Modelling Trajectories of Social and Non-Social Cognitive Development in the Broader Autism Phenotype

Lead Supervisor:   Professor Tony Charman (IoE)
                               Dept. of Psychology and Human Development,

Co-Supervisor:       Professor.Mark H Johnson (Bbk)
                                Centre for Brain and Cognitive Development 

The proposed PhD project will follow fifty younger siblings of an older child with a diagnosis of autism spectrum disorder (ASD) – thus at genetically high risk of developing autism or the broader autism phenotype (BAP) – from the first year of life to toddlerhood. In a novel addition to the existing funded programme, the PhD student will develop experimental measures to test social (perspective-taking; early ‘theory of mind’) and non-social (attention flexibility; inhibition) cognition in the ‘at risk’ siblings at 24 and 36 months of age. Statistical techniques will be used to model developmental trajectories of social and non-social cognition from parallel measures already collected at 6-9 months and 12-15 months. The student will benefit from a multi-disciplinary training including neurophysiological (ERP) and experimental tasks, clinical assessments of the early autism phenotype and cutting-edge statistical modelling techniques.

Opportunities for Research/Training

The Institute of Education offers support for MPhil and PhD students at four levels:

• through your supervisor
• in your academic department and faculty
• in the Institute-wide research training programme
• between yourself and your fellow students.

As an MPhil or PhD student at the Institute, you will follow a programme of study under the guidance of an appointed supervisor and an advisory panel.  At the start of your programme you will draw up a plan for your research in consultation with your supervisor for completion of your thesis within the period of registration for the degree.  This will include your research methods training programme.

Your work plan and training programme will be reviewed annually in the light of your research needs and progress.  Details of your training programme will also form a part of your training portfolio.  The portfolio is a record of all the training you undertake and the skills you acquire;  it may be usefully presented to others, for example, a sponsoring body or employer, to demonstrate the area of research training which you have undertaken.

The Doctoral School research training programme consists of core and specialist courses.  The core courses provide a broad coverage of the central skills and ethical and methodological issues of educational research.  The specialist courses provide greater depth in specialised skill, building on the knowledge gained from the core courses.  The courses, workshops and seminars provide the opportunity for you to become part of the Institute's larger research community.

You will be able to meet and discuss your work with students and staff from other academic schools and research units and learn more about the personal and funded research taking place at the Institute.

The student on this project will benefit from specialist inter-disciplinary training in the measurement of the early autism phenotype, neurophysiological measurement and specific techniques to model longitudinal data.

Key References

1.  Elsabbagh, M., Volein, A., Holmboe, K., Tucker, L., Csibra, G., Baron-Cohen, S., Bolton, P., Charman, T., Baird, G., Kriejs, S., & Johnson, M.H. (2009).  Neural Correlates of eye gaze processing in the early autism phenotype.  Biological Psychiatry, 65: 31-38.
2.  Elsabbagh M, Volein Tucker L, Holmboe K, Csibra G, Baron-Cohen S, Bolton P, Charman T, Baird G, Kriejs S, & Johnson MH.(in press).  Visual orienting in the early autism phenotype:  Disengagement and facilitation.  Journal of Child Psychology and Psychiatry.
3.  Elsabbagh M, Johnson MH.  Infancy and autism:  progress, prospects and challenges.  (2007)  Progress in Brain Research, 164, 355-383.
4.  Yirmiya N. & Ozonoff S. (2007).  The very early autism phenotype.  Journal of Autism and Developmental Disorders, 37, 1-11.

Further details about the project may be obtained from:

Lead Supervisor:  Professor Tony Charman; t.charman@ioe.ac.uk
Co-Supervisor:    Professor Mark Johnson: mark.johnson@bbk.ac.uk

Further information about PhDs at the Institute of Education is available from:

www.ioe.ac.uk/doctoralschool/

Application forms and details about how to apply are available from:

doc.enquiries@ioe.ac.uk  (Please indicate in you request and on the application form the studentship for which you wish to be considered: BCPhD:  Charman

Further Requirements

Candidates must supply full transcripts of their qualifications and the following:

• a statement of no more than 500 words indicating what skills and academic and professional experience you can bring to this project and why you consider you would be the best person to undertake this research.  If possible, this should include evidence of your knowledge of the relevant literature in the field.
• a piece of academic writing which may be from your previous degree studies or an academic publication for which you were responsible.  This should show your skills of critical analysis and your clarity, focus and fluency in the organisation and presentation of your arguments.

Shortlisted candidates will be invited for interview.

Closing date for applications is:  25 February 2009