ASRC Talk: 10 Reasons Why Research Rocks

Transcript

• 00:09I'm a professor at Yale and my
• 00:11training is as a clinical psychologist.
• 00:15So my doctorate is in thinking about
• 00:17how kids think and learn and how we can
• 00:20help them think and learn in ways that
• 00:23are going to be most useful to them.
• 00:27I'm also a scientist, and as a scientist,
• 00:31what we study in my laboratory is the brain.
• 00:35And really, those two things intertwine
• 00:38very tightly because the work that we do
• 00:41as scientists is to try to understand
• 00:43ways that we might interpret what the
• 00:46brain is doing so that we can better our
• 00:50ability to help kids as psychologists.
• 00:53So let me give you an example right now.
• 00:56If I wanted to think that,
• 00:58think about what might be most
• 01:00useful for a child, say to,
• 01:03you know, to pay attention in school,
• 01:05what I would do is talk to that
• 01:07child's family and, you know,
• 01:09learn what they've observed.
• 01:10I would have a conversation with that child.
• 01:12I would play with that child.
• 01:14And I would use all of that information
• 01:16with my clinical experience and what I
• 01:19understand about what's been tried before.
• 01:21And I would make a suggestion
• 01:23about what could be done.
• 01:25What we hope that as scientists
• 01:27is that maybe we could understand
• 01:29things about the brain that would
• 01:31let us do a better job at that.
• 01:33Like,
• 01:33what if I could take all the things
• 01:35that I see and all the things
• 01:37that parents tell me about,
• 01:39but then also combine that with something
• 01:41that I can measure about a person's brain,
• 01:43about their biology?
• 01:45It might give us more specific information,
• 01:48it might give us more sensitive information,
• 01:51and we might be able to
• 01:53do more useful things.
• 01:54Maybe we could do a better job of
• 01:56figuring out what treatment or whether
• 01:58a treatment would be useful for that
• 02:00child or might show us whether what
• 02:03we're already trying is working.
• 02:05But those are the that's the work
• 02:07that we do is to try to to see
• 02:09whether things that we can understand
• 02:11about the brain
• 02:14who to help us better as psychologists.
• 02:18The We're really aware in our scientific
• 02:22laboratory that we we do our work in
• 02:26partnership with autistic people and
• 02:29with families of autistic people.
• 02:31We we can only learn things
• 02:34when we all work together,
• 02:35because we're really good at some things,
• 02:38like measuring how the
• 02:40brain does certain things.
• 02:41But really, we can't do that unless
• 02:44people who have autism or people
• 02:46who live with autism are willing
• 02:48to work with us to learn together.
• 02:50And so we recognize that we you
• 02:54probably recognize that as well.
• 02:56If you're watching this,
• 02:57if you have some kind of connection to
• 02:59the Autism Spectrum Resource Center,
• 03:01you probably care about autism,
• 03:03you probably care about autism research.
• 03:06You may think that it's really important.
• 03:09And really we've given lots of
• 03:11talks on the Internet.
• 03:12We can actually lots of talks for
• 03:15a SRC and most of the talks that
• 03:17we do are really about the science
• 03:20and the reasons that we think the
• 03:21science is going to be helpful.
• 03:23But today I want to talk about
• 03:25research in a different way.
• 03:27I want to talk about why.
• 03:29Well,
• 03:29the title of the talk is Why Research Rocks.
• 03:32But there's 1000 reasons why research rocks,
• 03:35why it rocks for you.
• 03:37I want to talk a little bit
• 03:38today about 10 reasons that we've
• 03:40thought about in the lab,
• 03:41that research can be beneficial for a person,
• 03:45for a family.
• 03:46I want to talk about some of the
• 03:48misconceptions people have about research.
• 03:50Things that people might worry
• 03:52about that are not founded,
• 03:54that are not realistic worries.
• 03:56And I want to talk about some of the
• 03:58things that we strive to do so that
• 04:00we can make participating in research easy,
• 04:03fun,
• 04:03worth your while so that we can
• 04:05all achieve shared goals about
• 04:07understanding more about autism in a
• 04:10way that's helpful to autistic people.
