Dr. Davlantis holds a degree in Social Work from the University of Southern California and a doctorate in Human Development from the University of California, Davis, and is a Board Certified Behavior Analyst. Katherine has over ten years’ experience working with individuals with ASD and their families. She is a certified Early Start Denver Model (ESDM) therapist, trainer, and parent coach, and has traveled both nationally and internationally to train other professionals in the model. As a licensed clinical social worker, she is experienced in assessing young children, delivering evidence-based early interventions, and providing parent coaching in those interventions.
In 2013, she won the Autism Speaks’ Young Investigator Award for her dissertation work, focused on parent-child interaction involving toddlers with ASD. She has published work regarding developmentally appropriate, play-based early interventions for infants and toddlers, and frequently presents on these topics to a variety of audiences. Dr. Davlantis is thrilled to bring together her skills and experience in order to advance research and to provide quality clinical care at the Duke Center for Autism and Brain Development. As the Director of ESDM Services and Training, Dr. Davlantis both provides direct treatment to families and children and trains and supervises others who do the same. She additionally directs the ESDM training program, providing training in the model to other professionals in the community and around the world. She is also trained to research reliability on the Autism Diagnostic Observation Schedule-2 and the Autism Diagnostic Interview-Revised and is currently responsible for directing the clinical assessment team for a clinical trial evaluating the efficacy of umbilical cord blood to improve outcomes for children with ASD.
1. Davlantis, K. S., & Rogers, S. J. (in press). The Early Start Denver Model: Fusing developmental, relationship-based, and behavioral models into a play-based intervention for young children with autism spectrum disorders. In L. Reddy, C. E. Schaefer, & T. Files-Hall (Eds.), Empirically based play interventions for children (2nd ed.). Washington, DC: APA Press.
2. Tordjman, S., Davlantis, K. S., Georgieff, N., Geoffray, M., Speranza, M., Anderson, G. M., ... Dawson, G. (2015). Autism as a disorder of biological and behavioral rhythms: Towards new therapeutic perspectives. Frontiers in Pediatrics, 3(1). doi: 10.3389/fped.2015.00001
3. Wagner, A., Wallace, K. S., & Rogers, S. J. (2014). Developmental approaches to treatment of young children with autism spectrum disorder. In J. Tarbox, D. R. Dixon, P. Sturmey, & J. L. Matson (Eds.), Handbook of early intervention for autism spectrum disorders: research, practice, and policy. New York: Springer Publishing.
4. Rogers, S. J., & Wallace, K. S. (2011). Intervention for infants and toddlers with autism spectrum disorders. In D. G. Amaral, G. Dawson, & D. H. Geschwind (Eds.), Autism spectrum disorders (pp. 1081-1094). New York: Oxford University Press.
5. Wallace, K. S., & Rogers, S. J. (2010). Intervening in infancy: implications for autism spectrum disorders. Journal of Child Psychology and Psychiatry, 51(12), 1300-1320. doi: 10.1111/j.1469-7610.2010.02308.x