Dr. Rebekah Hudock

About Dr. Hudock:

Dr. Hudock is a Pediatric Neuropsychologist and an Assistant Professor in the Department of Pediatrics. She received her Ph.D. in school psychology from Indiana University and completed her pre-doctoral psychology internship at the University of Tennessee Health Science Center. She completed a post-doctoral fellowship at Cincinnati Children’s Hospital Medical Center, where her training specialized in autism spectrum disorder (ASD) and neurodevelopmental disabilities. Additionally, Dr. Hudock completed a two-year post-doctoral fellowship in pediatric neuropsychology at the University of Minnesota, where she also received specialized training in ASD and neurodevelopmental disorders. Dr. Hudock has participated in Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs throughout her internship and fellowship experiences, and currently serves as core faculty for the MN LEND program.

Dr. Hudock is licensed as a psychologist through the Minnesota Board of Psychology and also holds certifications as a school psychologist in MN and a Nationally Certified School Psychologist (NCSP). Clinically, Dr. Hudock specializes in assessment and intervention for children with ASD and other neurodevelopmental disabilities. She conducts comprehensive diagnostic evaluations and leads therapeutic treatment services for children with neurodevelopmental disorders and social-emotional concerns and their families.

Dr. Hudock’s research focuses on clinical and translational research related to services for individuals with ASD and other neurodevelopmental disorders and their families. Within this research area, her interests include development and implementation of interventions to address social skills, social-emotional and behavioral concerns, and transition to adulthood; services for children with neurodevelopmental disorders and co-occurring mental health diagnoses; social-emotional development; parenting stress and family functioning; school-based services; and transition services. She also participates in research studies examining clinical trials for medications to improve social functioning and phenotyping of social-emotional behaviors in toddlers.

Publications:

Pierpont, E. I., Hudock, R. L., Foy, A., Semrud-Clikeman, M., Pierpont, M. E., Berry, S., Shanley, R., Rubin, N., Sommer, K., & Moertel, C. (2018). Social skills in children with RASopathies: A comparison of Noonan syndrome and neurofibromatosis type 1. Journal of Neurodevelopmental Disorders, 10 (21). doi:10.1186/s11689-018-9239-8

Wiley, S., Meinzen-Derr, J., Hunter, L., Hudock, R. L., Murphy-Courter, D., Bentley, K., & Williams, T. (2018). Understanding the needs of children who are deaf/hard of hearing and diagnosed with autism spectrum disorder. Journal of the American Academy of Audiology, 29, 378-388. DOI: 10.3766/jaaa.16139

Hudock, R. L., & Hall-Lande, J. (2018). Adults with Autism Spectrum Disorder. In E. Braaten (Ed.), The SAGE Encyclopedia of Intellectual and Developmental Disorders. Thousand Oaks: SAGE Publications.

Bellini, S., Gardner, L., Hudock, R. L., & Kashima-Ellingson, Y. (2016). The use of video self-modeling and peer training to increase social engagement in preschool children on the autism spectrum. School Psychology Forum: Research In Practice, 10(2), 207-219.

Hudock, R. L., Kashima-Ellingson, Y., & Bellini, S. (2011). Increasing responses to verbal greetings in children with autism spectrum disorders: A comparison of the effectiveness of Social Story and generic story interventions. School Psychology Forum: Research In Practice, 5(3), 103-113.