Auteur: Susan W. White

Thompson E. Davis III, Ph.D., is an Associate Professor of Clinical Psychology and Director of the Psychological Services Center at Louisiana State University in Baton Rouge. He is the author or co author of numerous publications and is an associate editor of Research in Autism Spectrum Disorders and Research in Developmental Disabilities and serves on the editorial boards of the Journal of Anxiety Disorders, Behavior Therapy, the Journal of Psychopathology and Behavioral Assessment, and Clinical Child and Family Psychology Review. His research and clinical interests focus on anxiety disorders (particularly anxiety in children and specific phobias in children and adults) and the intersection of autism and anxiety. Susan W. White, Ph.D., is an Associate Professor of Clinical Psychology at Virginia Tech in Blacksburg. She has published widely in the area of psychiatric comorbidity in people with ASD, on both assessment and treatment andshe has directed several open and randomized clinical trials in this area. Clinically, she directs a child assessment clinic that specializes in evaluation of suspected neurodevelopmental disorders, co-directs the VT Autism Clinic and leads a support group for adults with ASD as well as supervises a group for college students on the spectrum. In addition to her research work, she is also a psychologist in private practice. Thomas H. Ollendick, Ph.D., is University Distinguished Prof essor in Clinical Psychology and Director of the Child Study Center at Virginia Polytechnic Institute and State University, Blacksburg. He is the author or co-author of numerous research publications, book chapters and books. He is the founding Co-Editor of Clinical Child and Family Psychology Review and the immediate past editor of Behavior Therapy and the Journal of Clinical Child and Adolescent Psychology. The recipient of several NIMH grant awards, his clinical and research interests range from the study of diverse forms of child psychopathology to the assessment, treatment and prevention of these child disorders from a social learning/social cognitive theory perspective.