Camilla McMahon

Camilla McMahon

Assistant Professor

585 Mosler Hall
513-785-3285
mcmahoncm@MiamiOH.edu

Education

  • Postdoctoral Fellowship, Autism Research Training Program, M.I.N.D. Institute, Department of Psychiatry and Behavioral Sciences, University of California – Davis, California
  • Ph.D., Developmental Psychology, Department of Psychology, University of Miami, Florida
  • M.S., Developmental Psychology, Department of Psychology, University of Miami, Florida
  • B.A., Psychology & Zoology, Departments of Psychology & Zoology, Miami University, Ohio

Recent Courses Taught

  • PSY 111: Introduction to Psychology
  • PSY 112: Foundational Experiences in Psychology
  • PSY 231: Developmental Psychology
  • PSY 332: Child Development

Research Interests

My program of research focuses on the social and cognitive development of higher-functioning children, adolescents, and young adults with Autism Spectrum Disorder (ASD) and has translational applications for clinical and special educational interventions. Within my overall program of research, I am currently pursuing research in two specific areas of interest: (1) social metacognitive awareness and monitoring in ASD and (2) peer perception of individuals with ASD. While most traditional social skill interventions for individuals with ASD emphasize the acquisition of social skills, my research suggests that being aware of and monitoring one’s execution of social skills is also critical for social skill success. In this line of research, I investigate to what extent and under what circumstances individuals with ASD show deficits in metacognitive awareness and monitoring, as well as how these deficits relate to overall social functioning. In addition, while most traditional social skill interventions focus on skill acquisition for individuals with ASD, the ultimate end-goal of these interventions is to achieve reciprocal, social relationships with peers. Peer openness and acceptance toward individuals with ASD is a key, but often overlooked, component of such relationships. In this line of research, I examine individual and relational factors that may affect and ultimately enhance peer receptivity toward individuals with ASD.

Publications

Jaime, M., McMahon, C.M., Davidson, B.C., Newell, L., Mundy, P., & Henderson, H. (2016). Brief Report: Reduced Temporal-Central EEG Alpha Coherence during Joint Attention Perception in Adolescents with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 46(4), 1477-1489. doi: http://dx.doi.org/10.1007/s10803-015-2667-3

McMahon, C.M., Henderson, H., Newell, L., Jaime, M., & Mundy, P. (2016). Metacognitive Awareness of Facial Affect in Higher-Functioning Children and Adolescents with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 46(3), 882-898. doi: http://dx.doi.org/10.1007/s10803-015-2630-3

McMahon, C.M., & Solomon, M. (2015). Brief Report: Parent-Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(10), 3396-3403. doi: http://dx.doi.org/10.1007/s10803-015-2494-6

McMahon, C.M., & Henderson, H. (2015). Error-monitoring in response to social stimuli in individuals with higher-functioning Autism Spectrum Disorder. Developmental Science, 18(3), 389-403. doi: http://dx.doi.org/10.1111/desc.12220

Henderson, H. A., Ono, K. E., McMahon, C. M., Schwartz, C. B., Usher, L. V., & Mundy, P. C. (2015). The costs and benefits of self-monitoring for higher functioning children and adolescents with autism. Journal of Autism and Developmental Disorders, 45, 548-559. doi: http://dx.doi.org/10.1007/s10803-013-1968-7

Lerner, M.D., McMahon, C.M., Britton, N. (2014). Autism spectrum disorder in adolescents: Promoting social and emotional development. In T.P. Gullotta & M. Bloom (Eds.), Encyclopedia of Primary Prevention and Health Promotion: Adolescence (2nd ed.). New York: Springer.

McMahon, C.M., Lerner, M., & Britton, N. (2013). Group-Based Social Skills Interventions for Adolescents with Higher-Functioning Autism Spectrum Disorder: A Review and Looking to the Future. Adolescent Health, Medicine, and Therapeutics, 4, 23-38. doi: http://dx.doi.org/10.2147/AHMT.S25402

McMahon, C.M., Vismara, L., & Solomon, M. (2013). Measuring Changes in Social Behavior During a Social Skills Intervention for Higher-Functioning Children and Adolescents with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 43, 1843-1856. doi: http://dx.doi.org/10.1007/s10803-012-1733-3

Hileman, C.M., Henderson, H., Mundy, P., Newell, L., & Jaime, M. (2011). Developmental and Individual Differences on the P1 and N170 Components in Children with and without Autism. Developmental Neuropsychology, 36, 214-236. doi: http://dx.doi.org/10.1080/87565641.2010.549870

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. doi: http://dx.doi.org/10.1111/j.1469-7610.2008.02059.x

Schwartz, C. B., Henderson, H. A., Inge, A. P., Zahka, N. E., Coman, D. C., Kojkowski, N. M., Hileman, C.M., & Mundy, P. C. (2009). Temperament as a predictor of symptomotology and adaptive functioning in adolescents with high-functioning autism. , 842-855. doi: http://dx.doi.org/10.1007/s10803-009-0690-y

Professional Service

Editorial Board

Journal of Positive Behavior Interventions

Guest Reviewer

  • Autism Research
  • Biological Psychology
  • Developmental Cognitive Neuroscience
  • Focus on Autism and Other Developmental Disabilities
  • Journal of Autism and Developmental Disorders
  • Journal of Child and Family Studies
  • Journal of Experimental Education
  • Journal of Intellectual Disability Research
  • Molecular Autism
  • Psychophysiology