Departments, Centers, & Programs:
Mass General Psychology Assessment Center
One Bowdoin Square
Boston, MA 02114
- PhD, University of Miami
- Fellowship, Massachusetts General Hospital*****
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Dr. Coman has conducted research that has examined the impact of particular school factors (e.g., teacher commitment and burnout) on both the implementation of classroom-based treatments and outcomes of students with an ASD. He has also assisted with studies that have evaluated the efficacy of some of the most widely used classroom-based treatments (e.g., TEACCH and LEAP) for children on the spectrum, and helped develop some of the first fidelity measures that can be utilized in evaluating school districts’ autism-specific early childhood programs. Additionally, Dr. Coman’s work has assisted in elucidating factors contributing to the phenotypic variability in the social-emotional development in high functioning adolescents with autism (i.e., the “Modifier Model” of autism). As of more recent, Dr. Coman and colleagues are interested in further understanding the nature of family factors within the autism community, namely caregiver mental health, in overall efforts to develop a theoretically-grounded, transdiagnostic, multi-modal, group treatment for families receiving a first-time ASD diagnosis. His work has been published in some of the nation’s top psychology journals, such as the Journal of Child Psychology and Psychiatry, Journal of Autism and Developmental Disorders, Research in Autism Spectrum Disorders and Research and Practice for Persons with Severe Disabilities. Dr. Coman has also presented his work at conferences nationally and internationally.
Ghilain, C.S., Parlade, M.V., McBee, M.T., Coman, D.C., Durham, P., Gutierrez, A., Boyd, B., Odom, S. & Alessandri, M.A., (in press). Validation of the Pictorial Infant Communication Scales for Preschool-Aged Children with Autism. Autism: International Journal of Research and Practice.
Coman, D.C., Alessandri, M., Gutierrez, A., Novotny, S., Boyd, B., Hume, K., Sperry, L., & Odom, S. (2013). Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders. Journal of Autism and Developmental Disorders. 43 (2), 345-360.
Hume, K., Boyd, B., McBee, M., Coman, D. C., Gutierrez, A., Shaw, E., Sperry, L., Alessandri, M., & Odom, S. (2011). Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures. Research in Autism Spectrum Disorders, 5 (4), 1430-1440.
Henderson, H. A., Zahka, N. E., Kojkowski, N. M., Inge, A. P., Schwartz, C. B., Hileman, C. M., Coman, D. C., & Mundy, P. C. (2009). Self-referenced memory, social cognition, and symptom presentation in autism. Journal of Child Psychology and Psychiatry, 50, 853-861.
Mundy, P.C., Henderson, H.A., Inge, A.P., & Coman, D.C. (2007). The modifier model of autism and social development in higher functioning children. Research and Practice for Persons with Severe Disabilities, 32 (2), 1-16.