• 04:13The first thing that I'm going to
• 04:15talk about is actually something
• 04:17that people get confused about,
• 04:18about research.
• 04:20I want to clarify that participating
• 04:23in research in our lab at Yale
• 04:27is totally confidential,
• 04:28and it's totally private.
• 04:31No one will know that you came
• 04:34in and participated in research.
• 04:35It doesn't get added to any kind
• 04:38of medical record at Yale.
• 04:39Your doctor doesn't know.
• 04:41Your child's school doesn't know.
• 04:43Your employer doesn't know.
• 04:45It's something that is really personal,
• 04:48that is confidential,
• 04:49and I think that's something that
• 04:51people sometimes wonder about.
• 04:53So that's the first thing I want to clarify.
• 04:56Participating in research is confidential.
• 04:59The only exception,
• 05:00the only person who could let people
• 05:03know you participated in research is you.
• 05:06And the second thing I want to
• 05:09talk about relates to a reason
• 05:10why you might want to tell people
• 05:12that you participated in research.
• 05:15Because when you participate in research,
• 05:18you are also receiving a clinical
• 05:23service in a different kind of way.
• 05:27And I say that because you may
• 05:28want people to
• 05:29know that you've gotten that clinical
• 05:31service because you might get useful advice
• 05:33that you want to share with your doctor,
• 05:35you want to share with a school,
• 05:38you might even want to share with your
• 05:40employer if you're an autistic adult.
• 05:41Different kinds of things that I'm
• 05:43involved with here at Yale and
• 05:44that our team is involved with,
• 05:45and one of them is a
• 05:48developmental disabilities clinic.
• 05:49Now this developmental disabilities
• 05:50clinic was started in the 1980s.
• 05:52It was founded by a mentor of mine,
• 05:55Fred Volkmar,
• 05:55and it was one of the first psychological
• 05:59clinics in the country and in the
• 06:01world that was specifically focused
• 06:03on working with people with autism.
• 06:06So it's it's got a very strong reputation.
• 06:09There were a lot of clinicians,
• 06:11psychologists, psychiatrists,
• 06:12speech and language pathologists
• 06:14in this clinic who really care
• 06:16and who knew a great deal about
• 06:19working with people with autism.
• 06:21And is it?
• 06:22When you come to a clinic,
• 06:25any clinic for autism,
• 06:27somebody's usually paying, whether it's you,
• 06:30whether it's an insurance company.
• 06:33You're also, unfortunately,
• 06:34often dealing with some kind of waiting list.
• 06:37There are many families.
• 06:39But here's the secret about
• 06:41research is when you come in to
• 06:44participate in a research study,
• 06:45you're actually getting an evaluation.
• 06:48Just like you get an evaluation in
• 06:50a clinic with actually the exact
• 06:53same experts who work in the clinic.
• 06:55But there's But you're not your
• 06:57insurance not being charged,
• 06:58You're not responsible for any
• 07:00kind of copayment.
• 07:01You're not paying out of any
• 07:02of your own money.
• 07:04This is just a part of the research.
• 07:05So anytime someone comes in
• 07:07to do a research study,
• 07:08they're getting a very thorough evaluation,
• 07:11looking at diagnosis if necessary,
• 07:14looking at the way a person's learns,
• 07:16their strengths and vulnerabilities in
• 07:19ways that might be very relevant to school.
• 07:22And then you're also going to get as a
• 07:24part participating in research a report,
• 07:26a written report that is just
• 07:28like what you would get in,
• 07:30in a clinical evaluation.
• 07:32And that is why I brought this up
• 07:35in the context of confidentiality.
• 07:37Many people find those reports are
• 07:39extremely useful to bring to school,
• 07:42to share with doctors,
• 07:44to share with therapists or even in
• 07:47terms of understanding themselves.
• 07:49So that's the second thing that I
• 07:51want to highlight about research
• 07:52is that when you participate in
• 07:54research you are becoming a part
• 07:56of a of a of a clinical process.
• 07:58I also want to highlight that
• 08:00it's not a one and done our our
• 08:02team isn't going anywhere.
