Katherine Meltzoff, PhD, is an Associate Professor of Special Education in the Graduate School of Education at the University of California, Riverside. She completed her Postdoctoral work at the Yale Child Study Center, and received her PhD in Experimental Psychology from the University of California, San Diego. Dr. Meltzoff (formerly Stavropoulos) conducts translational studies to explore the reward system in ASD, as well as how anxiety contributes to social deficits in ASD. She plans to investigate school-based interventions for children with ASD, and how those interventions affect neural activity, behavior, and school performance. She is a licensed clinical psychologist and serves as the Director of the the UCR SEARCH Center.

Cameron Alexander, M.A., is a doctoral student in the School Psychology program at the University of California, Riverside. He holds a B.S. in Human Development, with minors in Education and Psychology, from the University of California, Davis and a M.A. in School Psychology from the University of California, Riverside. Prior to joining UCR, Cameron served as a research coordinator and lab manager for an Institute of Education Sciences grant at the UC Davis School of Education and MIND Institute Collaborative Autism Research in Education (CARE) Lab. His research interests include utilizing biomarkers and neurological activity as tools to better understand stress, anxiety, and emotion regulation in autistic adolescents. He is also interested in early diagnosis of autism. 

Cameron Ryczek, M.A., is a doctoral student in the Special Education program at the University of California, Riverside. He holds a M.A. in Psychological Science with a concentration in Behavioral and Cognitive Neuroscience, from California State University, San Bernardino. Prior to joining UCR, Cameron worked as a tutor, specializing in supporting neurodiverse students with their academic challenges. His research interests include exploring underlying neural substrates associated with cute aggression and emotional regulation among children with and without ASD.

Coming soon...

Jingqi (Kristen) Li, M.S., is a doctoral student in Special Education at UC Riverside and a Board Certified Behavior Analyst (BCBA). Her research focuses on understanding physiological markers, such as heart rate variability and EEG, in relation to social behavior and intervention outcomes in children with and without autism. She is also exploring AI-based tools to enhance the efficiency and accuracy of clinical assessments and intervention planning. Her broader research aims to advance evidence-based assessment and intervention for autistic children through rigorous measurement and thoughtful integration of emerging technologies.

Sarah Touati is a doctoral student in the School Psychology program at the University of California, Riverside. She holds a B.S. in Psychology, minor in education, and a M.A. in School Psychology from the University of California, Riverside. Sarah is currently working as a Behavior Interventionist and practicing Applied Behavior Analysis Therapy and was a teacher assistant for a kindergarten Special Education class when she was a senior in high school. Her research interests are in the development of anxiety in children with and without ASD which led her to join the SCDN lab as a research assistant in her third year. Sarah is passionate about educating herself and others about the importance of diversity and awareness of different mental disabilities and disorders. 

Yuchun (Jasmine) Zhu is a PhD student in Special Education at the University of California, Riverside. She earned her B.A. in Psychology and Cognitive Science from the University of Southern California. Her background is focused in behavioral intervention, psychological assessment, and research related to cognition and mental health. Yuchun is currently interested in learning differences, cognitive and behavioral processes, and evidence-based practices in educational settings. Through her doctoral training, she aims to support inclusive and data-informed approaches to education for students with diverse learning needs.