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Matthew Mosconi earned his masters and PhD in clinical neuropsychology from
the University of North Carolina at Chapel Hill. He then completed his
post-doctoral fellowship in cognitive neuroscience and neuroimaging
at the University of Illinois at Chicago. He has been supported by NIH
at each level of his academic career, and currently is part of multiple
studies investigating the neurobiological bases of sensorimotor and
cognitive dysfunction in autism and related disorders. In addition,
Dr. Mosconi’s research focuses on subtle familial patterns of sensorimotor
and cognitive disruptions that may offer insights into the genetic bases
of autism spectrum disorders.
Interests:
Sensorimotor functioning in individuals with autism; development
of cognitive control and its relationship to behavior in autism; functional
integrity of the cerebellum in autism
Projects:
Autism Center of Excellence: Studies on Insistence on
Sameness in Autism (cognitive and neurobiological bases of insistence on sameness)
Studies of oculomotor and manual motor control in autism spectrum disorders
Publications:
Mosconi, M.W., Takarae, Y., & Sweeney, J.A. Motor impairments and dyspraxia in autism. In D.G. Amaral, G. Dawson, & D.H. Geschwind, (Eds.). Autism Spectrum Disorders. (in press).
D’Cruz, A-M., Mosconi, M.W., Steele, S., Rubin, L., Khine, T., & Sweeney, J.A. (2009). Lateralized asymmetries in implicit learning of visuospatial pattern sequencing in individuals with autism. Biological Psychiatry.
Mosconi, M.W., Kay, M., Seidenfeld, A., Guter, S., Stanford, L., & Sweeney, J.A. (2009). Impaired cognitive control is associated with higher-order repetitive behaviors in autism spectrum disorders. Psychological Medicine.
Mosconi, M.W., Hazlett, H.C., Poe, M., Gerig, G., Gimpel, R.S., & Piven, J. (2009). A longitudinal study of amygdala volume and joint attention in 2-4 year old children with autism. Archives of General Psychiatry, 66, 509-516.
Mosconi, M.W., Mesibov, G., Reznick, S.J., & Piven. J. (2009). The Social Orienting Continuum and Response Scale (SOC-RS): a quantitative measure for preschool-aged children. Journal of Autism and Developmental Disorders, 39, 242-250.
Mosconi, M.W., Nelson, L., & Hooper, S.R. (2008). Confirmatory factor analysis of the NEPSY for younger and older school-aged children. Psychological Report, 102, 861-866.
Chung, K., Reavis, S. B., Mosconi, M.W., Drewry, J., Matthews, J. T., & Tasse, M. (2007). The development of a peer-mediated social skills training for high-functioning children with autism. Research in Developmental Disabilities, 28, 423-436.
Mosconi, M.W., Zwaigenbaum, L., & Piven, J. (2006). Structural MRI in autism: findings and future directions. Clinical Neuroscience Research, 6, 135-144.
Mosconi, M.W., Mack, P.B., McCarthy, G., & Pelphrey, K.A. (2005). Taking an “Intentional Stance” on eye-gaze shifts: A functional neuroimaging study of social perception in children. NeuroImage, 27, 247-252.
Mosconi, M.W., Merkler, E., & Mesibov, G. (2004). Social skills in autism. In G. Mesibov & E. Schopler (Eds.) TEACCH approach to working with students with autism spectrum disorders. Kluwer Academic Publishers: Dordrecht, Netherlands.
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