• 08:04We're here many people who get
• 08:06involved in our research over
• 08:08time come to rely on our team for
• 08:10clinical input and clinical advice.
• 08:13And so it's really by becoming
• 08:14a part of our kind of broader
• 08:17community research participants,
• 08:19you're actually availing yourselves of
• 08:21of our expertise in an ongoing way.
• 08:25The third thing that I want to mention,
• 08:27I kind of hinted at it already.
• 08:29But when I said that you don't have
• 08:31to pay to participate in research,
• 08:34that is true, but it's not the whole truth.
• 08:36The whole truth is that actually you
• 08:38get paid to participate in research.
• 08:41We respect that you are busy.
• 08:44We respect that you have many things
• 08:45going on and that your time is valuable.
• 08:48And so when a family comes or
• 08:49when an adult comes to participate
• 08:51in research independently,
• 08:53they're compensated for their time.
• 08:55And this is part of a bigger pattern
• 08:58that we hope you would proceed
• 09:00in terms of us trying to be very
• 09:02aware of the things that could make
• 09:04it difficult for a participant,
• 09:06a person to participate in research.
• 09:08And we want to make it easy and worthwhile.
• 09:11So for sure that's paying you for your time.
• 09:14For sure,
• 09:16that's thinking about your schedule,
• 09:19making ourselves available in the evenings,
• 09:22on the weekends if you need to.
• 09:24It's thinking about the difficulties that
• 09:26you might experience in getting here.
• 09:28We're glad to cover the cost of
• 09:31your transportation or your gas.
• 09:33We always pay for parking for
• 09:35people who drive here.
• 09:36And you don't have to worry about
• 09:38finding a parking spot in New Haven,
• 09:39which can be a challenge.
• 09:41So we thought about all those
• 09:43kinds of things,
• 09:43and we keep thinking about
• 09:45these kinds of things.
• 09:46One thing that we realized recently
• 09:48is that the kinds of the the way
• 09:51that we measure brain activity
• 09:52requires a person to wear a cap.
• 09:54That can be difficult
• 09:55with certain hairstyles.
• 09:56So we'll work with you.
• 09:58Maybe you have braids and you're
• 09:59going to get them out to get
• 10:01them taken out to rebraid.
• 10:02We would love to understand the
• 10:04scheduling of that so that we can
• 10:06plan a visit when the braids are out.
• 10:08So really we are.
• 10:10We try to be really thoughtful
• 10:12about all the things that can
• 10:14make it easy or hard for a person
• 10:16to be involved in research,
• 10:17and we're really motivated to make it easy.
• 10:19So these are some of the things
• 10:20that we've thought about.
• 10:21But if there are things we haven't thought
• 10:24about it we want to hear from you.
• 10:25Please tell us.
• 10:26Now,
• 10:27the fourth thing I want to mention
• 10:29is something that is also a
• 10:31way of kind of rewarding people
• 10:33for participating in research.
• 10:35But it is so important that it
• 10:37has to be numbered separately and
• 10:40that is food we love to eat.
• 10:44And we understand that when
• 10:46you are here with us,
• 10:47it doesn't mean you won't get hungry.
• 10:50And so we're going to make sure
• 10:52that you're food needs are met.
• 10:54We have lots of snacks,
• 10:56snacks that are appropriate for moms,
• 10:58dads, kids, adults.
• 10:59We will feed you if you happen
• 11:03to be here at a meal time.
• 11:05Now the one thing that we don't have
• 11:06is a kitchen and a kitchen staff.
• 11:08So I can't promise that
• 11:09we're going to cook for you,
• 11:11but we will ensure that you are
• 11:13fed good food while you were here.
• 11:16So that's another thing not to worry about.
• 11:19The fifth thing that you may not
• 11:22know about participating in research
• 11:24is we also recognize that people
• 11:26sometimes have multiple children.
• 11:28As a matter of fact,
• 11:29many of us have multiple children.
• 11:31And what I want to do on a given day
• 11:34is a combination of what I actually
• 11:36want to do and what I can do while I'm
• 11:39also providing care for my children.
• 11:41So that's something that we
• 11:43can help with too.
