Overview
Geraldine Dawson is the William Cleland Distinguished Professor of Psychiatry and Behavioral Sciences at Duke University, where she is also a Professor of Pediatrics and Psychology & Neuroscience. Dawson is the Founding Director of the Duke Center for Autism and Brain Development, where she directs the Duke NIH Autism Center of Excellence. Dawson received a Ph.D. in Developmental and Child Clinical Psychology from the University of Washington and completed a postdoctoral fellowship at the UCLA Neuropsychiatric Institute.
Dawson's work focuses on improving methods for early detection and intervention for autism, understanding brain function in autism, and validating of autism EEG biomarkers. She co-developed the Early Start Denver Model, an empirically validated early autism intervention that is used worldwide. She and her collaborators are developing novel digital health approaches to autism screening and outcome monitoring.
Dawson previously served as Director of the Duke Institute for Brain Sciences, Director of the Duke Autism Clinic, and President of the International Society for Autism Research. She was appointed by the US Secretary of Health as a member of the NIH Interagency Autism Coordinating Committee (IACC), which develops the federal strategic plan for autism research, services, and policy. Dawson is a member of the American Academy of Arts and Sciences. She served as the Chief Science Officer for Autism Speaks and as the Founding Director of the University of Washington (UW) Autism Center. Dawson's awards include the American Psychological Association Distinguished Career Award (Div53); Association for Psychological Science Lifetime Achievement Award; Clarivate Top 1% Cited Researcher Across All Scientific Fields; among others. Dawson is a Fellow of the International Society for Autism Research, the Association for Psychological Science, and the American Psychological Association.
Current Appointments & Affiliations
Recent Publications
Face perception, attention, and memory as predictors of social change in autistic children.
Journal Article J Neurodev Disord · August 30, 2025 OBJECTIVE: Social perception and attention markers have been identified that, on average, differentiate autistic from non-autistic children. However, little is known about how these markers predict behavior over time at both short and long time intervals. ... Full text Link to item CiteUse of computer vision analysis for labeling inattention periods in EEG recordings with visual stimuli.
Journal Article Sci Rep · August 22, 2025 Electroencephalography (EEG) recordings with visual stimuli require detailed coding to determine the periods of participant's attention. Here we propose to use a supervised machine learning model and off-the-shelf video cameras only. We extract computer vi ... Full text Link to item CiteAttentional and electrophysiological associations with executive function ability in young autistic children.
Journal Article Sci Rep · July 10, 2025 Difficulties in executive functioning (EF) have been consistently reported in autistic individuals, but less is known about the attentional and neural mechanisms driving these difficulties. We explored the associations between EF abilities and sustained at ... Full text Link to item CiteRecent Grants
2/3 CTSA K12 Program at Duke University
ResearchMentor · Awarded by National Institutes of Health · 2025 - 2030Duke-NCCU Interdisciplinary Postdoctoral Training Program in Child Psychiatric and Neurodevelopmental Conditions Program (DN-IPT)
Inst. Training Prgm or CMECo-Principal Investigator · Awarded by National Institute of Mental Health · 2024 - 2029Duke University Psychiatry Physician-Scientist Residency Training Program
Inst. Training Prgm or CMEMentor · Awarded by National Institute of Mental Health · 2024 - 2029View All Grants