Selected Publications


Burns, R., Jeon, M., & Park, C.H. (2018). Robotic motion learning framework to promote social engagement. Applied Sciences, 8(2): 241. doi: 10.3390/app8020241.

Frey, J. R., & Gillispie, C. M. (2018). The accessibility needs of students with disabilities. In S. N. Elliott, R. J. Kettler, P. A. Beddow, & A. Kurz (Eds.), Handbook of accessible instruction and testing practices: Issues, innovations, and applications. New York: Springer.

Frey, J.R., Kaiser, A.P., & Scherer, N.J. (2018). The influences of child intelligibility and rate on caregiver responses to toddlers with and without cleft palate. The Cleft Palate Craniofacial Journal, 55(2): 276-286. doi: 10.1177/1055665617727000.

Javed, H., Jeon, M., Howard, A.M., & Park, C.H. (2018). Robot-assisted socio-emotional intervention framework for children with autism spectrum disorder. In Proceedings of HRI ’18: Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction (pp. 131-132). doi: 10.1145/3173386.3177082.

Lee, W., Park, J., & Park, C.H. (2018). Acceptability of tele-assistive robotic nurse for human-robot collaboration in medical environment. In Proceedings of HRI ’18: Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction (pp. 171-172). doi: 10.1145/3173386.3177084.

Rosenblau, G., Korn, C.W., & Pelphrey K.A. (2018). A computational account of optimizing social predictions reveals that adolescents are conservative learners in social contexts. Journal of Neuroscience, 38(4): 974-988. doi: 10.1523/JNEUROSCI.1044-17.2017.

Yang, Y.J.D., Allen, T., Abdullahi, S.M., Pelphrey, K.A., Volkmar, F.R., & Chapman, S.B. (2018). Neural mechanisms of behavioral change in young adults with high-functioning autism receiving virtual reality social cognition training: A pilot study. Autism Research. doi: 10.1002/aur.1941.


Gupta, A.R., Westphal, A., Yang, D.Y.J., Sullivan, C.A.W., Eilbott, J., Zaidi, S., Voos, A., Vander Wyk B.C., Ventola P, Waqar, Z., Fernandez, T.V., Ercan-Sencicek, A.G., Walker, M.F., Choi, M., Schneider, A., Hedderly, T., Baird, G., Friedman, H., Cordeaux, C., Ristow, A., Shic, F., Volkmar, F.R., & Pelphrey, K.A. (2017). Neurogenetic analysis of childhood disintegrative disorder. Molecular Autism, 8(19). doi: 10.1186/s13229-017-0133-0.

Rosenblau, G., Kliemann, D., Dziobek, I., & Heekeren, H.R. (2017). Emotional prosody processing in autism spectrum disorder. Social Cognitive and Affective Neuroscience, 12(2): 224-239. doi: 1093/scan/nsw118.


Darcy-Mahoney, A.E.; Minter, B., Higgins, M., Guo, Y., Williams, B., Head, L., & Burch, K. (2016). Probability of an autism diagnosis by gestational age. Newborn and Infant Nursing Reviews, 16(4): 322-326. doi: 10.1053/j.nainr.2016.09.019.!/content/journal/1-s2.0-S1527336916301003

Darcy-Mahoney, A. Minter, Higgins, Guo, Y., Head, L., & Hirst, J. (2016). Maternal and neonatal birth factors affecting the age of autism spectrum disorder diagnosis. Newborn and Infant Nursing Reviews, 16(4): 340-347. doi: 10.1053/j.nainr.2016.09.033.!/content/journal/1-s2.0-S1527336916301143

Yang, D. Y.-J., Pelphrey, K. A., Sukhodolsky, D. G., Crowley, M. J., Dayan, E., Dvornek, N., Venkataraman, A., Duncan, J., Staib, L., & Ventola, P. (2016). Brain responses to biological motion predict treatment outcome in young children with autism. Translational Psychiatry, 6: e948. doi: 10.1038/tp.2016.213.


Head, L.M., Baralt, M., & Darcy-Mahoney, A.E. (2015). Bilingualism as a potential strategy to improve neurodevelopment in preterm infants: a review. Journal of Pediatric Health Care, 29(2): 126-136. doi: 10.1016/j.pedhc.2014.08.015.!/content/book/1-s2.0-S0891524514002818

Rosenblau, G., Kliemann, D., Heekeren, H.R., and Dziobek, I. (2015). Approximating implicit and explicit mentalizing with two naturalistic video-based tasks in typical development and autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(4), 953-965. doi: 10.1007/s10803-014-2249-9.


Frey, J.R., Elliott, S.N., & Kaiser, A.P. (2014). Social skills intervention planning for preschoolers: Using the SSiS-Rating scales to identify target behaviors valued by parents and teachers. Assessment for Effective Intervention, 39(3): 182-192. doi: 10.1177/1534508413488415.