Dasal Tenzin Jashar, M.A.
Department of Psychology
406 Babbidge Road, Unite 1020
Storrs, CT 06269
EDUCATIONPh.D. University of Connecticut, Storrs, CT
Expected 2017 Clinical Psychology
Concentrations: Neuropsychology and Child Clinical Psychology
Advisor: Deborah Fein, Ph.D., A.B.P.P.
Dissertation Title:Parental Perceptions of a Comprehensive Diagnostic Evaluation for Toddlers at Risk for Autism Spectrum Disorder (ASD)
Defended: September 2015
M.A. University of Connecticut, Storrs, CT
August 2014 Clinical Psychology
Thesis Title: DSM-5 Autism Criteria Applied to Toddlers with
DSM-IV-TR Autism
September 2013University of Connecticut, Storrs, CT
Comprehensive Evaluation for Doctoral Candidacy
Title: The Status of Autism Spectrum Disorders Research in Low- and Middle-Income Countries in Asia: Perception, Screening, and Diagnosis
Bachelor of Arts The College of New Jersey, Ewing, NJ
May 2009 Major: Psychology, Cum Laude
HONORS2015-2016Fulbright-Nehru Student Research Grant, J. William Fulbright Foreign Scholarship Board, Institute of International Education
Autism Spectrum Disorder Knowledge in the Tibetan Community in Dharamsala, India
July 2014The Dalai Lama Trust Scholarship, The Dalai Lama Trust
July 2013The Dalai Lama Trust Scholarship, The Dalai Lama Trust
January 2013Diversity Travel Award, 2013 International Meeting for Autism Research, International Society for Autism Research
January 2013Student Travel Award, 2013 International Meeting for Autism Research, International Society for Autism Research
AFFILIATIONS2014-presentAmerican Academy of Clinical Neuropsychology, Member
2012-presentInternational Society for Autism Research, Member
CLINICAL EXPERIENCE
Neuropsychological Assessment
July 2014-June2015Pediatric Neuropsychology Graduate Student Extern
New Haven, CTYale Pediatric Neuropsychology Center
Yale Child Study Center
Setting: Medical Center
Supervisor: Mary Best, Ph.D.
Conductedneuropsychological assessments on children, adolescents, and young adults, scored and interpreted data, wrote comprehensive reports, and providedformal feedback sessions with clients. Referrals includedepilepsy, concussions, childhood multiple sclerosis, Angelman syndrome, sickle-cell anemia, learning disability,Attention Deficit/Hyperactivity Disorder (ADHD), and intellectual disability.
June 2013-July 2014Adult Neuropsychology Graduate Student Extern
Farmington, CTUniversity of Connecticut Health Center
Setting: Medical Center
Supervisor: Richard Kaplan, Ph.D., A.B.P.P.
Conducted neuropsychological assessment with adults and geriatric patients with varying differential questions regarding Alzheimer’s disease, fronto-temporal dementia, vascular disease, Parkinson’s disease, and stroke. Responsibilities also included scoring and interpreting data, and writing comprehensive reports.
Psychological Assessment
September 2011-July 2015Assessment Team Clinician
Storrs, CTUniversity of Connecticut, Psychological Services Clinic
Setting: Department Clinic
Supervisors: Marianne Barton, Ph.D.
Julie Fenster, Ph.D.
Sarah Hodgson, Ph.D.
Administered psychological and neuropsychological assessments to children, adolescents, and adults with varying referral problems and completed intakes. Responsible for all steps of assessment process, including conducting psychosocial interviews, test administration, scoring, interpretation, writing comprehensive reports, and providing formal feedback sessions with clients. Cases included personality disorders, learning disability, ADHD, ASD, and anxiety and mood disorders.
Psychotherapy
September 2014- June 2015Child/Family Psychotherapy Outpatient Practicum Clinician
Springfield, MABaystate Medical Center: Child Behavioral Health Clinic
Setting: Medical Center, Outpatient
Supervisor: Peter Thunfors, Ph.D.
Conducted intakes and weekly outpatient psychotherapy with children and adolescentswith chronic illnesses and their families. Treatment orientation was primarily cognitive-behavioral, but also included interpersonal, child behavioral, play, and Acceptance and Commitment therapy. Cases includedTourette’s Syndrome, Obsessive Compulsive Disorder, Stereotyped Movement Disorder, Panic Disorder, Agoraphobia, Major Depressive Disorder, Generalized Anxiety Disorder, Bulimia Nervosa, Binge Eating Disorder, Posttraumatic Stress Disorder,ASD, ADHD, and Unspecified Disruptive, Impulse-Control, and Conduct Disorder. Co-leda weight-management group for children and adolescents,and their families.
