Current Fellows

Moura Saad is an international student from Lebanon who graduated summa cum laude with a B.A. in Neuroscience and Anthropology and a minor in biology from Macalester College in 2024. She hopes to pursue a PhD in developmental neuroscience to interrogate how culture intersects with brain plasticity across the human lifespan. Her motivation to research at the Marcus Autism Center came from witnessing the stigmatization of her autistic family members in Lebanon, leading to their inability to identify and participate as members of the community. As a Cohen fellow, she studies the development of brain and social visual engagement in infants and toddlers with low and high likelihood of autism using a combination of eye-tracking, EEG and MRI.

Some of her prior projects spanned examining spatial navigation and motor-sequence learning across the lifespan at Emory to the consequences of COVID-19 on K-12 education in Saint Paul, MN, and Mount Lebanon. She also completed two independent projects at Macalester, the first studying the consequences of silencing post-1943 events in Lebanon, and the second pioneering a haploscope device to investigate cortical and subcortical contributions to facial processing.

Aubrey Welburn graduated cum laude from Clark Honors College at the University of Oregon (UO) in 2025 with departmental honors in Neuroscience and a minor in Chemistry. At UO, Aubrey completed their honors thesis, Health Accessibility for Autistic and Otherwise Neurodivergent College Students, under the mentorship of Dr. Christina Karns. In their thesis, they conducted focus groups involving neurodivergent UO students and campus mental health and medical clinicians. The data from these focus groups culminated in all-staff training and more informed support for neurodivergent students at UO, and as a result, Aubrey was awarded the University of Oregon's "Solutions Thesis Award.” In addition to their thesis work, Aubrey was an undergraduate research assistant on The TOTS Project, a nationwide clinical trial of a positive parenting intervention for parents with young children with intellectual/developmental disabilities or delays. The project was led by Dr. Laura Lee McIntyre, the Dean of the School of Education at UO, alongside Dr. Karns. They also worked as a research intern at the Oregon Health & Science University (OHSU) in the Raber Lab, a behavioral neuroscience lab where they conducted olfactory-related Alzheimer's research under the mentorship of Dr. Jacob Raber. Aubrey also served as a member of the Oregon Commission on Autism.

As a Cohen Fellow, Aubrey aims to expand their understanding of autism research through eye-tracking and neuroimaging methods. Their particular areas of interest include neurodevelopment, intersectionality, and early identification. Their interest in autism stems from their own and their family members’ lived experiences of navigating the world as Autistic individuals. After their time at Marcus, Aubrey hopes to pursue an MD/PhD and become a clinician-scientist focused on supporting neurodivergent individuals and their families, while advancing inclusive research and best practices that reflect the diversity of Autistic experiences.

Marina Nakayama graduated from Swarthmore College in 2025 with a B.A. in Mathematics and Educational Studies. As an undergraduate, Marina worked on research involving education and applied mathematics with a focus on computational methods. She worked with Dr. K. Ann Renninger on math education research examining middle school students’ Executive Functioning in Practice and Collaborative Problem Solving Skills during group work in dynamic geometry to better inform teachers in structuring and facilitating math group work. She also worked with Dr. Victor Barranca on modeling binocular rivalry using realistic image inputs to examine underlying neurological processes, focusing on the differences in speed and perception of binocular rivalry for people with autism.

Aside from research, Marina is passionate about teaching, and she has worked as a teaching assistant in special education classrooms at the Tokyo International Progressive school and as a math tutor for the Chester Children’s Chorus. As a Simons Fellow, Marina is interested in exploring the intersections between education, mathematics, and clinical practices. She is currently working on using machine learning methods to estimate gaze locations for uncalibrated infant eye tracking data, as well as using clustering methods to examine different gaze trajectories of kids depending on their clinical profiles.

Elena Bien graduated summa cum laude from Haverford College in 2024 with a B.S in Neuroscience with honors. While at Haverford, Elena was first introduced to research in a behavioral endocrinology lab, led by Dr. Laura Been, where she studied reproductive behaviors in mice models and helped pilot immunohistochemistry protocol. She then pivoted her studies to cognitive neuroscience and completed an independent senior thesis project with the Cognitive Neural Stimulation Lab at the Perelman School of Medicine led by Dr. Roy Hamilton. Her project focused on researching the effects of speech and language therapy paired with non-invasive brain stimulation for patients with Primary Progressive Aphasia. This research sparked Elena's interest in speech and language therapies and translational research approaches.

