Northwestern University’s Autism Research and Clinical Collaborative is an alliance created by a contingent of Northwestern University labs that all conduct studies involving autism.
Northwestern University’s Autism Research and Clinical Collaborative is an alliance created by a contingent of Northwestern University labs that all conduct studies involving autism.
By bringing together our still-growing knowledge of how autism is related to brain science, developmental connections, and early intervention, our mission is:
- To work with individuals and families affected by autism in order to gain a deeper understanding of its causes and correlates;
- To translate our study findings into groundbreaking treatments for people with autism * ; and
- To provide students with rich opportunities for research experience, clinical learning, and mentorship.
* This website intentionally uses both the term “individuals/people with autism” and the term “autistic individuals/people,” to show respect for the differing perspectives existing within our culture today.
Recent News
The pace of research focused on autism is at an all-time high. Stay up-to-date with this sampling of important new findings emerging in the field, news items, and upcoming events.
Project AIM: Autism intervention meta-analysis for studies of young children
There are many interventions available for children with autism, but the effectiveness of these interventions is the subject of great debate. The researchers conducted a meta-analysis to summarize the effects of seven different types of intervention for children diagnosed with autism (up to 8 years old).
Language Predictors in Autism Spectrum Disorder
Many children with autism develop proficient verbal language skills, but some remain minimally verbal into adulthood. In this study, children with autism were assessed in preschool and again at school age to identify skills that predicted their language development.
How Settings Can Influence Repetitive Speech in ASD
The use of repetitive speech is common in individuals with autism, but little is known about factors that increase or decrease its use. Four categories of repetitive speech (delayed echolalia, immediate echolalia, vocal stereotypy, verbal stereotypy) were evaluated in 11 school-aged children with autism.
Want to get involved?
Click here to learn more about study participation.
Click here for information on lab opportunities.