Matthew J. Segall, Ph.D., Emory Autism Center, Emory University School of Medicine, Atlanta, GA. Dr. Segall is Program Director for Education and Transition Services at the Emory Autism Center, as well as Assistant Professor of Psychiatry and Behavioral Sciences in the Emory University School of Medicine. He is a licensed psychologist in the State of Georgia. Dr. Segall completed his bachelor's degree in psychology at the University of Virginia and his doctoral degree in school psychology at the University of Georgia. His predoctoral internship and postdoc-toral fellowship were both completed at the Emory Autism Center, while also completing a fellowship at Georgia State University in the Georgia LEND (Leadership Education in Neurodevelopmental Disabilities) program. Dr. Segall's professional interests include educator and professional training, supporting students in inclusive educational settings, and transition planning.

Jessica Suhrheinrich, Ph.D., Department of Special Education, San Diego State University, San Diego, CA. Dr. Suhrheinrich is an assistant professor of special education at San Diego State University and an investigator with the Child and Adolescent Services Research Center. Broadly, her research aims to improve com-munity-based services for children with ASD.

Jennifer B. Symon, Ph.D., BCBA, Special Education and Counseling, California State University Los Angeles, Los Angeles, CA. Dr. Symon is a professor in the Division of Special Education and Counseling at California State University, Los Angeles. She coordinates the programs in ASD and is a Board Certified Behavior Analyst. Her research interests include interventions for parents, teachers, para-professionals, and peers who support students with ASD.

Connie Wong, Ph.D., Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC. Dr. Wong is a research scientist at the Frank Porter Graham Development Institute at the University of North Carolina at Chapel Hill and Adjunct Professor in Early Intervention and Early Childhood Special Education at California State University, Los Angeles. Her research focuses on young children with or at risk for autism and other developmental delays and their families.

Yvonne Bruinsma, Ph.D., BCBA-D, In STEPPS and In STEPPS Academy, Irvine, CA. Dr. Bruinsma is CEO and founder of In STEPPS and In STEPPS Academy in Irvine, California, a behavioral health agency and a nonprofit private school for children with autism in California. She is a Board Certified Behavior Analyst and received her doctorate in special education, developmental disabilities, and risk studies in 2004. She has been working with families and teaching others how to work with families by using NDBI strategies for over 20 years. Yvonneâ (TM)s focus is to blend research and reality in the highest quality treatment in a community setting.

Laura Schreibman, Ph.D., Distinguished Professor of Psychology, University of California, San Diego (UCSD), 9500 Gilman Drive, La Jolla, California 92093. Dr. Laura Schreibman directs the UCSD Autism Intervention Research Program, a federally funded research program focusing on the experimental analysis and treatment of autism. A co-developer of Pivotal Response Training, her general research interests include naturalistic behavioral intervention strategies, development of individualized treatment protocols, analysis of language and attentional deficits, generalization of behavior change, parent training, and issues of assessment. She is the author of three books and more than 120 research articles and book chapters.

Aubyn C. Stahmer, Ph.D., BCBA, Research Scientist, Psychologist, Rady Children's Hospital, 3020 Children'sWay, MC5033, San Diego, California 92123. Dr. Stahmer is a research scientist and clinical psychologist at Rady Children's Hospital and the Child and Adolescent Services Research Center. She has published many scholarly articles on inclusion and early intervention services in the area of autism. Her current interests include the study of early intervention systems for children with autism and the translation of evidence-based practices into community settings.

Aritz Aranbarri, Ph.D., The MIND Institute, University of California (UC) Davis Medical Center, Sacramento, CA. Dr. Aranbarri is a clinical licensed psychologist specialized as a developmental neuropsychologist (Early Start Denver Model certified therapist) and holds a Ph.D. in environmental epidemiology and early neurodevelop-ment. He received postdoctoral training in Autism Early Intervention Community Research at the UC Davis MIND Institute mentored by Dr. Aubyn C. Stahmer and now coordinates autism research at the SJD Barcelona Children's Hospital

Lauren Brookman-Frazee, Ph.D., San Diego Department of Psychiatry, University of California, La Jolla, CA. Dr. Brookman-Frazee is Professor of Psychiatry at the University of California, San Diego, Associate Director of the Child and Adoles-cent Services Research Center, and Research Director at the Autism Discovery In-stitute at Rady Childrenâ (TM)s Hospital-San Diego. She specializes in parent-mediated interventions for children with autism spectrum disorder (ASD) and other develop-mental and mental health problems. Dr. Brookman-Frazee's research involves partnering with mental health and education system leaders, providers, and families to develop, test, and implement evidence-based interventions in community and school-based settings.