• 11:45If you have a child that is autistic and
• 11:50you would like to participate in research,
• 11:52and let's say you have other children
• 11:54that aren't eligible for the study,
• 11:56ring them and our staff will spend
• 11:58time with them, entertain them.
• 12:00We have many toys,
• 12:02we have movies and we want to ensure
• 12:07that the your need to look after your
• 12:09family is not something they would ever
• 12:12get in the way of being involved in research.
• 12:15So we are scientists,
• 12:17we are clinicians and what we need to be,
• 12:20we are babysitters.
• 12:21So that's something that's
• 12:22important for you to understand.
• 12:24The sixth thing I want to highlight about
• 12:27participating in research is that it's fun.
• 12:30It tends to be fun.
• 12:32Most of the people that work
• 12:34in this field are people who,
• 12:36you know,
• 12:37got interested in psychology or got
• 12:39interested in child psychology because
• 12:40they like people and they like kids.
• 12:43And so when you if you're
• 12:45an adult or when your child,
• 12:47if you're bringing a child to
• 12:50participate in research comes in,
• 12:51you're probably going to have the
• 12:53experience of getting to meet a lot
• 12:56of people that you enjoy meeting.
• 12:58Adults often enjoy talking with
• 13:00our team members,
• 13:01maybe learning about some of the things
• 13:02that are taking place during a visit.
• 13:04Kids love, often love coming in for a visit.
• 13:08We have many,
• 13:09many toys in our waiting area.
• 13:11We've got lots of ways to entertain them.
• 13:13We've got a whole team of very enthusiastic
• 13:17research fellows who enjoy playing with kids.
• 13:20The place is decorated in a way
• 13:23that's really welcoming,
• 13:24doesn't look like any kind of
• 13:26doctor's office.
• 13:27We actually let you do graffiti
• 13:29as part of one of the procedures.
• 13:31A little sticker goes on your head
• 13:32and you can pick anywhere on any
• 13:34one of our walls where you can
• 13:36stick that sticker up on our wall
• 13:37and leave your lasting mark.
• 13:39So pretending in research can
• 13:41actually be really fun because of
• 13:44the people that you interact with.
• 13:47The seventh thing I want to say
• 13:48is that it can also be really fun
• 13:50because you have the opportunity
• 13:52to learn about science.
• 13:53Now,
• 13:53I'm a little bit biased because I think
• 13:56that few things are more fun than science,
• 13:59but I have observed that many of the
• 14:02people that come in to be involved
• 14:05in research also enjoy science,
• 14:07and there's a few things that really
• 14:09emerge as highlights for people.
• 14:11One is when we measure a person's
• 14:14brain activity, the way we do it,
• 14:15as I said, is with a a hat that you
• 14:18wear that picks up electricity.
• 14:20But then we can set it up so that
• 14:22you can actually see the electricity
• 14:24that is being made by your own brain.
• 14:27So we can have you sit in a chair
• 14:28and show you on a computer screen.
• 14:30The pain is actually doing,
• 14:32we can show you how if you do something
• 14:34like move your arms or clench your jaw,
• 14:37we can actually see how that
• 14:39activity changes.
• 14:40And so that's pretty cool.
• 14:43Relatedly, we also can give you,
• 14:45if you'd like,
• 14:46a picture of yourself wearing one of
• 14:48these brain hats so that you have a
• 14:50souvenir of what you look like when
• 14:53you were giving your brain activity.
• 14:55We're also really,
• 14:56really happy to talk with people
• 14:59about the science,
• 15:00why we think that the work
• 15:02that we're doing is useful.
• 15:03But we always want to wait until we're
• 15:07done with the actual work with you to
• 15:09tell you about what the science means.
• 15:11Because we want to make sure that the
• 15:13ideas that we have about what might be
• 15:16happening during a research study don't
• 15:18don't change your expectations in a
• 15:19way that I could kind of mess things up.
• 15:22So always let ask. Always.
• 15:24People can always.
• 15:25There's lots of questions.
• 15:25We'd love to talk about the science,
• 15:27but I always know we might say,
• 15:28hey, wait,
• 15:28let's wait until we're done with
• 15:30the things that we're doing today.
