To obtain more information about our research projects, clinical programs, and other services, please email our clinic coordinators at firstname.lastname@example.org or call us at 805.893.2049. Please do not contact the directors for this information.
Office: Education 2143
Dr. Ty Vernon is the Director of the UCSB Koegel Autism Center. His primary research interests lie in novel methods for measuring, understanding, and altering the social developmental trajectories of individuals with autism and related conditions. He focuses on the development and evaluation of innovative social interventions, including early social engagement paradigms for toddlers and their parents and socialization programs and groups for school-aged children, adolescents, and adults with ASD.
Dr. Vernon received his Ph.D. in Counseling, Clinical, and School Psychology (clinical emphasis) from the University of California, Santa Barbara in 2010. He completed his pre-doctoral internship and post-doctoral fellowship at the Yale Child Study Center (housed within Yale University’s School of Medicine). During his graduate and post-doctoral training, he acquired training in state-of-the-art autism intervention, assessment, and research methods from two world-renowned programs: UCSB’s Koegel Autism Center and the YCSC’s Autism Program. He is currently an Assistant Professor of Clinical Psychology within the Department of CCSP.
Office: Koegel Autism Center 1146
Dr. Krasno is the Clinical Director of the UCSB Koegel Autism Center. She oversees the clinical training and supervision of the Autism Center staff as well as designs and implements clinical service initiatives.
Dr. Krasno is a licensed psychologist and received her Ph.D. in Counseling, Clinical, and School Psychology (clinical emphasis) from the University of California, Santa Barbara in 2014. Prior to her graduate training, she spent two years as a Donald J. Cohen Fellow in Developmental Social Neuroscience at the Yale Child Study Center's Autism Program (housed within Yale University School of Medicine). She completed her pre-doctoral internship at Children's Health Council in Palo Alto, CA, and Lucille Packard Children's Hospital at Stanford University. She obtained her post-doctoral training at Child Abuse Listening and Mediation (CALM) in Santa Barbara, CA.
Phone: (805) 893-2049
Taylor is currently a fourth-year undergraduate at UC Santa Barbara pursuing a B.S. in Microbiology. He hopes to continue his education in Medicine after graduation and is interested in working with children with Autism Spectrum Disorder in the future.
Phone: (805) 893-2049
Emily is currently a fourth-year undergraduate at UC Santa Barbara pursuing a B.S. in Psychological & Brain Sciences and a minor in Applied Psychology. She hopes to continue her studies in Clinical Psychology after she graduates and is interested in working with individuals with Autism Spectrum Disorder in the future.
Daina is a doctoral student with an emphasis in clinical psychology. Her research interests include the development, adaptation, dissemination, and implementation of behavioral treatments for children diagnosed with or at-risk for autism spectrum disorder.
Anthony is a doctoral student in the Clinical Psychology emphasis under Dr. Ty Vernon. As an undergraduate at UCLA, he majored in Psychology and minored in Applied Developmental Psychology. He was also a McNair Research Scholar, a research intensive program for under-represented minorities, where he studied personality in children with autism spectrum disorder (ASD). After graduating, he spent two years working with Dr. Connie Kasari at the UCLA Semel Institute of Neuroscience helping with projects that focus on families with children with ASD living in under-resourced contexts. His current research interests include the intersection of culture and ASD -- specifically, how to better understand and improve the experiences of under-served families with children with ASD.
Emily is a student in the clinical psychology emphasis working with Dr. Ty Vernon. Her research interests include the design and dissemination of social interventions for individuals with ASD, along with the development of novel measures to track individual responses to intervention. She is also interested in developing methods to teach emotion regulation skills to individuals with ASD with a range of verbal and cognitive abilities.
Jessica is a doctoral student with an emphasis in Special Education, Disabilities, and Developmental Risk studies. Her current research at UCSB centers on cultural competence and inclusivity of Autism Spectrum Disorders and the effects on the processes of assessment and intervention services.
Samantha is a doctoral student with an emphasis in Special Education, Disabilities, and Developmental Risk studies. Her interests include academic motivation, educational inclusion, and social interventions for school-aged children. She earned her B.A. in Psychology and Anthropology at UCSB in 2015, and has spent 8 years in a program to match individuals with disabilities with “peer buddies” at high-schools and within the community.
Kaitlynn is a doctoral student with an emphasis in Special Education, Disability, and Risk studies. She earned a B.S. in Special Education from South Carolina State University in 2014 and a M.S. in Special Education with an emphasis in Autism Spectrum Disorders from Florida International University in 2016. Her interests include improving the cultural relevance of interventions for children with Autism Spectrum Disorders, specifically in the area of parent education and treatment acceptability.
