Advisory Board

3C Institute’s advisory board members are committed to providing our staff with guidance, consultation, and assistance as needed across multiple ongoing projects. Our Scientific Advisory Board consists of experienced and accomplished scientists in areas related to 3C Institute’s research and development.
Susanne Denham, PhD
Professor of Psychology, George Mason University

Susanne Denham, PhD, of George Mason University is an applied developmental psychologist with particular expertise in the social and emotional development of children. After graduating summa cum laude from Western Maryland College, Dr. Denham went on to receive her MA from the University of Maryland, Baltimore County. Apart from using her experience as a mother of three children to initiate and explore her research on emotion and development in children, Dr. Denham has also used her 11-year hands-on experience as a school psychologist to aid in her research. She has authored articles and two books on varying topics, from emotional and social competence in preschoolers and older children to developmental psychopathology. These projects have been supported by the National Institute of Mental Health, the National Science Foundation, and the W. T. Grant Foundation. Dr. Denham has also studied the development of forgiveness in children with the support of A Campaign for Forgiveness Research of the John Templeton Foundation.

 

Child Development Lab

Frank Gresham, PhD
Professor of Psychology, Louisiana State University

Dr. Frank Gresham of Louisiana State University has expertise in the following areas: school psychology, special education, mental retardation and education, learning disabilities and behavioral disorders, and ADHD. He has earned an MEd in rehabilitation counseling and a PhD in psychology at the University of South Carolina Columbia. The major areas of research that Dr. Gresham is concerned with include social skills assessment and training with children, behavioral consultation, and applied behavior analysis. He has coauthored numerous articles with topics covering behavioral and emotional disorders in children and adolescents and school-based behavioral disorders and interventions.

 

In 2002, Dr. Gresham testified before the president’s Commission on Excellence in Special Education. The commission advises the White House on how to fund and handle special education policy. He has also been recognized in his field of work with numerous awards and honors including the Senior Scientist Award from the American Psychological Association’s (APA) Division of School Psychology (2009) and the Lightner Witmer Award, also from the APA, for outstanding scholarly research by a school psychologist (1982).

 

Faculty Web Page

Mitchell J. Prinstein, PhD
Professor of Psychology, University of North Carolina at Chapel Hill

Mitchell J. Prinstein, PhD, is a Bowman and Gordon Gray Distinguished Term Professor and the director of the Clinical Psychology Program at the University of North Carolina at Chapel Hill. Dr. Prinstein’s research examines interpersonal models of internalizing symptoms and health risk behaviors among adolescents, with a specific focus on the unique role of peer relationships in the developmental psychopathology of depression and self-injury. He received his PhD in clinical psychology from the University of Miami and completed his internship and postdoctoral fellowship at the Brown University Clinical Psychology Training Consortium.
He is the PI on several past and active grants from the National Institute of Mental Health, the National Institute of Child and Human Development, and several private foundations. He has served as an associate editor for the Journal of Consulting and Clinical Psychology, an editorial board member for several developmental psychopathology journals, and a member of the NIH Study Section on Psychosocial Development, Risk, and Prevention. Dr. Prinstein has received several national and university-based awards recognizing his contributions to research (American Psychological Association Society of Clinical Psychology Theodore Blau Early Career Award, Columbia University/Brickell Award for research on suicidality, APA Fellow of the Society of Clinical Child and Adolescent Psychology), teaching (UNC-Chapel Hill Tanner Award for Undergraduate Teaching), and professional development of graduate students (American Psychological Association of Graduate Students Raymond D. Fowler Award).

 

Faculty Web Page

David H. Rose, EdD
Founder and Chief Education Officer

David Rose is a developmental neuropsychologist and educator whose primary focus is on the development of new technologies for learning, especially for the most vulnerable of learners. In 1984, Dr. Rose co-founded CAST, a not-for-profit research and development organization whose mission is to improve education, for all learners, through innovative uses of modern multimedia technology and contemporary research in the cognitive neurosciences. That work has grown into a new field called Universal Design for Learning which now influences educational policy and practice throughout the United States and beyond. In addition to his work at CAST, Dr. Rose has taught at the Harvard Graduate School of Education for over three decades.

