- 1978 — Bachelor of Arts (B.A.) — University of Florida
- 1981 — Master of Science (M.S.) — Tufts University
- 1986 — Doctor of Philosophy (Ph.D.) — Tufts University (Psychology)
- 1988 — Post Doctoral — McGill University
- 1989 — Post Doctoral — Harvard University
Pre- and Postdoctoral Training:
- 1980-1981 — Intern in Psychology, Department of Pediatrics, Tufts University and The Floating Hospital
- 1982-1984 — Intern in Psychology, Department of Pediatrics, Tufts University and the Brighton Marine Health Center, Brighton, MA
- 1984-1986 — Intern in Psychology, Montreal Children’s Hospital, Montreal, PQ
- 1986-1988 — Clinical Fellow in Psychology, Montreal Children’s Hospital, Montreal, PQ
- 1988-1989 — Clinical Fellow in Psychology, Department of Psychiatry, Developmental Evaluation Clinic, The Children’s Hospital, Boston, MA
- 1984-1988 — Fellow in Psychiatry/Psychology, National Institute of Health-National Institute for Child Health and Human Development (NIH-NICHD), McGill University, Montreal Children’s Hospital Research Institute, Montreal, PQ
- 1987-1988 — Lecturer in Psychiatry, McGill University Faculty of Medicine, Montreal, PQ
- 1988-1990 — Clinical Fellow in Psychology, Department of Psychiatry, Harvard Medical School, Boston, MA
- 2004-present — Adjunct Professor, Department of Psychology, Fairfield University, Fairfield, CT.
- 1986-1988 — Associate in Psychology, Montreal Children’s Hospital, Montreal, PQ
- 1986-1988 — Associate in Psychiatry, Sir Mortimer B. Davis Jewish General Hospital, Montreal, QC
- 1988-1990 — Staff Psychologist, Children’s Hospital, Boston, MA.
Licensure and Certification:
1989-present Massachusetts Licensed Psychologist (#4835)
2012-present Connecticut Licensed Psychologist (#003214)
Other Professional Positions and Consultant Appointments:
- 1978-1981 — Research Assistant, Center for Behavioral Pediatrics and Infant Development, Department of Pediatrics, Tufts University, Boston, MA
- 1982-1984 — Research Assistant, Center for Infant Toddler Development, Brighton Marine Health Center, Brighton, MA.
- 1988-1990 — Liaison Psychologist, Wrentham State School, Commonwealth of Massachusetts, Department of Mental Retardation
- 1995 — Consultant, the Adverse Childhood Experiences (ACE) project, Center for Disease Control (CDC), Emory University Medical School, Department of Pediatrics, and Kaiser Permanente, San Diego, CA.
- 1990-2001 — Director, Behavioral Pediatrics and Family Development, Inc., Brookline, MA – private consulting group to families & schools regarding developmental disabilities (contracts with over 200 school boards).
- 2001-2010 — Developmental Psychologist/Behavioral Specialist, Giant Steps School – Connecticut, Southport, CT.
- 2009-present– Director, Applied Developmental Analysis, LLC., Fairfield, CT — private consulting group to families & schools regarding developmental disabilities.
Invited Editorial Board Reviewer:
- Developmental Psychobiology
- Infant Behavior & Development
- Journal of the American Speech-Language-Hearing Association
- International Society for Infant Studies (2004) Biennial Meeting
- Frontiers in Integrative Neuroscience
Memberships in Professional Societies:
- Society for Research in Child Development
- American Psychological Association
- International Society for Infant Study
- International Society for Developmental Psychobiology
- International Society for Autism Research
- Counsel for Exceptional Children
Over a 35-plus-year career, Dr. Weiss has worked with over 200 school boards across Massachusetts, Connecticut, New York, Maine, Rhode Island, New Hampshire, New Jersey, California, Illinois, Arkansas, Texas, Florida, Kansas, Missouri, Quebec, and Ontario.