• 15:33The eighth thing that I want
• 15:36to mention is swag.
• 15:38Everybody likes swag,
• 15:39and so we make sure that
• 15:42people leave here with swag.
• 15:44Kids who come in get to choose a toy
• 15:47from our prize box, which is fun.
• 15:51Adults,
• 15:51We have lots of different kinds of things,
• 15:53from chapstick to coffee mugs.
• 15:56I will say that I recognize that
• 15:58our lab is fueled on coffee and
• 16:00many of the parents who come
• 16:02in seem to have the same fuel.
• 16:04So we take very seriously the
• 16:07Mcpartland Lab coffee travel mugs
• 16:09and we hope that you'll you'll
• 16:11leave with one and and use it to
• 16:14keep yourself fueled around town.
• 16:16If you if you like different
• 16:18beverages other than coffee,
• 16:19we have cozies to keep your can
• 16:21of soda or whatever beverage.
• 16:22It might be cold while you're
• 16:25outside in the warmer weather,
• 16:27so getting goodies to take home is
• 16:29also part of participating in research.
• 16:32The last two things I want to
• 16:34mention are bigger picture things.
• 16:36The ninth thing is that when you
• 16:38come in to participate in research,
• 16:40you are actually helping to
• 16:43create an environment.
• 16:44That is training the next
• 16:48generation of psychologists,
• 16:50of doctors,
• 16:51of scientists who are about to dedicate
• 16:55their lives to to autism and autistic people.
• 16:59So our lab actually is 16 people here who are
• 17:03not you know, I'm cooked, right?
• 17:05I'm a I'm a professor.
• 17:07I'm I'm always training unofficially,
• 17:10but my official training is done.
• 17:12There are 16 different people
• 17:14in this lab who are training,
• 17:16who are in route to getting their doctorate
• 17:19or moving towards being ready to start
• 17:21their own lab or getting ready to go
• 17:24to medical school or Graduate School.
• 17:26And it is so valuable for them to
• 17:29prepare to be independent in the future,
• 17:32to have the opportunity to exist
• 17:35in a vibrant research community.
• 17:37So by coming in,
• 17:39you are actually creating the
• 17:41setting that trains the next
• 17:44generation of leaders in autism,
• 17:46which is something that I
• 17:48think is is so important.
• 17:50The last thing that I'm going to mention is
• 17:54something that I I think everybody knows,
• 17:57but when you come in and
• 17:58participate in research,
• 17:59you are changing the world.
• 18:01We do research in autism that is designed
• 18:05to change what is understood about
• 18:07autism in ways that make a difference
• 18:10in the lives of autistic people.
• 18:13And so when you come in,
• 18:15you are creating knowledge,
• 18:18you are cocreating information techniques,
• 18:22clinical practices that are going
• 18:25to that mean that things will be
• 18:28done differently for people with
• 18:30autism in the future and done better.
• 18:32And that I know from many of
• 18:34the people who come in,
• 18:36it's not about a coffee mug,
• 18:38it's not about a meal or money.
• 18:41It's about the opportunity to make this a
• 18:45world that is better for people with autism.
• 18:49And so that's something
• 18:50that's really important.
• 18:51We we try to make sure that everybody
• 18:54who comes in and participates
• 18:55in research with us,
• 18:57who helps us cocreate knowledge gets
• 18:59to be a part of our ongoing learning.
• 19:02We most of the time,
• 19:04people write up the results of
• 19:06what they learn and put it in
• 19:08a journal where it's only going
• 19:10to be read by other scientists.
• 19:12We do that too,
• 19:14but we realize it's a problem.
• 19:15So what we also do is we have
• 19:17a section of our website,
• 19:20mcplab.org, where we put summaries of all.
• 19:25So all the things that we learn that go on
• 19:28to these scholarly journals that are full
• 19:30of jargon and full of technical details,
• 19:33we put summaries online so that
• 19:34families who come in and work with us,
• 19:36so that participants who come and
• 19:38work with us, you don't have to be a
• 19:40scientist to understand why it matters.
• 19:43And we think that's really important.
