Dr. Serna’s research and development efforts are directed at addressing two areas of concern for children with Autism Spectrum Disorders (ASD) and other developmental disabilities (DD), both of which involve behavior analysis (experimental and applied) as a tool for potential solutions.

The first area concerns the limited and impaired auditory learning skills often seen in children with ASD. These problems impose limitations on a wide range of learning opportunities, including communication, social skills training, and academic instruction. Dr. Serna’s research in this area investigates auditory discrimination in the ASD population from both behavioral and psychophysiological (EEG) perspectives. To date, most research in this area has utilized “higher-functioning” verbal individuals with ASD; Dr. Serna’s research targets those with more pronounced intellectual disabilities, using methods of evaluation and training that do not depend on verbal instructions. Ultimately, the outcomes of this translational research could impact teaching methods for children with ASD involved in communication training and other related areas of treatment.

The second area concerns training for parents and paraprofessionals on the sound implementation of treatment methods for children with ASD and other developmental disabilities. Early behavioral intervention, based on the methods of Applied Behavior Analysis, has the strongest and most consistent scientific support as a means of teaching skills to young children with ASD and reducing their restricted and maladaptive behavior. Unfortunately, few training programs are available to geographically disparate persons. Dr. Serna, together with colleagues at the Shriver Center, is currently developing online distance-learning education programs that may offer a potential solution to the problem. Most recently, Dr. Serna is aiming these efforts at the Spanish-speaking Latino Community.

Dr. Buchanan’s primary research explores the effects of developmental neurotoxicants on auditory neurosensory, and neurocognitive performance of children and adults. Dr. Buchanan is currently collaborating with an international interdisciplinary research team to investigate auditory neurosensory and neurocognitive effects of lead and mercury exposure in children and adults living in the Andes Mountains of Ecuador where lead poisoning from lead-glazing of ceramics, and mercury poisoning from gold mining activities are prevalent. On a second international project, Dr. Buchanan works with Dr. McIlvane of the University of Massachusetts Medical School/Shriver Center, and an interdisciplinary team of U.S. and Brazilian researchers to investigate sensory and neurobehavioral effects of mercury exposure in Brazilian children living in mercury-contaminated villages. Other research interests include hearing loss and aging in persons with intellectual disabilities. Dr. Buchanan discovered that individuals with Down syndrome have an early-onset age-related hearing loss, which is consistent with premature aging. Dr. Buchanan also has research and clinical interests in dichotic listening (processing of disparate auditory stimuli presented simultaneously to both ears) as an index of auditory brain information processing, and how auditory processing disorders impact auditory perception and learning. Other professional interests include early hearing detection and intervention, environmental justice, and pre-college science education. Ongoing Projects

• Lead and Mercury Poisoning in Ecuador, South America
• Translational Studies of Neurobehavioral Effects of Mercury Exposure
• Early Hearing Detection and Intervention Online Course

Previous Research Discovery

• Early Onset of Presbyacusis in Persons with Down Syndrome

Dr. Mcllvane directs a broad research program that addresses a variety of scientific problems relevant to understanding and perhaps correcting behavior deficits of persons with neurodevelopmental disabilities. One area of deficit, for example, is in symbolic behaviors involved in communication (speaking, listening, reading, writing, etc.). One focus of his program is development of methods to encourage progressively more rapid learning of symbolic behaviors. Another is to adapt behavioral neuroscience methods – including animal modeling – to further understanding of brain processes involved in symbolic behavior. A second focus of Dr. Mcllvane’s program is to develop valid nonverbal neuropsychological testing methods for use with individuals and populations that do not understand verbal instructions. Methods developed in this aspect of his research have been adapted to further understanding of the behavioral profiles associated with disorders such as autism, depression, and neurotoxicant exposure. In addition, Dr. Mcllvane’s program has a strong research-to-practice emphasis. For example, methods emerging from laboratory research are being used to teach practical skills in regular and special education classrooms in both the United States and in Brasil.

Regarding mentoring, Dr. McIlvane has long been involved in programs offering pre- and post-doctoral training within his areas of interest. He is also a mentor to junior faculty in developing productive, competitive programs of research in the neurodevelopmental disabilities.
Ongoing Projects

Studies in Stimulus Control in Mental Retardation
Translational Studies of Neurobehavioral Effects of Mercury Exposure
Tests of Attention and Memory in Individuals with Intellectual Limitations

Much of Dr. Dube’s research investigates new methods for teaching individuals with developmental disabilities like mental retardation and autism. The studies examine basic issues in stimulus control, discrimination learning, and attention. Some studies also explore the use of microcomputers as interactive teaching machines for programmed instruction with individuals who have moderate to severe mental retardation.

Ongoing Projects

* Quantitative Analyses of Behavioral Allocation and Choice in Mental Retardation

Recent Projects

* Stimulus Overselectivity and Restricted Stimulus Control
* Behavioral Choice, Momentum, and Flexibility in Mental Retardation