September 2013-July 2014Mental Health Consultant
Killing, CT; Plainfield, CTHead Start Program
Putnam, CTSetting: Early Education Classrooms
Supervisor: Marianne Barton, Ph.D.
Mental Health Consultant for Early Head Start and Head Start classrooms. Observedtoddlers and children in classrooms and made recommendations to teachers on behavioral management and mental health concerns; consulted with parents; completed diagnostic evaluations.
September 2013-July 2014Adult Psychotherapy Outpatient Practicum Clinician
Storrs, CTUniversity of Connecticut, Psychological Services Clinic
Setting: Department Clinic
Supervisors: Julie Fenster, Ph.D.
Marianne Barton, Ph.D.
Conducted weekly individual psychotherapy sessions based on interpersonal and cognitive-behavioral approaches. Cases included Bipolar Disorder, Borderline Personality Disorder, ASD, Adjustment Disorder, Depression, Generalized Anxiety Disorder, Social Anxiety Disorder, Posttraumatic Stress Disorder, substance abuse, and parental stress.
September 2012-July 2013 Child/Family Psychotherapy Outpatient Practicum Clinician
Storrs, CTUniversity of Connecticut, Psychological Services Clinic
Setting: Department Clinic
Supervisors: Barbara Bunk, Ph.D.
Marianne Barton, Ph.D.
Conducted weekly outpatient therapy with children and their families through a family systems approach with the incorporation of cognitive behavioral therapy. Cases included family members with Generalized Anxiety Disorder, ADHD, family stressors, and psychosomatic symptoms.
RESEARCH EXPERIENCESeptember 2015Dissertation: Parental Perceptions of a Comprehensive
Storrs, CTDiagnostic Evaluation forToddlers at Risk for Autism Spectrum Disorder
University of Connecticut
Major Advisor: Deborah Fein, Ph.D., A.B.P.P.
Parents of toddlers who had a comprehensive diagnostic and developmental evaluation completed a Post-Evaluation Satisfaction Questionnaire. Exploratory factor analysis based on a polychoric correlation matrix was conducted to examine the presence and correlates of factors in the Satisfaction Questionnaire. The presence of five factors (i.e., Collaboration/Checking in, Feedback Quality,Report Quality, Availability, and Cultural Understanding) was indicated. All but the Cultural Understanding factor was positively correlated with overall satisfaction. Although most child characteristics were not correlated with parent satisfaction, a few cognitive and adaptive functioning skills were negatively correlated with Feedback Quality, Report Quality, and Overall Satisfaction. Analysis of qualitative responses to open ended questions in the Satisfaction Questionnaire provided themes that overlapped across various questions, including the importance of direct, clear, and honest feedback and dissatisfaction with the wait time for diagnostic reports.
August 2014 Master’s Thesis:DSM-5 Autism Criteria Applied to Toddlers
Storrs, CTwith DSM-IV-TR Autism
University of Connecticut
Major Advisor: Deborah Fein, Ph.D., A.B.P.P.
Examined if toddlers who received an ASD diagnosis under the DSM-IV-TR criteria would maintain their diagnosis with the DSM-5 criteria. Results suggested that 29% of toddlers who previously met an ASD diagnosis no longer did so with the new criteria. Relaxing the repetitive and restrictive behaviors (RRBs) criterion by requiring one instead of two RRBs increased sensitivity while maintaining specificity. Because of the significant implication of early detection and intervention of ASD on outcome, it is important that the DSM-5 criteria reflect the presentation of ASD in toddlers. Requiring two RRBs may negatively impact the early detection of ASD because these behaviors may not have emerged in toddlers.
September 2015-PresentFulbright Student Researcher
Dharamsala, IndiaAutism Spectrum Disorder Knowledge in the Tibetan Community in Dharamsala, India
Action for Autism
Primary and student researcher for a study examining how ASD is understood by the Tibetan community in Dharamasala, India. A semi-structured interview protocol is currently under development; feedback from stakeholders in the Tibetan community and prominent autism researchers in India and in the West will be sought. Interviews of parents, teachers, and health care providers will take place in the winter of 2015 and the spring of 2016. Affiliated with Action for Autism, a non-profit organization in India that provides support and services for individuals with autism.
July 2014-August 2015Graduate Research Assistant
New Haven, CTThe Impact of Concussion on Cognitive and Social Functioning
Storrs, CTYale Child Study Center
University of Connecticut
Principal Investigators: Mary Best, Ph.D.