The consultation and direct services that Dr. Weiss has provided have been at every age including:
- Early Intervention
- Pre-School Programs
- Elementary School Programs
- Middle & High Schools
- Transition to College & Adult Life
Major Research & Clinical Interests:
- Assessment of movement-perception disorders in Autism Spectrum Disorders (ASD) children and young adults. Exploring how to more precisely characterize movement and perceptual processing anomalies. We are aiming to develop behavioral, therapeutic & psychopharmacological treat protocols for these movement differences.
- The application of Positive Psychology tenants to the promotion of mental health in children, teenagers and young adults who struggle with social, emotional and behavioral aspects of their lives. Positive Psychology principles of PERMA are utilized to understand (i) the roots of Positive emotions and affect; (ii) “Engagement” characterized by activities that hold a great deal of meaning and enjoyment to any one individual; (iii) Relationships with other important and desirable people (and avoiding destructive relationships); (iv) Meaning — that is finding those activities, places, and people that helps each individual to engage in those things that matter to them. To contribute to anything that is greater than themselves; and (v) creating Accomplishments or achievements that helps each individual to recognize his and her self-worth.
- Development and evaluation of behavioral, cognitive and perceptual treatment protocols for children identified with developmental disorders such as Autism, and Pervasive developmental disorders (i.e., Asperger’s Syndrome; Rett Syndrome) and a range of developmental syndromes (i.e., Mitochondria disorders; Sotos Syndrome, Angelman’s Syndrome, etc.). Treatment objectives cut across several domains of development including behavioral, medical, perceptual, cognitive, motor, communication and social milestones across the life-span.
- Assessment and treatment of parent-child (teacher-student) interactions with children who vary in their degree of aggressive or other maladaptive behaviors. These interactions are specifically evaluated in terms of three dimensions: (i) timing of interactional events; (ii) amount and content of verbal behavior among interaction partners; and (iii) proximity between interaction partners. The aim is to develop more precise indices of the nominal categories of “parenting styles” such as authoritarian, authoritative, permissive and uninvolved. This research would also impact clinical procedures for parents and teachers dealing with maladaptive behavior.
- Assessment and intervention in literacy abilities in individuals diagnosed with Autism and related disorders that are conventionally viewed as “low functioning” vis-à-vis global IQ and language measures. The general protocol is to use a functional analysis of Autistic individuals’ responses to progressive forms of graphic information (photos, picture-symbols, picture-word combinations, sight words, written phrases). A combination of intensive daily participation, functional reward in routine use of graphic information, and the use of computer applications all contribute to rapid growth in literacy in individuals otherwise believed to be cognitively impaired. This research, in part adds to an understanding of cognitive competence in language impaired individuals and refines literacy teaching methods for these students.
- 1977-1978 — Seminar Instructor, Psychology of Personality, University of Florida, Gainesville, FL.
- 1978-1981 — Laboratory Instructor, Experimental Psychology, Tufts University, Medford, MA.
- 1982 — Teaching Assistant, Introduction to Psychology, Introduction to Psychology of Personality, Tufts University, Medford, MA.
- 1983-1984 — Laboratory Instructor, Experimental Psychology, Tufts University, Medford, MA.
- 1985-1986 — Graduate Seminar Instructor, Assessment of the Infant, Department of Psychology, Montreal Children’s Hospital.
- 1986-1987– Seminar Instructor, Experimental Methodology for Medical Interns and Residents, McGill University Faculty of Medicine.
- 1987-1988 — Lecturer, Human Development, Introduction to the Patient (1st year Medical Students), McGill University Faculty of Medicine.
- 1989-1992– Dissertation committee member for Irina U. Swain (committee chair, Rachel K. Clifton, Ph.D.), Department of Psychology, University of Massachusetts — Amherst.
- 2004-present — Adjunct Professor, Department of Psychology, Fairfield University, teaching Developmental Psychology & Sensation and Perception.
- Developmental Psychology
- Infant Development
- Cognitive Development
- Perceptual & Motor Development
- Social Development
- Sensation and Perception
- Experimental Psychology
- Overview of Life Span Developmental Disabilities
- Behavior Management Strategies for Teachers and Families with Developmentally Delayed Infants, Toddlers & Children
- Therapeutic and Educational Strategies for Teachers and Families with Developmentally Delayed Infants, Toddlers, Children & Adults