• 19:46The last thing I want to mention about
• 19:48our mission is that that we are respectful
• 19:51of all different kinds of autism.
• 19:54We live in a time where it's really hard to
• 19:57know what having autism means for a person.
• 20:01To know what it means for a parent.
• 20:04And there are many who want to really
• 20:07aggressively intervene with autism.
• 20:08And there are many people who want to think
• 20:11about autism as a source of strengths.
• 20:13And we see the benefit in all of these
• 20:16approaches and the work that we do is
• 20:19really designed to understand because we
• 20:22believe that the more that we understand,
• 20:24the more that we can help any given person.
• 20:26And for some, you know, for a parent,
• 20:29that might mean helping their child
• 20:31produce a word or look them in the eye.
• 20:33For a person with autism, that might.
• 20:36It could mean anything.
• 20:37It might mean feeling more comfortable
• 20:39having a conversation with someone.
• 20:41It might also mean nothing to
• 20:43do with social things.
• 20:45It might mean getting some knowing,
• 20:47more effective ways to treat things
• 20:49like the anxiety or depression that
• 20:52affect many people with autism.
• 20:54So we're really thoughtful about how
• 20:56autism can mean so many different things,
• 20:59and we truly try to keep that close to our
• 21:03to our hearts in the research that we do.
• 21:07Those are some things that we think
• 21:10you might appreciate as reasons
• 21:12why autism research rocks.
• 21:14We're happy to talk to you
• 21:16about any of these things.
• 21:17We're happy to hear your ideas.
• 21:19We're happy to talk about the nittygritty
• 21:22scientific details of what we do.
• 21:23Be in touch with us.
• 21:25Our e-mail address is
• 21:33mickp-lab@yale.eduourwebsiteismcp-lab.org.
• 21:33You can find lots of detail there.
• 21:35And our e-mail address is
• 21:37MCP dot LAB at Yale dot Edu.
• 21:42So as a part of every research study
• 21:45that we do, we we the the first
• 21:49thing that we do is an assessment.
• 21:50We want to understand a few things.
• 21:52One, oftentimes, not always,
• 21:54but oftentimes we want to confirm for
• 21:57research purposes and autism diagnosis.
• 21:59And so we would do an assessment.
• 22:02There's a couple of different ones
• 22:03that we use the brief observation,
• 22:05the symptoms of autism or is the
• 22:08Autism Diagnostic Observation Schedule.
• 22:09They're called the they,
• 22:11they have acronyms BOSA and ADAS that
• 22:14one of our clinicians would do with
• 22:16a child or would do with a mother
• 22:18or father and child and we also
• 22:22would do a cognitive assessment or
• 22:24might also call it like an IQ test.
• 22:26And that gives us a sense of where a
• 22:28person's developmental levels is also
• 22:30really important for us for interpreting
• 22:32the results of our research studies.
• 22:34So those are the pieces
• 22:36of a research evaluation.
• 22:38Both of those,
• 22:39when you're done with an evaluation,
• 22:41we, one of our psychologists,
• 22:42writes up a report,
• 22:43then gives the results to the family
• 22:46along with the recommendations that we
• 22:48have clinical recommendations for school,
• 22:50for therapy,
• 22:51for what have you based on
• 22:53what we've learned.
• 22:54So that's what a research
• 22:56assessment looks like.
• 22:57It does have summaries of the studies that
• 23:00are ongoing and for which we are recruiting.
• 23:03If you sign up for our newsletter,
• 23:05we also include in each
• 23:06newsletter a little kind of each.
• 23:08In each newsletter we highlight one
• 23:10of the studies that's going on so
• 23:13that people can learn more about it.
• 23:15There's a question whether participants
• 23:17can be duly or multiply diagnosed.
• 23:20Yes, they can.
• 23:21There's there's sometimes nuances in
• 23:23what is appropriate for any given study.
• 23:26But in general being duly or multiply
• 23:29diagnosed is not an issue at all.
• 23:32In fact,
• 23:33in some studies it's something
• 23:34that we're really seeking.
• 23:36I will one thing that I'll highlight
• 23:38is one of the things that's really
• 23:40important to us right now is historically
• 23:42there have been a number of groups
• 23:44that have really been excluded from
• 23:47neuroscience research and autism.
