SAMUEL L.ODOM is Otting professor of special education in the School of Education at Indiana University in Bloomington. His research has examined approaches to promoting the social competence of young children with autism, classroom ecology in inclusive early childhood settings, and effective practices in early childhood special education. His educational background is in special education, applied behavior analysis, and developmental psychology.
SALLY J.ROGERS is a professor of psychiatry at the University of Colorado Health Sciences Center and adjunct professor of psychology at the University of Denver. The body of her research has focused on the development of cognitive and social processes of infants and young children with developmental disabilities, including autism, mental retardation, and blindness. She has also provided clinical care to families and children throughout her career. Her current research is focused on defining the early phenotype and developmental course of autism, as well as examining effects of early intervention.
FRED R.VOLKMAR is professor of child psychiatry in the child study center of the Yale University School of Medicine. His research is broadly focused on issues of developmental psychopathology in children with severe disturbances of development, including autism and mental retardation. His current research studies include the neuropsychology, family genetics, and neuroanatomical correlates of higher functioning autism and Asperger’s syndrome.
AMY WETHERBY is an L.L.Schendel professor of communication disorders at Florida State University and executive director of the Florida State University Center for Autism and Related Disabilities. She has had over 20 years of clinical experience in the design and implementation of communication programs for children with autism and severe communication impairments and is a fellow of the American Speech-Language-Hearing Association. Her research has focused on communicative and cognitive-social aspects of language problems in children with autism, and more recently, on the early identification of children with communicative impairments. She is a coauthor of the Communication and Symbolic Behavior Scales (with Barry Prizant).