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New Autism Trial for Children with Autism 3-8 Years of Age

Investigators at the Duke Center for Autism and Brain Development are studying an investigational medication in children with Autistic Disorder. If they meet inclusion criteria, they will be given the investigational medication CM-AT, or placebo (fake medicine).

Investigators want to see if the study medication may help improve some of the symptoms that are often associated with autism such as irritability. Researchers will evaluate children using psychological, psychiatric, medical, behavioral, and developmental measures. Children who meet eligibility criteria will have the opportunity to enroll in a 12-week clinical trial in which they will receive a powdered investigational medicine or a placebo (a powder containing no active medicine). This trial will be followed by an open-label trial so everyone gets to try the investigational medication. This medication is not approved by the United States Food and Drug Administration.

The study involves visits in person visits every two weeks for the duration of the study at our center. Participants will be provided with free and convenient parking. Research related services and medication will be free of charge. Participants will be compensated for their participation.


The Duke Center for Autism and Brain Development

2608 Erwin Road, Suite 300

Durham, NC 27705

Understanding the role of parents in supporting physical activity among children and youth with disabilities; A Theory of Planned Behaviour perspective

The purpose of the research is to examine and enhance our understanding of the role of parental support in facilitating physical activity participation among children and youth (5-21 years) with disabilities. The information gained from this research will help to build a better understanding of the role of parents in supporting their child with disabilities in being physically active. This information may provide as a resource to assist with the development of programs and policies regarding physical activity among children and youth with disabilities.

 Location:  Online Study

Study on Access to Clinical Resources for Patients with Genetic and Neurodevelopmental Disorders
The purpose of this study is to investigate access to clinical care and clinical research for patients with genetic and
neurodevelopmental disorders. This research will entail an anonymous online survey sent to families/caretakers of children with
genetic and neurodevelopmental disorders. The survey will inquire: (1) basic clinical information about the child, such as diagnoses
(both genetic and neurodevelopmental), level of functioning (estimated IQ) (2) clinical specialists that the child sees or needs to
see (3) how families learn about clinical trials/research relevant to their child; and (4) basic demographics about the
parent/caretaker completing the survey.
The purpose of this study is to investigate access to clinical care and clinical research for patients with genetic and
neurodevelopmental disorders. This research will entail an anonymous online survey sent to families/caretakers of children with
genetic and neurodevelopmental disorders. The survey will inquire: (1) basic clinical information about the child, such as diagnoses
(both genetic and neurodevelopmental), level of functioning (estimated IQ) (2) clinical specialists that the child sees or needs to
see (3) how families learn about clinical trials/research relevant to their child; and (4) basic demographics about the
parent/caretaker completing the survey.

Location: Johns Hopkins, Kennedy Krieger Institute

A Longitudinal MRI Study of Infants At-Risk for Autism: Infant Brain Imaging Study

The University of Washington is part of a large multi-site national study which aims to learn more about brain development in young siblings of children with autism spectrum disorders (ASD). The information gained in this study may improve methods of early detection, improve intervention for infants who may be at risk for developing autism, and lead to better outcomes for young children and their families. Participants will receive developmental assessments and Magnetic Resonance Imaging (MRI) scans four times between 3 and 24 months, as well as one follow-up developmental assessment after 36 months.


  • University of Washington,  Seattle, WA
  • University of North Carolina, Chapel Hill, NC
  • Washington University, St. Louis, MO
  • Children’s Hospital of Philadelphia, Philadelphia, PA


The Neurophysiology of Multisensory Speech Integration Across Development
The perception of speech is important for social communication and seeing the speaker is an important part of it. Seeing the speaker's face and lips can help us understand his or her message, especially when there is noise in the background. The process of putting together (or integrating) what we see and hear is called "multisensory integration". Multisensory integration is an ability that develops and improves throughout development.
The goal of this research project is to find out how the human brain manages to integrate what we see and hear and how this ability develops from childhood into adulthood. Another important goal is to find out if the brains of individuals on the Autism Spectrum integrate what they see and hear differently. Participants in this project will take part in experiments that measure brain activity while engaged in multisensory integration tasks. We will also conduct some psychological assessments and collect a saliva sample for genetic analysis.

Location:Bronx, NY 

The investigation into how maternal attachment style contributes to social-emotional functioning in early school-aged children diagnosed with autism

The purpose of this study is to investigate the relationship between attachment style and social skills in children diagnosed with autism. Specifically, mothers of children ages 2 to 18 with pre-existing autism spectrum disorder diagnoses will be recruited for this study. The primary investigator, with the help of the faculty supervisor, will contact schools and organizations that reach this population. If the subjects choose to participate in the study, they will be administered three self-report questionnaires at a time arranged by the mother and the primary investigator or they will be sent the questionnaires via mail and will be given pre-stamped envelopes to send them back to the primary investigator. No self-identifying information will be collected for the purpose of this study.

Location: Fordham University

Autism Treatment Effectiveness Survey

Conduct a national/international survey to evaluate the effectiveness and possible side-effects of treatments for autism, including medications, nutritional supplements, diets, therapies, and education.

Location(s):  US and international

Sensory Processing in Neuro Developmental Disorders

Stanford Psychology and the Autism and Developmental Disorders Research Program are working together to better understand how children with developmental disorders process sensory information.

We expect that this work will provide clues about developmental disorders and will help the design of diagnostic and therapeutic tools.

Our study involves two or three visits to our lab on campus. We will show participants pictures (stripes, patterns, objects, or faces) on a computer monitor and present sounds while we measure brain-waves. Parent interviews and clinical assessments will also be part of the study.

