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Lillie Huddleston

Clinical Assistant Professor    
Education

Ph.D., 2012, Georgia State University, School Psychology
Ed.S., 2008,Georgia State University, School Psychology
M.Ed.,2006, Georgia State University, School Psychology
M.Ed. 2000, Georgia State University, Music Education
B.A., 1993, Mississippi University for Women, Music Education

Biography

Lillie Huddleston is a Clinical Assistant Professor of Health Promotion and Behavior in the Center for Leadership in Disability, which is housed within the School of Public Health at Georgia State University. She received her Ph.D. in school psychology from Georgia State University. Her interests include early intervention for children with autism and other developmental disabilities, culturally responsive practice and research, and health equity.

Dr. Huddleston serves as the project lead for the Autism Plan for Georgia Implementation Grant, a two-year initiative to improve access and coordination of services for individuals and families affected by autism across the state. She also leads a collaboration with the Georgia Department Health to provide training and technical assistance related to positive behavior interventions and supports for children with and without disabilities from birth to five.

Publications

Espinel, W., Charen, K., Huddleston, L., Visootsak, J. & Sherman, S. (2015). Improving Health Education for Women Who Carry an FMR1 Premutation. Journal of Genetic Counseling. doi: 10.1007/s10897-015-9862-4.

Visootsak, J., Huddleston, L., Buterbaugh, A., Perkins, A., Sherman, S., and Hunter, J. (2015). Influence of Congenital Heart Defect on Psychosocial and Neurodevelopment Outcomes in Children with Down syndrome. Cardiology in the Young. doi:10.1017/S1047951115000062.

Huddleston, L. B., Visootsak, J. and Sherman, S. L. (2014), Cognitive aspects of Fragile X syndrome. WIREs Cogn Sci, 5: 501–508. doi: 10.1002/wcs.1296

Meyers, A. B., Meyers, J., Graybill, E. C., Proctor, S. L., & Huddleston, L. (2012). Ecological approaches to organizational consultation and systems change in educational settings. Journal of Educational and Psychological Consultation, 22, 106 – 124. doi:10.1080/10474412.2011.649649

Visootsak, J., Mahle, W. T., Kirshbom, P., Huddleston, L., Caron-Besch, M., Ransom, A., & Sherman, S. L. (2011). Neurodevelopmental outcomes in children with Down syndrome and congenital heart defects. American Journal of Medical Genetics,155A, 2688 – 2691. doi: 10.1002/ajmg.a.34252

Huddleston, L., Varjas, K., Meyers, J. & Cadenhead, C. (2011). A Case Study with an Identified Bully: Policy and Practice Implications. Western Journal of Emergency Medicine, 12 (3), 316 – 323. doi: 10.1177/0143034311402309

Love, K., Huddleston, L., Olney, P., Wrubel, D., & Visootsak, J. (2011). Developmental outcomes of Down syndrome and Dandy-Walker Syndrome malformation. Journal of Pediatric Neurology, 9, 405 – 408. doi: 10.3233/JPN-2011-0500

Graham J.M., Visootsak J., Dykens E., Huddleston L., Clark, R.D., Jones, K., Moeschler, J., Opitz J., Morford, J., Simensen, R., Rogers, R., Schwartz, C.E., Friez, M.J., & Stevenson, R. (2008). Behavior of 10 patients with FG syndrome (Opitz-Kaveggia Syndrome) and the p.R961W mutation in the MED12 gene. American Journal of Medical Genetics, 146A, 3011 – 3017.

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