ASD & Developmental Science Lab

Phone: +1 (914) 505-7169


Address: 21 Bloomingdale Rd, White Plains, NY 10605


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© 2019 ASDDevLab | Center for Autism and the Developing Brain | Weill Cornell Medicine 




Dr. So Hyun “Sophy” Kim is a clinical researcher with an extensive background in identification of early behavioral phenotypes and examining developmental trajectories of children with ASD.  She has developed a new language assessment tool, the Observation of Spontaneous Expressive Language (OSEL), which is now undergoing a national norm based on a partnership with the publisher, WPS, in collaboration with Dr. Catherine Lord. She has also led the development of the new treatment outcome measure for ASD, the Brief Observation of Social Communication Change (BOSCC) with Dr. Catherine Lord. Currently, she is a PI of a NIMH funded project designed to examine the mechanisms of early, parent-mediated interventions for toddlers with ASD (1R01MH114925-01). Most recently, Dr. Kim has led efforts to examine school readiness in kindergarteners with ASD while integrating behavioral and electrophysiological (ERP/EEG) methods, with a particular focus on executive function.



Dr. Bethany A. Vibert is currently completing her second of a two year post-doctoral psychology fellowship. She completed her doctorate in clinical psychology at the University of Denver in 2017 and her clinical internship at Lincoln Hospital, with a focus in infant, child, and adolescent mental health. On her fellowship, Dr. Vibert has continued her work with infants and children, specifically focusing on early intervention, parent-mediated interventions, and assessment and diagnosis of Autism Spectrum Disorders. Dr. Vibert has received specialized training in the Early Start Denver Model, and she is an interventionist in the NYS Early Intervention classroom at the Center for Autism and the Developing Brain. Dr. Vibert conducts research related to parent-mediated interventions through a small randomized control trial in the Early Intervention classroom and she is also involved in a NIMH-funded project aimed at examining the mechanisms in parent-mediated interventions for toddlers with ASD. Dr. Vibert’s interests also include assessment and diagnoses of other childhood disorders including anxiety, mood disorders, and executive functioning. She particularly enjoys working with children, adolescents, and their families.  



YB graduated from the University of Chicago with BA in Psychology and Economics. During her time at UChicago, she worked as an undergraduate research assistant at the Infant Leaning and Development Lab where she completed her honors thesis investigating how neural correlates of Executive Function (EF) at 7-months relate to Theory of Mind (ToM) at 3 yrs. After graduating, YB worked as a clinical research coordinator at the Stanford Cognitive and Systems Neuroscience Lab managing two fMRI studies investigating memory in school-age children with ASD and math learning difficulties in elementary school students. At the ASD Development Lab, she is working on the longitudinal study investigating school readiness in kindergartners with ASD using a child friendly Go/NoGo EEG task. YB also assists with behavioral assessments and video coding for the Treatment Mechanisms study and the Parent Video Feedback Intervention study. Outside of work, she enjoys volunteering at Milal NY, doing yoga and taking pictures!     



Hannah Thomas graduated from the University of South Carolina in 2018 with a B.A. in Psychology and a minor in Neuroscience. During her time at USC, she worked as a research assistant at the Neurodevelopmental Disorders Lab where she studied the development of children with comorbid Fragile X syndrome and Autism Spectrum Disorder (ASD) conditions. She also worked at the Applied Cognitive Neuropsychology Lab researching the cognitive and neurological profiles of specific learning disabilities. At the ASD and Developmental Science Lab, Hannah is leading the NIMH funded R01 project investigating treatment mechanisms from three early intervention models for ASD. She also is the coordinator on the longitudinal study investigating school readiness in kindergartners with ASD using a child-friendly Go/NoGo EEG task. Recently, she has joined a project that is investigating the behavioral and neuronal correlates of ADHD and ASD under the supervision of Drs. Sophy Kim and Adriana DiMartino. In the future, Hannah plans to pursue a PhD in clinical psychology.



Claire Klein graduated from Claremont McKenna College with a B.A. in Psychology and a Leadership Studies Sequence in 2018. While at CMC, Claire worked as a Fletcher Jones Research Fellow at the Claremont Autism Center with Dr. Majorie Charlop, providing early intervention to children with autism and conducting behavioral research on repetitive behaviors, speech, physical exercise, and decreasing problem behaviors. Claire’s honors senior thesis was on the generalization of iPad-learned skills in children with ASD. At the Center for Autism and the Developing Brain, Claire works on the randomized control trial of a parent-mediated intervention in the Early Intervention classroom, conducts behavioral and EEG assessments for the NEST project, and leads the Toddler Brain Study with Child Mind Institute. In the future, Claire plans to pursue a PhD in clinical psychology and continue working with children with autism.



Gabrielle Gunin graduated from New York University with  a B.S. in Applied Psychology. During her time at NYU, she worked as a research assistant for Latino Family Engagement and Language Development, a school-readiness intervention lab. She also had the opportunity to complete an honors thesis linking parenting behaviors to preschoolers’ development of self-regulation. Since graduating from NYU in 2016, Gabrielle has been working at the Center for Autism and the Developing Brain. She primarily worked as a research assistant on Dr. Cathy Lord’s Longitudinal Study of Autism Spectrum Disorder. Recently, she has transitioned to leading a project that is a collaboration between Dr. Kim’s lab and Dr. Adriana DiMartino, titled Brain-Based Correlates of Social Communicative Skills in Autism and ADHD.  This project investigates the presence of autistic traits in children with ADHD and/or autism, and aims to understand their neural underpinnings. 



Juliana Boucher graduated from Skidmore College with a B.A in psychology. During her time at Skidmore, Juliana worked as an RA in several labs including clinical, social, and reading psychology during the school year and summer internships. She also acted as a lab manager for Dr. Jessica Sullivan in the Developing Minds Center where she managed and worked collaboratively with the research assistants on their studies, as well as lead her own work investigating how sentence connectives (i.e., and, because) impact novel word learning in young children. Clinically, Juliana had the opportunity to complete multiple clinical internships during her time at Skidmore, including a Special Education Assistant Teacher at Prospect Center in Queensbury, NY for a small class of children with ASD, and a SibShop Facilitator for Saratoga Bridges in Ballston Spa, NY for siblings of kids with developmental disabilities.  

At the Center for Autism and the Developing Brain, Juliana has worked alongside Dr. Catherine Lord on the multi-site Simons Foundation-funded Tracking Health in Kids study which aimed to investigate the relationship between fever and the behavioral presentations of children on the autism spectrum utilizing parent reports through a smartphone application. Currently, Juliana is working on the multi-site NIH-funded Mobilizing Community Systems study lead by Dr. Amy Wetherby at Florida State University which aims to utilize a novel online screener to identify communication delays and ASD in young children (9-18 months) to increase earlier detection and provide better outcomes to all families, with a focus on under-represented and low income populations. In the future, Juliana plans to pursue her interests in autism and young children in a graduate level program. 



Denisse Janvier graduated from Stony Brook University with a B.S. in both Psychology and Biology with a concentration in Neuroscience in 2018. During her time at SBU she worked as a research assistant at the Social Competence and Treatment Lab with Dr. Matthew Lerner studying the social and emotional functioning of children, adolescents and adults on the Autism Spectrum through various research projects. She was also involved in different public health organizations, taking a special interest in healthcare delivery for underserved populations. She is currently working on the Autism Navigator study (Mobilizing Community Systems) in the efforts of disseminating and piloting an early detection Autism screener among high-risk, underserved communities in the tristate area. In the future, Denisse plans to pursue an MD as a Developmental Pediatrician.