Sabatino, A., Rittenberg, A., Sasson, N. J., Turner-Brown, L., Bodfish, J. W., & Dichter, G. S. (in press). Functional neuroimaging of social and nonsocial cognitive control in autism. Journal of Autism and Developmental Disorders. forthcoming - Publication
Sasson, N. J. & Touchstone, E. W. (in press). Visual attention to competing social and object images by preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders. forthcoming - Publication
Sasson, N. J., Nowlin, R., & Pinkham, A. E. (in press). Social cognition, social skill and the broad autism phenotype. Autism: the International Journal of Research and Practice. In Press - Publication
Elison, J. T., Paterson, S. J., Wolff, J. J., Reznick, J. S., Sasson, N. J., Gu, H., Botteron, K. N., Dager, S. R., Estes, A. M., Evans, A. C., Gerig, G., Hazlett, H. C., Schultz, R. T., Styner, M., Zwaigenbaum, L., & Piven, J. (2013). White matter microstructure and atypical visual orienting in 7 month-olds at risk for autism. American Journal of Psychiatry, 170, 899 -908. 2013 - Publication
Sasson, N. J., Lam, K. S. L., Parlier, M., Daniels, J. L., & Piven, J. (2013). Autism and the broad autism phenotype: Familial patterns and intergenerational transmission. Journal of Neurodevelopmental Disorders, 5:11. 2013 - Publication
Sasson, N. J., Lam, K. S. L., Childress, D., Parlier, M., Daniels, J. L., & Piven, J. (2013). The broad autism phenotype questionnaire: prevalence and diagnostic classification. Autism Research, 6, 134 -143. 2013 - Publication
Sasson, N. J., & Elison, J. T. (2012) Eye-tracking young children with autism. Journal of Visualized Experiments, 61, e3675, DOI: 10.3791/3675. 2012 - Publication
Sasson, N. J.*, Dichter, G. S.*, & Bodfish, J. W. (2012). Affective responses by adults with autism are reduced to social images but elevated to images related to circumscribed interests. PLoS ONE, 7(8): e42457. doi:10.1371/journal.pone.0042457. *co-first author 2012 - Publication
Dichter, G. S., Felder, J. N., Green, S. R., Rittenberg, A. M., Sasson, N. J., & Bodfish, J. W. (2012). Reward circuitry function in autism spectrum disorders. Social Cognitive and Affective Neuroscience, 7, 160-172. 2012 - Publication
Sasson, N. J., Brown, L. T., & Piven, J. (2012) Neurodevelopmental mechanisms in childhood psychopathology: The example of abnormal social orienting in autism. Cognitive Neuroscience, Development, and Psychopathology. Oxford: Oxford University Press. 2012 - Publication
The University of Texas at Dallas [2021–Present]
The University of Texas at Dallas [2015–2021]
University of Texas at Dallas [2009–2015]
Children's Hospital of Philadelphia [2008–2009]
University of Pennsylvania [2007–2008]
University of North Carolina at Chapel Hill [2005–2006]
National Science Foundation Pre-doctoral Fellow
University of North Carolina at Chapel Hill [2002–2005]
University of North Carolina at Chapel Hill [2001–2002]
University of North Carolina at Chapel Hill [2000–2001]
University of North Carolina, Chapel Hill [1999–2000]
Frank Porter Graham Child Development Center
Autism is characterized in part by an individual’s challenges communicating and interacting socially with others. These difficulties have typically been studied in isolation by focusing on cognitive and behavioral differences in those with autism spectrum disorder, but little work has been done on how exchanges for autistic people unfold in the real world.
Researchers at The University of Texas at Dallas recently turned the spotlight on social interaction in autism by examining it as a two-way street. Their results, published in December in the journal Autism
, suggest that successful interactions for autistic adults revolve around partner compatibility and not just the skill set of either person.
A new study by a UT Dallas professor found that negative first impressions formed by potential social partners may reduce the quality of social experiences for people with autism.
The study was co-authored by Dr. Noah Sasson
and doctoral student Daniel Faso in collaboration with researchers at Indiana University and Emerson College. In the study, non-autistic participants reported their first impressions of individuals with autism from videos of them during social interaction.
The researchers found that the people with autism were rated similarly to non-autistic adults on trustworthiness and intelligence, but less favorably on likeability and awkwardness — traits that are important to connecting with other people. Participants watching the videos also reported greater reluctance to pursue social interaction with the adults with autism. Colleagues at Emerson College reported similar findings for children with autism.
According to associate professor Dr. Noah Sasson
, most students walk into his research methods class prepared to dislike it. His goal is to change their thinking.
“My job is to convince them not only how important it is for them to get a good understanding of research methods, but also that their minds can be trained to think more scientifically about the world around them,” Sasson said. “Even for students who don’t go on to a research career, having an appreciation for the kind of rigor and scientific approach to evaluating evidence is incredibly important in today’s world.”
Sasson’s focus on engaging students and helping them think critically were instrumental in his being awarded the 2017 Aage Møller Teaching Award, one of several honors given to faculty members and students in the School of Behavioral and Brain Sciences
UT Dallas researchers will receive more than $400,000 from the National Institutes of Health
to research differences in social cognition between people living with schizophrenia and those with autism spectrum disorder.
Social cognition refers to the mental skills a person uses to interpret social cues in the real world, such as recognizing that someone who keeps checking their watch likely doesn’t have time to chat.
“You’ll see a lot of superficial similarities between autism and schizophrenia in their social impairments — they both have problems with social interactions, they both have difficulties understanding social norms or navigating social challenges,” said Dr. Noah Sasson, assistant professor in the School of Behavioral and Brain Sciences
and lead investigator on the grant. “But really we’re trying to hone in on what’s at the root of these impairments for the two groups, and we have good reason to believe that’s very different.”
Dr. Noah Sasson
and Dr. Amandeep Sra
have been honored as two of The University of Texas System’s best educators.
The University of Texas at Dallas faculty members received the 2019 Regents’ Outstanding Teaching Award
. They are among 27 honorees from the state’s 14 academic and health institutions who will be recognized Aug. 14 at the Board of Regents’ meeting in Austin. Each will receive $25,000, a medallion and a certificate for their achievements.
Sasson, an associate professor in the School of Behavioral and Brain Sciences
(BBS), was the 2017 recipient
of BBS’ Aage Møller Teaching Award. Sra, a chemistry
senior lecturer in the School of Natural Sciences and Mathematics
(NSM), received the 2018 Centennial Award
for Excellence in Undergraduate Teaching from Iota Sigma Pi, the national honor society for women in chemistry.