Deborah Fein, Ph.D. A.B.P.P.
Graduate assistant for a study examining gender differences on cognitive and psychological functioning among individuals who sustained one or more concussions. Participants for experimental group were collected through the Yale Child Study Center. Participants for control group were collected through the University of Connecticut. Responsibilities included completing IRB submissions and data analysis.
August 2011-July 2015Graduate Research Assistant
Storrs, CT Early Detection of Autism Study
University of Connecticut
Principal Investigator: Deborah Fein, Ph.D.A.B.P.P.
Graduate assistant for a research study designed to validate the Modified Checklist for Autism in Toddlers, Revised (M-CHAT-R), a screening instrument for autism symptoms in young children. Conducted developmental and diagnostic assessments, scored and interpreted data, and wrote comprehensive reports, completed follow-up phone interviews, and trained fellow graduate students on follow-up phone interviews and developmental and behavioral tests such as the Autism Diagnostic Observation Scale. Supervised and trained undergraduates.
December 2012-May 2014Graduate Research Assistant
Storrs, CT Autism: Play Intervention Study
University of Connecticut
Principal Investigator: Anjana Bhat, PT, Ph.D.
Graduate assistant for a research study designed to compare the effects of two different play-based interventions on the motor and social communication skills of children with autism and typically developing children between 3 and 14 years of age. Conducted developmental and diagnostic assessments, scored and interpreted data, and wrote comprehensive reports.
December 2012-May 2014Graduate Research Assistant
Storrs, CT Autism: Novel Intervention Study
University of Connecticut
Principal Investigator: Anjana Bhat, PT, Ph.D.
Graduate assistant for a study comparing the effects of two different novel interventions on the motor and social communication skills of children, with autism and typically developing children, between 3 and 11 years of age. Conducted developmental and diagnostic assessments, scored and interpreted data, and wrote comprehensive reports.
August 2009-June 2011Research Assistant
Baltimore, MDCenter for Autism and Related Disorders
Kennedy Krieger Institute
Principal Investigator: Rebecca Landa, Ph.D. CCC-SLP
Supervisor: Patricia Rao, Ph.D.
Research assistant for various longitudinal studies on how development differed in toddlers and children with ASD compared to their typically developing counterparts as well as studies on the development and validation of early detection screening tools. Studies titles included: Autism: Social and Communication Predictors in Siblings, Improving Accuracy and Accessibility of Early Autism Screening, and Optimizing Social and Communication Outcomes for Young Children with Autism. Worked on IRB submissions, organized focus groups, and conducted parent interviews.
TEACHING EXPERIENCEJuly 2013Graduate Student Mentor
Storrs, CTMentor Connection
University of Connecticut
Mentor for high school students interested in psychological research.
January 2012- May 2013Teaching Assistant
Storrs, CTGeneral Psychology I and II
University of Connecticut
PUBLICATIONS
Barton, M. L., Robins, D. L. Jashar, D., Brennan, L., & Fein, D. (2013). Sensitivity and specificity of proposed DSM-5 criteria for autism spectrum disorder in toddlers. Journal of Autism And Developmental Disorders, doi:10.1007/s10803-013-1817-8.
Feiring, C., Jashar, D., & Helenaik, B. (2010). A narrative approach to understanding young women’s schemas of power in romantic relationships: Links to negative emotions and dating aggression. Journal of Aggression, Maltreatment, & Trauma, 19, 540-564.
Jashar, D., Dumont-Mathieu, T, & Fein, D. (in preparation).Parental Perceptions of a Comprehensive Diagnostic Evaluation for Toddlers at Risk for Autism Spectrum Disorder.
PRESENTATIONS
Jashar, D. (2016, March) Impact of Culture on Autism Understanding.Oral presentation at 2016 South and Central Asia Fulbright conference, Jaipur, India.
Didiano, R., Jashar, D., & Best, M. (2015, February). Gender Differences in Naming Tasks Following Concussion.Poster presented at the 2015 meeting of International Neuropsychological Society, Denver, Colarado.
Didiano, R., Jashar, D., & Best, M. (2015, February). Gender Differences in BASC-2 Self and Parent Rating Scales after Concussion. Poster presented at the 2015 meeting of International Neuropsychological Society, Denver, Colarado.
Jashar, D., Brennan, L., Robins, D., Barton, M., & Fein, D. (2014, June).Adaptive and Cognitive Skills in Toddlers with DSM-IV but not DSM-5 Autism. Poster presented at the 2014meeting of the American Academy of Clinical Neuropsychology, New York City, New York.
