guide for caring for individuals with disabilities. Center for Disabilities Studies, University of Delaware, Newark, DE. 2011.
Tressel P, Romelczyk S, Riddle IK, Sparling E. Disability and health in Delaware. Delaware Behavioral Risk Factor Surveillance System, 2009 select data. Center for Disabilities Studies, University of Delaware, Newark, DE. 2011.
Galonsky P, Riddle IK, Romelczyk S, Sparling E, Tressell P. Health and disability in Delaware. 2008 Behavioral Risk Factor Surveillance System. Center for Disabilities Studies, University of Delaware, Newark, DE. 2010.
University Centers for Excellence in Developmental Disabilities Education, Research and Service (UCEDD). Principal Investigator. Administration on Intellectual and Developmental Disabilities, Administration for Community Living, U.S. Department of Health and Human Services. Jul 2012–Jun 2017.
Improving the Health of People with Disabilities through State-Based Public Health Programs. Co-Investigator. National Center for Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention to Nisonger Center at The Ohio State University. Jul 2012–Jun 2015.
Rebecca C. Shaffer, PsyD Clinical Psychologist, Division of Developmental and Behavioral Pediatrics
Clinical Psychologist, Division of Developmental and Behavioral Pediatrics
Autism spectrum disorders; fragile X; Angelman syndrome; parent training; social skills training; applied behavioral analysis
BS: Indiana Wesleyan University, Marion, IN.
MA: Chestnut Hill College, Philadelphia, PA.
PsyD: Chestnut Hill College, Philadelphia, PA.
Internship: Youth Opportunity Center, Muncie, IN.
Fellowship: Indiana University School of Medicine, Riley Hospital for Children, Indianapolis, IN.
Erickson CA, Wink LK, Schaefer TL, Shaffer RC. Medication Management of Fragile X Syndrome. In V.P. Patel, V.R. Preedy, & C.R. Martin (Eds.). The Comprehensive Guide to Autism. Heidelberg, Germany: Springer Reference. In press.
Adler BA, Wink LK, Early MC, Shaffer R, Minshawi N, McDougle CJ, Erickson CA. Drug-Refractory Irritability in Autism Spectrum Disorders: A Chart Review Study. Autism. In press.
Shaffer RC, Minshawi NF. Training and Supporting Caregivers in Evidence-Based Practices. In P. Sturmey, J. Tarbox, D. Dixon, & J. L. Matson (Eds.). International Handbook of Autism and Pervasive Developmental Disorders. New York: Springer Publishing. In press.
Wink LK, O’Melia AM, Shaffer RC, Pedapati E, Friedmann K, Schaefer T, Erickson CA. . J Clin Psychiatr. In press.
Boivin MJ, Bangirana P, Shaffer R. The relationship between visual-spatial and auditory-verbal working memory span in Senegalese and Ugandan children. PLoS ONE. 2010 Jan 27;5(1): e8914.
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