Alongside her interest in neuroscience research, Elena has a passion for education, inclusion, and cross-cultural learning. Elena has previously worked at a residential summer camp for children with disabilities, the Phebe Anne Thorne Kindergarten, an Early Intervention Center and at The Village Education Center for Special Education in Thailand. She hopes to grow her knowledge and experiences working with children with and without autism as a teaching assistant at the Samsky Preschool. As a Samsky Educational Sciences fellow, Elena hopes to research inclusive education models and creative ways to best support children. She is interested in the diversity of communication means and is excited to learn more about verbal and nonverbal communication through experiences at specialized centers at Marcus. Following the fellowship, Elena hopes to apply for a masters in speech and language pathology and continue working on inclusive educational practices.

Sarah Serros-Myers graduated cum laude from Vanderbilt University in 2023, earning a B.S. in Honors Computer Science and Child Development. As a research assistant in the Artificial Intelligence and Visual Analogical Systems (AIVAS) Lab, Sarah contributed to developing a video game intervention to enhance social reasoning skills in adolescents with Autism Spectrum Disorder (ASD). Under the mentorship of Dr. Maithilee Kunda, she helped establish a systematic framework using concept mapping to assist children in grasping theory of mind concepts. This framework leverages the logical thinking strengths of individuals with ASD, providing a safe space for users to practice their social reasoning skills without the fear of negative peer feedback. Following her graduation, Sarah received a Fulbright scholarship in Penghu, Taiwan, where she served as a cultural ambassador and co-teacher at Longmen Elementary School. This experience deepened her understanding of the contextual factors affecting child development, reminding her of the importance of cultural competency and the unique challenges faced by children with ASD in different communities.

Currently, as a joint Samsky and Cohen fellow, Sarah is focused on researching naturalistic interventions to promote healthy social and emotional development in children. She aims to explore how educational environments can effectively teach coping strategies during early childhood, fostering resilience and emotional well-being. Specifically, she is drawn to the roles of play and social interaction as essential components of learning and growth. Her long-term aspiration is to pursue a doctoral program in Clinical Psychology, specializing in child and adolescent psychology. Sarah seeks to understand how systemic influences shape individual well-being and is committed to developing holistic strategies that enhance connection and resilience among children and families.

Jessica Benson graduated from the University of California, San Diego in 2024 with a B.S. in Developmental Psychology. During her undergraduate studies, she worked at Dr. Caren Walker's Early Learning & Cognition Lab as a research assistant exploring toddlers’ understanding of abstract relations. She developed her honors thesis to explore this aspect of development in autistic preschoolers, initiating a collaboration with Dr. Leslie Carver's Developmental Neuroscience Lab. Here, she created a behavioral protocol for a study which examined anticipation of social stimuli in autistic 3- and 4-year-olds using event-related potentials. Outside of research, Jessica volunteered as a clinical assistant at the Autism Center of Excellence in La Jolla, shadowing psychologists who completed developmental assessments. She also enjoyed working as a Developmental Autism Specialist, providing DRBI therapy to autistic youth.

As a joint Clinical and Cohen fellow, Jessica administers a range of research assessments and diagnostic measures to toddlers and school-aged children. In her research, she uses co-registered eye-tracking and electroencephalogram (EEG) technologies to explore various aspects of social visual engagement and their associated neural processes.

Alexander Kolios graduated summa cum laude from Emory University in 2024, earning a B.S. in Psychology with a minor in Music. While at Emory, Alexander worked as a research assistant at the Brain, Behavior, and Broader Learning Lab, examining factors contributing to the development of learning and reading skills. Under the mentorship of Dr. Brianna Yamasaki, he conducted an independent honors research project which explored bilingualism as a protective factor for executive dysfunction in children with ASD. Additionally, Alexander worked as a clinical intern at the University of Washington’s APEX Summer Camp, where he assisted children with autism and ADHD as they received treatment in a neurodiverse-affirming camp setting.

As a joint Clinical and Cohen Fellow, Alexander aims to deepen his clinical training by administering developmental assessments and assisting in group therapy sessions. He integrates these experiences into his current research, which explores the overlap in symptomatology between autism and anxiety and examines the psychometric distinctions in how autism and anxiety measures are applied to individuals with co-occurring conditions. Following the fellowship, Alex aspires to pursue a doctoral program in Clinical Psychology with a focus on adolescent anxiety.

