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Gazi Begum Azad



I am a post-doctoral research fellow at the Center for Mental Health Policy and Services Research and the Center for Autism Research. I received my BA in psychology from the University of California, Los Angeles. Prior to graduate school, I served as a behavioral therapist for children with Autism Spectrum Disorder (ASD) at the Semel Institute for Neuroscience and Human Behavior at UCLA. I completed my doctorate degree in School Psychology with a clinical focus on families of children with ASD and a school focus on prevention and intervention for students with psychosocial risk. I conducted my pre-doctoral internship at Columbia University, serving parents and teachers of children with and without developmental disabilities.

The goal of my research is to develop a comprehensive understanding of how to create effective family-school partnerships for culturally, linguistically, and socio-economically diverse children with psychiatric and developmental disabilities. To that end, I am developing and testing a triadic consultation model to improve parent-teacher communication about evidenced-based interventions for socio-culturally diverse children with ASD in urban public schools. This understanding is the necessary first step for future research targeting family-school partnerships, which has a pervasive impact on the lives of children with Autism Spectrum Disorder, including substantial gains in cognitive, social, and behavioral development.

Sample of Significant Publications

Azad, G.F., Blacher, J., & Marcoulides, G. Mothers of children with developmental disabilities: Stress in early and middle childhood. Research in Developmental Disabilities. in press.

Begum, G.F. & Blacher, J. The sibling relationship of adolescents with and without intellectual disabilities. Research in Developmental Disabilities. 2011. 32(5): 1580-1588.

Blacher, J., & Begum, G. F. Sibling relationship quality and adjustment: Considerations of family, genetics, cultural expectations and disability types. .), International Review of Research in Developmental Disabilities. Chennai, India: Elsevier, 2011. 41: 163-197.

Blacher, J., Begum, G.F., Marcoulides, G., & Baker, L. Longitudinal perspectives of positive impact on families: Relationship to culture and disability status. American Journal on Intellectual and Developmental Disabilities. 2013. 118(2): 141-155.

Castro-Olivo, S., Albeg, L., & Begum, G.F. War and terrorism. Best Practices in Crisis Prevention and Intervention in Schools-Second Edition. Bethesda, MD: National Association of School Psychologists, 2012. 437-454.

Castro-Olivo, S., Tran, O.K., Begum, G.F., Arellano, E., Garcia, N., & Tung, C. A comprehensive model for promoting resiliency and preventing violence in schools. Contemporary School Psychology Journal. 2013. 17(1): 23-34.

Freeman, S, Begum, G.F., Hayashida, K., Paparella, T . Improving social behaviors in the classroom: An easy curriculum for teachers of young children with autism, developmental disabilities, and typical children. New York: DRL Books, 2011.

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