Maria Jimenez is a doctoral student in the Clinical Psychology emphasis working with Dr. Ty Vernon. She earned a B.S. in Psychology from the University of Miami in 2016 and a M.S. in Applied Behavior Analysis from the University of Miami in 2017. Her research interests include the design and dissemination of early parent training interventions for families with children with autism spectrum disorder (ASD). She is also interested in understanding how to improve treatment access, engagement and outcomes for culturally diverse and under-served families of children with ASD.
Rachel is a doctoral student with an emphasis in Special Education, Disability, and Risk Studies. She earned a BA in Psychology from UC Berkeley in 2011 and an MA in Special Education from San Jose State in 2017. Her research interests focus on parent involvement in education/interventions for children with autism. She is also interested in exploring the social validity of interventions for individuals with autism from the perspective of families as well as from the individuals with autism themselves.
Erin was a student in the Counseling, Clinical, and School Psychology program. Her research interests include empathy expression in individuals with ASD, and improving higher education and employment outcomes for adolescents and adults with ASD. She is specfically interested in understanding these areas through the lens of neurodiversity while utilizing and improving strength-based, motivational behavioral interventions.
Shereen was a doctoral student in the clinical psychology program at UCSB. She earned her B.S. in Psychology at UC San Diego, and her M.A. in clinical psychology at the University of Hawaii at Manoa. After completing her undergraduate studies at UCSD, Shereen worked at a research lab studying visual processing and Theory of Mind in infants, children, and adolescents with ASD. While obtaining her M.A. at UH, Shereen also worked as a behavior technician at the Easter Seals Hawaii Autism Center. She is passionate about helping individuals of all ages with ASD, as well as their families.
Liz was a doctoral candidate in Counseling, Clinical and School Psychology, with a clinical emphasis. She is currently a graduate student clinician at the Center. Her research interests involve the development and dissemination of evidence-based interventions to promote early social engagement in infants and toddlers at-risk for ASD. Liz has developed an online Pivitol Response Treatment training program for parents to learn about and implement treatement strategies at home with their child.
Amy was a doctoral candidate in the Clinical, Counseling, and School Psychology program (clinical emphasis) working with Dr. Ty Vernon. Before entering UCSB, she graduated from the University of Texas at Austin with highest honors in Psychology and went on to serve as the Laboratory Manager of the Children’s Cognitive Development Lab at Carnegie Mellon University. Her professional interests involve measuring social and language development of young children with autism spectrum disorders (ASD) using innovative outcome measures. Her doctoral dissertation investigates how children with ASD process and respond to adverse childhood experiences (ACES) compared to their typically developing peers. Amy will serve as the Interim Director of Clinical Services of the Koegel Autism Center from May to September 2018.
Kelsey was a doctoral student with an emphasis in Special Education, Disabilities, and Developmental Risk Studies. Her research interests include the dissemination of PRT to families, school personnel, and other professionals in addition to the support and education of parents with children on the spectrum. Kelsey is also interested in social skills interventions in inclusive school environments, particularly in elementary schools.
Dr. Robert Koegel is currently a senior researcher at Stanford School of Medicine. He can be contacted at email@example.com.
Robert Koegel, Ph.D., was the Founding Director of the Koegel Autism Center at the University of California at Santa Barbara. He is an international authority in the area of autism, specializing in language intervention, family support, and school integration. He has published well over two hundred articles and papers relating to the treatment of autism. He also has authored 6 books on the treatment of autism and positive behavioral support. He has been the recipient of numerous multimillion dollar research and training grants from the National Institutes of Health, the U.S. Department of Education, and the National Institute of Mental Health. Models of his procedures have been used in public schools and in parent education programs throughout California, the United States, and other countries.
Dr. Lynn Koegel is now a clinical professor at Stanford University School of Medicine and can be contacted at firstname.lastname@example.org.
Lynn Kern Koegel, Ph.D., was the Founding Clinical Director of the Koegel Autism Center at the University of California, Santa Barbara. She has been active in the development of programs to improve communication in children with autism, including the development of first words, development of grammatical structures, and pragmatics. Dr. Koegel is co-author and co-editor of major textbooks on autism and positive behavioral support and is co-author of the bestselling book Overcoming Autism: Finding the Answers, Strategies, and Hope That Can Transform a Child’s Life (Penguin, 2004). In addition to her published books and articles in the area of communication and language development, she has developed and published procedures and field manuals in the area of self-management and functional analysis that are used in school districts throughout the United States and have been translated in most major languages used throughout the world. Dr. Lynn Koegel is actively involved in providing support and intervention services in school districts, both locally in California and throughout the United States. Dr. Koegel, and her husband Robert, were awarded the first annual recipient of the Sesame Street Children’s Television Workshop Award for brightening the lives of children. She has also been featured in news reports on television stations throughout the United States and has appeared on episodes of the internationally broadcast ABC television series Supernanny.