Geraldine Dawson, Ph.D., Departments of Psychiatry and Behavioral Sciences, Pediatrics, and Psychology & Neuroscience, Duke University, Durham, NC. Dr. Dawson is Professor in the Departments of Psychiatry and Behavioral Sciences, Pediatrics, and Psychology & Neuroscience at Duke University. She is Past-President of the International Society for Autism Research and a member of the Interagency Autism Coordinating Committee. She is Director of the Duke Center for Autism and Brain Development, an interdisciplinary autism research and treatment center, and Chair of the Faculty Governance Committee for the Duke Institute for Brain Sciences. Dr. Dawson is Director of a National Institutes of Health Autism Center of Excellence Award at Duke focused on understanding early detection, neural bases, and treat-ment of autism and attention-deficit/hyperactivity disorder. Dr. Dawson has published extensively on early detection, brain function, and treatment of autism. With Sally Rogers, she developed the Early Start Denver Model, a comprehensive early behavioral intervention for young children with autism. She completed a Ph.D. in developmental/child clinical psychology from University of Washington and clinical internship at the University of California, Los Angeles.

Amy L Donaldson, Ph.D., CCC-SLP, is an Associate Professor in the Department of Speech & Hearing Sciences at Portland State University. Her research focuses broadly on social communication and perception of social competence in individuals on the autism spectrum and neurotypical individuals. Dr. Donaldson examines intervention efficacy, pre- and post-professional development, the influence of context on performance, and the experiences of neurodivergent individuals in different contexts.

Rachel K. Earl, Ph.D., Seattle Children's Hospital, Seattle, WA. Dr. Earl earned her Ph.D. in school psychology at the University of Washington. She is currently a postdoctoral fellow at Seattle Children's Hospital-Autism Center, specializing in diagnosis and treatment of ASD.

Department of Psychology, Michigan State University (MSU), East Lansing, MI. Mrs. Frost is a doctoral candidate in clinical psychology at MSU and a member of the MSU Autism Research Lab. Her research focuses on measuring intervention response and implementation, as well as understanding the common elements of Naturalistic Developmental Behavioral Interventions (NDBI).

Kyle M. Frost, M.A., Department of Psychology, Michigan State University (MSU), East Lansing, MI. Mrs. Frost is a doctoral candidate in clinical psychology at MSU and a member of the MSU Autism Research Lab. Her research focuses on measuring intervention response and implementation, as well as understanding the common elements of Naturalistic Developmental Behavioral Interventions (NDBI).

Grace W. Gengoux, Ph.D., BCBA-D, Division of Child and Adolescent Psychiatry, Department of Psychiatry, Stanford University School of Medicine, Stanford, CA. Dr. Gengoux is a clinical psychologist and Board Certified Behavior Analyst who directs the Autism Intervention Program within the Stanford Autism Center at Lucile Packard Children's Hospital. Dr. Gengoux received her Ph.D. in Clinical Psychology from the University of California Santa Barbara and completed her clinical internship and postdoctoral fellowship at the Yale Child Study Center. Her research specifically focuses on the development and evaluation of NDBI for young children with ASD. Dr. Gengoux's previous publications have focused on models for enhancing functional communication and social development and for providing effective parent training.

Laura J. Hall, Ph.D., Department of Special Education, San Diego State University, San Diego, CA. Dr. Hall is Professor and Chair of Special Education at San Diego State University. She has been working with individuals with ASD and their families for over 35 years. The focus of her research and teaching has been on the transfer of research into practice, or facilitating the implementation of evidence-based practices by supporting educators and paraeducators. She is the author of the widely used textbook, Autism Spectrum Disorders: From Theory to Practice...