Dr. Rose is the co-author of several scholarly books, numerous award-winning educational technologies, and dozens of chapters and research journal articles. He has been the principal investigator on large grants from the National Science Foundation, the U.S. Department of Education, and many national foundations. In the policy arena, he was one of the authors of the recent National Educational Technology Plan, has testified before the U.S. Senate, and helped to lead the development of the National Instructional Materials Accessibility Standard. Dr. Rose has won many awards, including recently being honored at the White House as a “Champion of Change.” Dr. Rose holds a B.A. in psychology from Harvard College, a master’s in teaching from Reed College, and a doctorate from the Harvard Graduate School of Education.

 

www.cast.org

DEB CHILDRESS, PHD

Chief of Research and Learning Content

BIOGRAPHY

Dr. Childress obtained her PhD in psychology at the University of North Carolina at Chapel Hill. Prior to coming to 3C Institute, she served as a research associate and a postdoctoral fellow in the Carolina Institute for Developmental Disabilities at the University of North Carolina at Chapel Hill working on a longitudinal imaging study aimed at identifying the early markers of autism through behavioral and imaging methodologies. She has 19 years of autism research experience, during which she has examined the behavioral, personality, and cognitive characteristics of individuals with autism and their family members. Dr. Childress also has experience developing behavioral and parent report measurement tools, coordinating multi-site research studies, and collecting data from children and families. She has taught courses and seminars in general child development, autism, and cognitive development at the University of North Carolina at Chapel Hill.

Expertise

  • autism
  • early development
  • behavioral measurement
  • integrating behavioral and biological measurement

Education

  • Postdoctoral fellowship, Carolina Institute for Developmental Disabilities (Institutional NRSA-NICHD), University of North Carolina at Chapel Hill
  • PhD, developmental psychology, University of North Carolina at Chapel Hill
  • BS, psychology (minor in sociology), University of Iowa

Selected Publications

  • Elison, J. T., Wolff, J. J., Heimer, D. C., Paterson, S. J., Gu, H., Hazlett, H. C., Styner, M, Gerig, G., & Piven, J. (in press). Frontolimbic neural circuitry at 6 months predicts individual differences in joint attention at 9 months. Developmental Science.
  • Wassink, T. H., Vieland, V. J., Sheffield, V. C., Bartlett, C. W., Goedken, R., Childress, D. & Piven, J. (2008). Posterior probability of linkage analysis of autism dataset identifies linkage to chromosome 16. Psychiatric Genetics,18(2),85-91.
  • Losh, M., Childress, D., Lam K. & Piven, J. (2008). Defining key features of the broad autism phenotype: A comparison across parents of multiple- and single-incidence autism families. American Journal of Medical Genetics (Neuropsychiatric Genetics), 147B(4):424-33.
  • Wassink, T. H., Piven, J., Vieland, V. J., Jenkins, L., Frantz R., Bartlett, C. W., Goedken, R., … Sheffield, V.C. (2005). Evaluation of the chromosome 2q37.3 gene CENTG2 as an autism susceptibility gene. American Journal of Medical Genetics (Neuropsychiatric Genetics), 136, 36-44.
  • Barrett, S., Beck, J., Bernier, R., Bisson, E., Braun, T., Casavant, T., Childress, D., … Vieland, V. (1999). An autosomal genomic screen for autism. American Journal of Medical Genetics (Neuropsychiatric Genetics), 88, 609-615. doi: 10.1002/(SICI)1096-8628(19991215)88:63.0.CO;2-L
  • Piven, J., Palmer, P., Landa, R., Santangelo, S., Jacobi, D. & Childress, D. (1997). Personality and language characteristics in parents from multiple-incidence autism families. American Journal of Medical Genetics (Neuropsychiatric Genetics), 74, 398-411.
  • Piven, J., Palmer, P., Jacobi, D., Childress, D. & Arndt, S. (1997). Broader autism phenotype: Evidence from a family history study of multiple-incidence autism families. American Journal of Psychiatry, 154, 185-190.