The entire procedure is non-invasive and safe, and all participants’ information will be kept confidential.


Location: Stanford

Joint Attention Mediated Learning Intervention for Toddlers with Autism Spectrum Disorders and Their Families

Location: North Carolina

The purpose of this study is to test a home-based, parent delivered intervention for toddlers who may have an autism spectrum disorder.

Vulnerability of individuals with autism spectrum disorder to naïve involvement in criminal activity

Location: Online Survey

The aim of this project is to understand whether features that may be present in individuals diagnosed with autism spectrum disorder influence their understanding of social situations and appropriate behaviour. If the relationship between ASD and offending is better understood, employees within the criminal justice system, including judges, juries, and magistrates may be able to make more informed decisions regarding the behaviour of individuals with the disorder who offend (Freckelton & List, 2009; Mouridsen, 2012).

Autism Spectrum Disorder Severity and Lifestyles

The purpose of the study is to attempt to find a link between severity of Autism Spectrum Disorder symptoms and various lifestyle habits. Specifically, the link between sleeping positions and Autism Symptoms will be investigated.

Location(s): Online


Neurobiological and Neurodevelopmental facets of Autism Spectrum Disorder: Assessment of Perceptions in the Thai & American Community

The purposes of studying various aspects of the neurobiological symptoms of Autism Spectrum Disorders. Assessments the perception of the parents/caregivers who currently live in the United States of America or Thailand.

Location: online survey

The role of empathy in UNDERSTANDING social Behaviours in individuals with an Autism Spectrum Disorder

Individuals with ASD often face difficulties in social situations. The study investigates a range of factors that may explain why individuals with ASD may find it hard to respond empathically, even if they want to. This study will increase our understanding of the social difficulties faced by individuals with ASD, and help practitioners in their work with clients with ASD.

Location:  Online

Eye-tracking Assessment of Passive Viewing in autism spectrum disorder (ASD)

Brief Summary of Study’s Purpose: The University of Georgia’s Child Attention and Autism Research/Evaluation (CAARE) Lab is conducting a study about social attention in children with autism spectrum disorder (ASD) and typically developing children. We are interested in exploring similarities and differences in how children with ASD and typically developing children attend to different types of pictures. If you agree to participate in the project, we will ask you to send us photos of people and objects your child is familiar with. Then we'll ask you to come to our lab for a one time visit that includes:

• Completing questionnaires about your child

• Children with ASD will complete some diagnostic activities with a researcher

• All children will also look at some pictures on a computer while we use an

eye tracker to record where your child looks

We hope that the knowledge gained from this experiment will help to improve interventions targeting social attention in children with ASD in the future.



University of Georgia

Aderhold Hall

110 Carlton Street

Athens, GA 30602


Augmenting Language Interventions for ASD: A Translational Approach

Location: Los Angeles, CA

Researchers at the UCLA Division of Child and Adolescent Psychiatry are conducting a research study to examine the combined effects of a behavioral intervention and medication on language development in children with autism.

Brain Connectivity in Neurotypical and Neuroatypical Populations

The goal of this research is to examine the connectivity or interaction of brain areas when an individual is engaged in a task and when that individual is not engaged in any particular task (a resting state). Brain activity will be recorded in an MRI scanner while the participant engages in simple tasks or “rests.” The fMRI data will be analyzed to determine how various brain areas interact under task and rest conditions with a particular focus on comparisons across tasks and across subject populations (neurotypical, schizophrenia, and autism).


Rutgers University Brain Imaging Center (RUBIC)

197 University Ave, Aidekman Building

Newark, NJ 07102

Profile Analysis of Adolescents with Autism Spectrum Disorder on the Personality Assessment Inventory - Adolescent.

The purpose of this research is to look at thoughts, feelings, and motivation of adolescents with ASD to identify common features associated with aspects of autism and other common conditions, such as depression and anxiety. This will help clinicians identify high functioning individuals on the autism spectrum and identify if those individuals are experiencing other conditions, such as depression or anxiety.

Location:  via mail

Depression, Anxiety, and Occupational Functioning for Transitional-Aged Youth with Autism

To explore the impact of the training program components on anxiety, depression, friendships, and job/education functioning, specific to young adults with ASD in the transition to adulthood.

Location:   (Data can be collected via mail) Newberg, OR

A Randomized Controlled Trial of Intranasal Oxytocin as an Adjunct to Behavioral Therapy for Autism Spectrum Disorder

Brief Summary of Study’s Purpose: Drs. Henin & Gabrieli are currently recruiting for a clinical research trial that studies the effects of 12-sesssions of two different types of talk therapy for young men with autism spectrum disorders. One therapy teaches social skills and the other teaches stress management in social situations. This study will also examine whether intranasal oxytocin administration prior to the treatment sessions will enhance the benefits of the therapy (compared to placebo). MRI scans are also being conducted to look for patterns in the brain that could indicate how individuals might respond to treatment.

Location:  Massachusetts General Hospital (MGH), Boston. Massachusetts Institute of Technology (MIT), Cambridge.

Toddlers with Autism: Developing Opportunities for Learning (TADPOLE)

Location: Seattle, WA

The purpose of this study is to evaluate the effects of intensity of treatment and delivery style on the developmental progress of young children with ASD. To do this, researchers at the University of Washington, Vanderbilt Kennedy Center, and MIND Institute are comparing two versions of one-on-one early intervention for young children with autism: One play-based (ESDM), and one structured, table-top-based (DTT, discrete trial training). Qualifying toddlers who show signs of autism receive one year of in-home intervention and parent coaching, as well as developmental follow-ups throughout the year.

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