Infant Sibling Study Team
Sally Ozonoff, Ph.D. is an Endowed Professor and Vice Chair for Research in the Department of Psychiatry and Behavioral Sciences. Her current research focuses on very young children with autism, infant diagnosis, and recurrence risk. She is studying the onset of autism in a prospective investigation that follows high-risk infants from birth through age 3. She is also developing a new video-based measure to screen for autism in infancy. Dr. Ozonoff is a licensed Clinical Psychologist. Her clinical interests are in the diagnosis and assessment of autism spectrum disorder, with specializations in infant and adult diagnosis. Dr. Ozonoff has written over a hundred peer-reviewed publications and chapters on these topics, as well as three books. Her work has been showcased on 60 Minutes, National Public Radio, and the NBC Nightly News. Dr. Ozonoff is an Associate Editor of the Journal of Child Psychology and Psychiatrand serves on the editorial boards of the Journal of Autism and Developmental Disorders and Autism Research.
An assistant research scientist in the Department of Psychiatry and Behavioral Sciences, Dr. Gregory Young is a developmental psychologist. He specializes in longitudinal research design and analysis, with an interest in eye-tracking and behavioral coding as ways to measure intra-individual change as it relates to typical development and the early onset of developmental disorders such as autism. He collaborates with Drs. Sally Rogers and Sally Ozonoff on studies of the onset and treatment of autism in infant siblings and young preschoolers, and with Dr. Julie Schweitzer on the role of norepinephrine and the locus ceruleus in ADHD as measured by pupil dilation dynamics. Dr. Young also has specific interests and expertise in statistical analysis techniques using hierarchical generalized models as applied to growth curve analysis, Rasch measurement modeling, and sequential analysis of time series data. Additionally, he has expertise in database programming and advanced data processing algorithms for use with methodologies such as eye-tracking and behavioral coding. Dr. Young reviews regularly for a number of publications including Journal of Child Psychology and Psychiatry, Autism Research, Biological Psychiatry, and Biological Letters.
Devon Gangi, Ph.D.
Elise Hanzel, Ph.D.
Dr. Hanzel has been a staff psychologist at the MIND Institute since 2007 and joined the Infant Sibling Study in 2010. She is a licensed clinical psychologist, and her work focuses on the assessment and diagnosis of neurodevelopmental disorders and behavioral and developmental therapeutic interventions for children and families. Dr. Hanzel earned her B.A. from Boston University and her Ph.D. from the California School of Professional Psychology at Alliant International University.
Alesha Hill, B.A.
Ana-Maria Iosif, Ph.D.
Ana-Maria Iosif, Ph.D. is an Associate Professor in the Department of Public Health Sciences. She received her Ph.D. in Statistics from the University of Pittsburgh in 2007. Her primary methodological research interest lies in the analyses of data with complex structure, including repeated measures, longitudinal assessments with dropouts, and clustered data with informative cluster size. Her interdisciplinary work focuses on mental health and she enjoys a very productive collaboration with the Department of Psychiatry and Behavioral Sciences. She became involved in autism research when joining the Infant Sibling Study team in 2009. Since then she has provided statistical support and co-authored 20 autism related papers utilizing behavioral and imaging data, including several reports from longitudinal studies of how the phenotype of autism develops and how it differs from developmental delay and typical development in children.
Monique Moore Hill, M.A.
Monique is the Infant Sibling Study Project Manager and also an examiner on the project. She received her B.A. in Psychology from San Francisco State University and her M.A. in Psychology from California State University, Sacramento. Prior to joining the Infant Sibling Study staff in 2007, she gained a diverse set of research and assessment skills working on studies of chronic disease self-management, depression, and women’s health. Her current research efforts are motivated by an interest in developmental processes and early detection of neurodevelopmental disorders. Monique’s role on the Infant Sibling Study includes personnel management, project oversight, data management, and conducting behavioral assessments of infants, toddlers and school age children.
Meghan Miller, Ph.D.
Meghan Miller is a licensed psychologist and a assistant professor at the MIND Institute. She received her Ph.D. in Clinical Psychology from the University of California, Berkeley and her B.A. in Psychology from San Diego State University. Her current research focuses on identifying shared and distinct early signs of ADHD and ASD among infants at familial risk for these conditions. She is an examiner on the Infant Sibling Study and leads the project focused on infants at heightened risk for developing ADHD.
Chandni Parikh, Ph.D.
Chandni Parikh is a postdoctoral fellow at the MIND Institute. She received her Ph.D. in Family Studies and Human Development from the University of Arizona and her B.A. in Psychology from the University of California, Los Angeles. Her research focuses on understanding neurodevelopmental disorders in very young children with an emphasis on gaze behaviors, screening, and early identification. She is also an examiner on the Infant Sibling Study.
Erika Solis, B.S.
Erika Solis is a Junior Specialist with the Infant Sibling Study at the MIND Institute. She received her Bachelor of Science in Neurobiology, Physiology and Behavior with a minor in Psychology from the University of California, Davis. In 2011, she started as a research assistant driven by an interest in child development, particularly with aspects relevant to the atypical neurodevelopment observed in autism and other neurodevelopmental disorders. She aspires to pursue a career in the medical field concerned with childhood mental, physical, and emotional well-being. Her responsibilities include training and supervising our team of behavioral coders for the Phase III Synchrony Coding Project, as well as recruiting study participants and coordinating visits.