Peyton Narr graduated with honors and Phi Beta Kappa from the University of California, Davis with a B.A. in Psychology and a minor in Studio Art. During her undergraduate studies, she externed at the Miller Lab, exploring the developmental trajectories of children with high and low familial likelihood of autism and ADHD. As a member of the physiology team, she processed electrocardiogram data, examining how physiological measures can inform phenotypes in the presentation of early neurodevelopment. Alongside her research experiences, Peyton worked for the UC Davis MIND Institute as a Child Life Student Assistant, fostering fun, supportive and inclusive clinical spaces. At the MIND Institute, she also volunteered as a co-leader for both the ACCESS and Social Skills programs.

As a joint Clinical and Cohen fellow, Peyton is excited to develop her clinical research skills by strengthening her proficiency in administering assessments and deepening her understanding of how physiological and behavioral measures impact diagnoses and intervention strategies. Throughout her time at Marcus, Peyton hopes to bridge her research interests and clinical experiences, to focus on how neurodevelopmental research can inform interventions in applied settings.

Lyric Ransom graduated Magna Cum Laude from The Ohio State University in 2024, earning a B.A. in Psychology with Research Distinction and a minor in Youth Development. As an undergraduate, she engaged in diverse research experiences across several labs, building a strong foundation in both cognitive and applied developmental psychology. Under the mentorship of Dr. Julie Golomb in the Vision & Cognitive Neuroscience Lab, Lyric completed an independent honors thesis titled “Effective Distribution of VWM Does Not Depend on VWM Capacity,” which examined how individuals with differing levels of visual working memory capacity allocate cognitive resources.

Her subsequent work in the Cognitive Development Lab (Dr. Vladimir Sloutsky) deepened her interest in developmental differences in children, while her time in the Intellectual and Developmental Disabilities (IDD) Lab (Dr. Katherine Walton) introduced her to autism research and highlighted systemic gaps in access to resources. These experiences led Lyric to consider how socioeconomic status and intersectional identities further compound inequities in diagnosis and care. At the Sleep Empowers Lab (Dr. Mattina Davenport), she explored the role of social determinants of health and provider bias in shaping disparities in autism referrals and diagnoses.

Currently, Lyric is a second-year ACCESS Research Fellow under the mentorship of Drs. Katherine Pickard and Jocelyn Kuhn, where she studies innovative service delivery models and equity-driven solutions to reduce barriers to autism diagnosis and intervention. She is passionate about leveraging schools and community systems to expand access to care and promote culturally responsive practices, with goals of pursuing a Ph.D in Psychology and developing interventions that reduce disparities and support positive outcomes for Black children and other historically underserved populations.

Marycruz Valdivia Acosta graduated early from Carleton College in 2024 with a bachelor's degree in Sociology/Anthropology. During her time in Minnesota, she spearheaded an independent two-year research project titled "El Amor y El Autismo: Latine Parents' Values of Love Towards Their Autistic Children," where she conducted interviews in her Milwaukee hometown with Latino families to explore and discuss their experiences with their autistic children. Her work provided valuable insights into the unique challenges and strengths within these communities, particularly honing in on the importance of the love and care demonstrated in neurodiverse familial spaces. As a Mellon Mays Undergraduate Fellow, Marycruz presented her research at various conferences, including the MMUF Midwest Conference and the Latinx Studies Association Conference in 2022 through 2024.

Currently, Marycruz is a second-year research fellow at the Marcus Autism Center, working in the ACCESS lab under the mentorship of Dr. Katherine Pickard and Dr. Jocelyn Kuhn. Her focus is on integrating research and practical implementation to address systemic issues in autism research, particularly emphasizing the lived experiences of families of color. Her passions in the field include improving translation services, enhancing healthcare system understanding, and fostering a resilient perspective on disability in academia. Marycruz aspires to continue her journey in autism research, combining her dedication to empirical study with her commitment to practical solutions that benefit diverse communities.