Jashar, D., Brennan, L., Robins, D., Barton, M., & Fein, D. (2014, May).Adaptive Skills in Toddlers with DSM-IV but not DSM-5 Autism. Poster presented at the 2014meeting of the International Meeting for Autism Research, Atlanta, Georgia.
Suh, J., Eigsti, I.M., Naigles, L.M., Barton, M., Orinstein, A., Irvine, C., Jashar, D., Haisley, H., Kelley, E.A., & Fein,D. (2014, May).Peer Ratings of Videotaped Story-telling of Optimal Outcome Children with a History of ASD. Poster presented at the 2014meeting of the International Meeting for Autism Research,Atlanta, Georgia.
Jashar, D., Brennan, L., Robins, D., Barton, M., & Fein, D. (2013, May).DSM-5 criteria applied to toddlers diagnosed with ASD by DSM-IV-TR. Poster session presented at the 2013 meeting of the International Meeting for Autism Research, San Sebastian, Spain.
Ad hoc Reviewer
October 2014 Neuropsychology Review
Professional Development
May 2015A Practical Introduction to Acceptance and Commitment Therapy in Clinical Practice: A 3-Day Professional Workshop
Presenter: John P. Forsyth, Ph.D.
Community Engagement
October 2015-PresentLha Charitable Trust
Dharamsala, IndiaVolunteering daily as an English conversation leader for individuals from the community who want to further develop their English language skills.
March 2014- August 2015Habitat for Humanity
Hartford, CTVolunteered to help built homes for families with low socioeconomic status.
ASSESSMENT INSTRUMENT EXPERIENCE
Diagnostic and Behavioral:ADHD Rating Scale, Autism Diagnostic Observation Schedule (ADOS) Modules 1-4, Autism Diagnostic Interview (ADI-R), Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI), Behavior Assessment System for Children (BASC-2), Brief Symptom Inventory (BSI), Brief Rating Inventory of Executive Function (Brief), Brown ADD Scales, Center for Epidemiologic Studies Depression Scale (CES-D), Child and Adolescents Needs and Strengths (CANS), Childhood Autism Rating Scale (CARS), Children’s Depression Inventory (CDI), Connors 3rd Edition, Geriatric Depression Scale (GDS), Dissociative Experiences Scale, Repetitive Behavior Scale (RBS), Sensory Profile,Screen for Children Anxiety Related Disorders (SCARED), Social Responsiveness Scale (SRS), Structured Clinical Interview for DSM Disorders (SCID), Yale-Brown Obsessive Compulsive Scale
Cognitive and Achievement:Differential Abilities Scale (DAS-II), Mullen Scales of Early Learning, Nelson-Denny Reading Test, Stanford-Binet Intelligence Scales (SB-5), Wechsler Abbreviated Scale of Intelligence (WASI), Wechsler Adult Intelligence Scale (WAIS), Wechsler Individual Achievement Test (WIAT-III), Wechsler Intelligence Scale for Children (WISC-IV), Wechsler Test of Adult Reading (WTAR), Wide Range Achievement Test (WRAT-4), Woodcock Johnson Tests of Achievement (WJ-III)
Personality and Projective:Minnesota Multiphasic Personality Inventory (MMPI), Millon Clinical Multiaxial Inventory (MCMI), Rorschach Inkblot Test (Exner Comprehensive System),Thematic Apperception Test (TAT)
Neuropsychological:Assessment of Basic Language and Learning Skills (ABLLS), Auditory Naming Test, Beery Developmental Test of Visual-Motor Integration (VMI), Boston Naming Test (BNT), California Verbal Learning Test (CVLT-2), California Verbal Learning Test-Children (CVLT-C), Children’s Memory Scale, Clock Drawing Test, Controlled Oral Word Association Test (COWAT), Connors’ Continuous Performance Test (CCPT-II), Dementia Rating Scale (DRS-2), Delis-Kaplan Executive Function System (D-KEFS), Green Word Memory Test, Grooved Pegboard Test, HopkinsVerbal Learning Test (HVLT-R), NEPSY-II, Peabody Picture Vocabulary Test (PPVT), Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), Rey-Osterrieth Complex Figure Test (ROCF), Stroop Task, Test of Memory Malingering (TOMM), Test of Everyday Attention for Children (TeaCh),Test of Visual Perceptual Skills (TVPS), Trail Making Test, Wechsler Memory Scales (WMS-IV), Western Aphasia Battery (WAB), Wisconsin Card Sorting Test (WCST)
Adaptive:Adaptive Behavior Assessment System (ABAS-II), Vineland Adaptive Behavior Scales (VABS-II)
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