Gary B. Mesibov
| Dr. Gary B. Mesibov | |
|---|---|
| Nationality | American |
| Alma mater | Stanford University, University of Michigan, Brandeis University, University of North Carolina |
| Occupation | Professor, psychologist, researcher, author, editor |
| Notable work | Research and books on autism, Asperger syndrome, developmental disorders, TEACCH |
| Board member of | Editorial boards: Journal of Pediatric Psychology and Journal of Clinical Child Psychology |
Gary B. Mesibov is a Licensed Psychologist, Psychology professor, editor and an author.
Mesibov received his Bachelor of Arts degree from Stanford University and his Master of Arts degree from the University of Michigan. He received his doctorate from Brandeis University and completed his postdoctoral fellowship at the University of North Carolina.
Mesibov was a professor of psychology at the University of North Carolina (UNC) at Chapel Hill for 35 years. All but 4 of those 35 years Mesibov was on the UNC Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) faculty. From 1992 to 2012 he was the TEACCH director. TEACCH, founded by UNC psychiatry and psychology professor Eric Schopler, is a "pioneering" program for assisting with autism spectrum disorder education, research and service delivery for children and adults. As a result of his work, he is an "internationally recognized leader in autism research and practice."
By 1984, Mesibov noted pediatric psychologists worked frequently with developmental disorders in children. Specifically, children with “mental retardation, learning disabilities, cerebral palsy, autism, and related developmental problems. When not working directly with children, pediatric psychologists role included had a few other components. The demand and importance of parent training for children with developmental problems made it the subject of the Society of Pediatric Psychology (SPP) programming at the American Psychological Association (APA) convention for 1983. The collaboration with other professionals on site (e.g., speech and language therapists) provided education in outside domains and in working as a member of an interdisciplinary team. Furthermore, pediatric psychologists helped to create programs in the community addressing children’s needs.
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