Julia Zielke (Jules) graduated from Stanford University in 2024, with a B.A.H. in Psychology, with Departmental Honors, Class Distinction, and Phi Beta Kappa, as well as a minor in Music. At Stanford, Jules completed her senior honors thesis entitled Examining the Causal Role of Reappraisal on Emotion Beliefs and Affective Wellbeing in the Stanford Psychophysiology Lab, led by Dr. James Gross. In her thesis, Jules utilized ecological momentary assessment methodology to find that a daily reappraisal intervention can increase young adults’ endorsement of adaptive lay beliefs about the utility of emotions and contribute to increased socioemotional wellbeing over time. Additionally, Jules was awarded numerous research grants and fellowships with which she conducted a line of independent research under the supervision of Dr. Carol Dweck on the role of growth mindset in communication, community-based research on autistic women’s perspectives on autism diagnostic and screening processes under the supervision of Dr. Lawrence Fung, and a line of music cognition research in Stanford’s Center for Computer Research in Music and Acoustics on the relationship between musical features and the psychological state of flow supervised by Dr. Jonathan Berger. In addition to research, Jules is passionate about teaching and advocacy. She was an instructor for the first undergraduate-led course in Stanford’s Psychology Department, as well as a teaching fellow and assistant. She was also a camp counselor at Stanford Neurodiversity Project’s Research, Education, and Advocacy Camp for High Schoolers.

Jules pivoted her focus to autism research in her senior year after partaking in a tutorial of autism science during her time studying abroad at Oxford University in the UK (2022-23). Now, as a Cohen Fellow, Jules will analyze neuroimaging and eye-tracking data with infants, school-aged children, and adults. She plans to investigate gender differences in social-visual engagement in autistic infants and children that may underlie and contribute to differential presentations of autism across genders. After her time at Marcus, Jules intends to pursue a PhD in Clinical Psychology and conduct neuropsychology research investigating gender differences in autism prestation as well as factors contributing to the later and underdiagnosis of autistic women. In her natural habitat, Jules can be found playing the flute and piano, composing music, writing short stories, or stargazing.

Michelle Pu graduated summa cum laude from Tufts University in 2024 with majors in Biology and Child Studies and Human Development. As an undergraduate student, Michelle worked in a rehabilitation center serving neurodiverse and physically disabled adults. Motivated by this experience, she worked in the Crehan Lab at Tufts University delivering a sexual education curriculum to autistic teenagers and researched how autistic adults interact in intimate relationships. She also worked in the Broder-Fingert Lab at UMass Chan Medical School investigating caregiver and provider perspectives on an early-intervention curriculum for young children with social communication challenges. Additionally, she conducted a research project regarding electronic communication device accessibility for physically disabled adults. It was Michelle’s experiences as a mental health hotline operator, hospice volunteer, and as a volunteer working with housing-insecure children that shaped her interest in supporting others’ mental health and social well-being at diverse ages and life stages. Following graduation, Michelle was awarded a Fulbright-Nehru scholarship and conducted qualitative research in Bengaluru, India regarding caregivers of autistic children and their experiences with stigma, education, and disclosure of their child’s diagnosis to schools. This project deepened her understanding of the importance of delivering culturally responsive and equitable care for diverse families.

As an ACCESS fellow, Michelle is committed to understanding how current evidence-based practices can be adapted to suit the needs of the populations we intend to serve. She is passionate about fostering inclusive education practices which best supports neurodiverse children. She is excited to collaborate with stakeholders – providers, caregivers, autistic self-advocates, and community partners – to develop meaningful solutions and bridge health inequities. Following the fellowship, Michelle is interested in pursuing an MD/MPH.

Justin Jun Kim graduated summa cum laude from Emory University in 2025, earning a B.S. in Neuroscience and Behavioral Biology. While at Emory, Jun was a research assistant in the ACCESS Lab, working on various projects, including understanding differing provider perspectives on a novel eye-tracking device designed to assist in the autism diagnostic process and examining racial and ethnic healthcare disparities that autistic children, adults, and their families face. Additionally, he volunteered with the myLIFE program at the Emory Autism Center, running two support groups on campus that focused on connecting autistic adults with Emory student volunteers through social communication building activities.

Now as an ACCESS fellow, Jun plans to continue working towards increasing accessibility to quality healthcare, services, and interventions for autistic children and their families. He hopes to focus his work on the diverse communities around Atlanta, specifically growing autism awareness in Asian American communities. After his time at Marcus, Jun intends to apply to medical school and pursue a career in pediatrics.