VKC Special Lecture: Anxiety in Autism Spectrum Disorder
Thursday, April 6, 12-1 p.m. CT
This lecture will be held in-person in Room 241 of the Vanderbilt Kennedy Center/One Magnolia Circle Building, with the option to view online. CLICK HERE TO REGISTER FOR THE TEAMS WEBINAR LINK. Register to attend in-person using the link at the top of this page.
IMPORTANT: Construction has recently begun on the front steps of One Magnolia Circle Building. As a result, the entire front entrance, including the accessibility ramp, has been cordoned off until further notice. Faculty, staff, students, and guests can use the doors on either side of the building for entrance and egress, and individuals with accessibility needs are advised to use the bottom-floor Susan Gray School entrance to access the OMC bank of elevators.
Presented by Trenesha Hill, Ph.D., Assistant Professor, Autism Diagnostic Clinic, Center for Autism Spectrum Disorders (iCASD), University of Nebraska Medical Center Munroe-Meyer Institute.
Anxiety is common in autism spectrum disorder (ASD). The goals of this talk are to discuss (1) what we currently know about anxiety in ASD, (2) why it’s important to study anxiety in ASD, and (3) a proposed study to identify the neurobiological mechanisms of anxiety in ASD.
About the Speaker:
Trenesha Hill, Ph.D., is an Assistant Professor in the Autism Diagnostic Clinic within the integrated Center for Autism Spectrum Disorders. Dr. Hill received her doctorate in school psychology from Tulane University. She completed her predoctoral internship at the May Center School for Autism and Developmental Disabilities. Then, she completed a two-year combined clinical and research postdoctoral fellowship in the Autism Spectrum Disorder and Neurodevelopmental Disorders Track at Children’s Hospital Colorado. Dr. Hill’s clinical work involves the assessment and treatment of ASD. Her research focuses on: (1) understanding mechanisms of psychopathology in youth with ASD, (2) identifying determinants of disparities among children with ASD and low-income children, and (3) the translation of evidence-based programs in community settings. Her goal is to address mental health and educational disparities by promoting socioemotional development and academic functioning in children with neurodevelopmental disorders.