• 23:48One really important group is people
• 23:51with autism who have intellectual
• 23:53disability or you might call it
• 23:56profound autism or severe autism.
• 23:58And so one of the one of the one of
• 24:03the main studies that we're doing now
• 24:05actually is really to try to make
• 24:07up for lost time and involve people
• 24:10who have autism and I Q's below 60.
• 24:13So we would also have a diagnosis of
• 24:15intellectual disability to be able to
• 24:17participate in our neuroscience studies.
• 24:19And and so that's ongoing because
• 24:21there's so many different kinds
• 24:23of health and medical conditions
• 24:25and some of them would make a
• 24:27person ineligible for a study.
• 24:28The way that we handle that is
• 24:31that we would ask people to call
• 24:33in to us or to e-mail
• 24:34and we have a our intake coordinator whose
• 24:37name is Bella Ponyevich and who would
• 24:39talk with you in detail for two reasons.
• 24:42One, so you can know exactly what
• 24:44the study is about and make sure it's
• 24:46something that is of interest to you.
• 24:49But two, so she can ask you
• 24:51all those kinds of questions,
• 24:53you know, depending on your age,
• 24:55depending on your IQ, depending on
• 24:57other conditions or medical issues,
• 24:59there might be studies that are a good fit
• 25:01for a person or not a good fit for a person.
• 25:03And so we would figure out all of those
• 25:06things through the screening process.
• 25:07Is there a set number of visits?
• 25:10How frequently will folks visit?
• 25:12It depends.
• 25:13It depends on which research study it is.
• 25:17For example, there are some research
• 25:19studies that might be done in a single day.
• 25:21There are some research studies that
• 25:24we're doing where we're very specifically
• 25:26interested in how a person changes over time.
• 25:29And some of those research studies
• 25:31we might expect a person to come in,
• 25:33you know three separate visits
• 25:35over the course of six months.
• 25:37So it really varies.
• 25:38All those those details are usually
• 25:40detailed on our are usually included
• 25:42on our website and Bella would let you
• 25:44know all of those kinds of specifics.
• 25:48You can have received TMS previously
• 25:50and still come in to participate
• 25:53in our TMS study.
• 25:54Those of you who aren't clear with
• 25:57TMS is TMS stands for Transcranial
• 26:00Magnetic stimulation.
• 26:02And what this is,
• 26:03is a technology where you just use
• 26:05a very strong magnet that you hold
• 26:08against the person's scalp and it
• 26:10sends out a series of magnetic pulses
• 26:13that stimulate a brain region.
• 26:15And one of the research studies that
• 26:17is ongoing in the lab is seeing how
• 26:20stimulating certain brain regions
• 26:21might improve certain feelings
• 26:23for people with autism,
• 26:25or it might change certain
• 26:26behaviors or change some of the
• 26:28things that we see in the brain.
• 26:30Participating in a prior TMS study does
• 26:32not rule out participating in one of ours.
• 26:35We would want to talk with you in
• 26:37detail about what was being stimulated,
• 26:39what green regions were being
• 26:41stimulated in the other study.
• 26:45And we want to think carefully
• 26:48together about what timing makes
• 26:50sense so that our that our TMS
• 26:52stimulation can be done responsibly
• 26:54with respect to what's been done before.
• 26:57Really a lot to think about.
• 26:58And I there's definitely,
• 26:59you've said there's just so much
• 27:00value to this research being done,
• 27:02not not just the swag and the the
• 27:04stickers and the the snacks and whatnot,
• 27:07but there's just so much that
• 27:09this research produces for us to
• 27:11better understand autism.
• 27:12Doctor Mcpartland,
• 27:13I thank you so much for not only
• 27:14for the research that you're doing,
• 27:16but for spending some time with us today.
• 27:19You have definitely given me a lot to
• 27:21think about as well as our viewers.
• 27:23And I thank you for all the work
• 27:26that you
• 27:26do. You and Yale Child Study, It's amazing.
• 27:29Likewise, we're so grateful for our
• 27:31collaborations and partnerships with ASRC.