Committee

Bonnie AuyeungName: Dr. Bonnie Auyeung
Institution: School of Philosophy, Psychology, & Language Sciences, University of Edinburgh
Email: bonnie.auyeung@ed.ac.uk
About:
Bonnie Auyeung is a Chancellor’s Fellow at the University of Edinburgh where her work is focused around two central themes: 1) the role of prenatal factors on psychological and neural postnatal development and 2) the potential for specific hormones to relieve the symptoms of Autism Spectrum Conditions. Prior to her current role, Bonnie worked at the Autism Research Centre at the University of Cambridge where she is remains Director of Psychoneuroendocrinology. Before joining Cambridge, Bonnie was a graduate researcher at the University of California (Los Angeles). Her research took place through the Early Childhood Partial Hospitalization Program at the UCLA Neuropsychiatric Institute and focused on development of attention measures for young children.

kwName: Dr. Katie Cebula
Institution: School of Education, University of Edinburgh
Email: Katie.Cebula@ed.ac.uk
About:
Katie is a developmental psychologist with an interest in the experiences of families with a child on the autism spectrum. Her work has involved working with families who use intensive home-based interventions, focusing on patterns of use, and on the impact on parents and siblings. She is also interested in sibling relationships, focusing on positive outcomes and coping strategies of siblings of children with autism.
Catherine CName: Catherine Crompton
Institution: Human Cognitive Neuroscience, Department of Psychology, University of Edinburgh
Email: catherine.crompton@ed.ac.uk
About:
Catherine is one of the SARG PhD Student Reps. She is currently based at the University of Edinburgh, and researches collaborative learning in younger and older adults. Her research interests include social cognition, memory, executive function and ageing. Before starting her PhD, Catherine was a senior support worker, working alongside autistic adults in Edinburgh in community, educational and employment settings. She also supported autistic children during their school holidays in her role as a play practitioner. She completed an MA(Hons) in Psychology at the University of Edinburgh.
jcgName: Dr. Juan-Carlos Gómez
Institution: School of Psychology, University of St. Andrews
Email: jg5@st-andrews.ac.uk
About:
Juan is a developmental psychologist who works on the origins of social cognition and communication. He is specially interested in early forms of referential communication, including pointing and other gestures (among them hand leading and hand taking gestures) and their combination with vocalisations and other expressive behaviours both in autism and typical development. He also investigates basic theory of mind skills, such as gaze following, ostensive eye contact, and pretend play from a developmental and evolutionary perspective.
He is particularly interested in building interdisciplinary approaches to the study of autism that contribute to bridge the gap between theoretical and practical perspectives in research.
Louise (1)Name: Louise McKeever
Institution: University of Strathclyde
Email: louise.mckeever@strath.ac.uk
About:
Louise is one of the SARG PhD Student reps and is carrying out her PhD in the Doctoral Training Centre in Communication Disorders at the University of Strathclyde. Her research focuses on the relationship between speech, language and fine motor control difficulties in children with autism. Her research interests are autism spectrum conditions, ultrasound tongue imaging, speech motor control and language. Louise previously worked as a paediatric speech and language therapist for the NHS .
Name: Juliet Scott-Barrett
Institution: School of Education, University of Edinburgh
Email: s0802257@sms.ed.ac.uk
About:
Juliet is one of the SARG PhD Student Reps. She is currently reading for a PhD at the University of Edinburgh, looking at how visual techniques might support young children with autism express their views in educational research. Her research interests are autism spectrum conditions, visual methods (photography, films, maps and Lego), inclusive research, research ethics, learning difficulties, additional educational needs and primary education. Before starting her PhD, she trained and worked as a secondary school teacher, and completed a PCGE and MPhil in Educational Research at the University of Cambridge.
David SimmonsName: Dr. David Simmons
Institution: School of Psychology, University of Glasgow
Email: david.simmons@glasgow.ac.uk
About:
David is a lecturer in the School of Psychology, University of Glasgow. Initially trained as a physicist, David spent the initial phase of his research career investigating visual perception. However, having become interested in autism in the early 2000s, and spurred on by attendance at SARG meetings, David is now focusing his research on perceptual aspects of autism. David teaches a popular final-year option on autism as part of the Glasgow Psychology honours degree, is heavily involved with the Scottish Government's Scottish Strategy for Autism and is a member of the editorial boards of the journals Perception/i-Perception and The Journal of Autism and Developmental Disorders.
Mary Stewart Name: Dr. Mary Stewart
Institution: Psychology, Heriot-Watt University Email: m.e.stewart@hw.ac.uk
About:
Mary Stewart is a Reader in Psychology at Heriot-Watt University, the primary aim of the research in her lab is to break down barriers to integration for individuals with Autism Spectrum Conditions. The work in her lab is based on two main themes 1) conceptualisation and measurement; 2) identifying issues across the autism spectrum which are related to quality of life and are malleable. Her research is currently focusing on 1) depression across the autism spectrum 2) auditory perception and language across the autism spectrum. She has published on sensory, perceptual, emotional and cognitive issues as well as on measurement of autistic traits. Mary is a founder member and Secretary of the British Society for the Psychology of Individual Differences. .