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Research Topics

Please see our Publications page for details about our findings.

Nonverbal Learning Disability

Nonverbal Learning Disability (NVLD) is a neurodevelopmental disorder characterized by deficits in visuospatial processing with intact verbal ability. Many individuals with NVLD also have social difficulty and impaired executive function. In the EBB lab, we study the epidemiology, clinical characteristics, developmental trajectory, and neurobiology of NVLD in order to develop treatments. 

Environmental Exposures and Neurodevelopment

Environmental exposure to neurotoxicants poses significant risks to children’s neurodevelopmental outcomes. The EBB Lab studies behavioral and cognitive outcomes after exposure to various neurotoxicants including air pollution, and neurotoxic metals. These exposures are associated with behavioral and cognitive disturbances in youth that can lead to poor psychosocial outcomes and mental health disturbance. Understanding the associated outcomes of these exposures will allow for enhanced public policy messaging and prevention programs to ensure children’s safety from these exposures in the future. 

Environmental Exposures and Neuroimaging

We use various types of neuroimaging like magnetic resonance imaging (MRI) and electroencephalography (EEG) to study associations between prenatal exposure to neurotoxicants and altered brain structure and function. So far, we have acquired MRI data from two cohorts of young children (age 5 and ages 7-9 years old). We have documented associations between prenatal exposure to flame retardants and environmental tobacco smoke and neural circuits that support reading and cognitive control. Identifying these developmental pathways linking exposure to poor behavioral outcomes will allow us to develop more targeted prevention and intervention policies. 

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Neuroimaging of Psychological Problems in Children with Learning Disabilities

SLD is a common childhood disorder affecting up to 10 percent of children. Previous neuroimaging studies have focused on elucidating disruptions in neural circuits underlying academic achievement. Our work focuses on mapping the neural correlates of psychological problems often associated with specific learning disorders, such as anxiety, social problems, and executive function problems, which have been largely understudied in educational research and which require targeted treatment.


By identifying alterations in circuits other than the ‘reading’ or ‘math’ circuits that contribute to poor achievement, this work may point to novel targets for intervention. Further, this work underscores the need for development of empirically validated, evidence-based treatments for the psychological problems that are inherent in learning disorders. 

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Neuroimaging and Cognitive Abilities


Modern intelligence quotient (IQ) tests are based either on a general model of intelligence or on a multidimensional model of intelligence. Previous neuroimaging studies have focused on identifying the neural correlates of general intelligence (‘g’) with little attention paid to the neural correlates of dimensional aspects of intelligence. As evidenced by lesion studies, these dimensional aspects of intelligence describe specific cognitive abilities that are distinct from general intelligence. Many individuals with neurodevelopmental disorders demonstrate discrepancies between these specific cognitive abilities.


Thus our work focuses on investigating the structural and functional brain correlates of discrepancies in cognitive abilities in healthy individuals so that we may better understand the neurobiological underpinnings of developmental psychopathologies that are characterized by these cognitive discrepancies.

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Mother-Infant Face-To-Face Communication and Infant Social and Cognitive Development


Mother-infant face-to-face communication is a discrete developmental line in human development and predicts various risk outcomes. In collaboration with Dr. Beatrice Beebe, our work uses measures of mother and infant interactive- and self-contingency in face-to-face communication to identify behavioral markers of developmental risk. For more information about Dr. Beebe's lab, please visit her website:

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