June 27, 2024

Andrea Wieckowski, PhD, is an Assistant Research Professor in the Early Detection and Intervention research program at the A.J. Drexel Autism Institute. Her seamless integration of research findings into clinical practice as a licensed clinical psychologist is not just a professional duty, but a personal commitment to the families she serves. Conducting diagnostic evaluations that inform both her clinical and research activities, she ensures that her work directly benefits families, while continually enhancing her understanding of autism. Her diverse responsibilities at work, from working directly with families to analyzing data and designing new studies, are all driven by a deep sense of purpose. She also mentors undergraduate and graduate students, fostering an environment of excitement and innovation.

Originally from Slovakia, Wieckowski moved to the United States with her family at twelve, settling in a small town in New Jersey. Her journey into clinical psychology began with a deep-rooted love for science and research, which initially led her to pursue chemical engineering at Princeton University. However, a transformative course in abnormal psychology ignited her fascination with the workings of the mind and behavior, prompting her to switch her major to psychology with a certificate in neuroscience. This pivotal decision led her toward autism research, mainly influenced by her volunteer work with autistic children and a subsequent fellowship at the Yale Child Study Center, which later moved to the Marcus Autism Center in Atlanta.

During her doctoral studies at Virginia Tech, Wieckowski expanded her training in mental health while concentrating on autism research. She reviewed how technology helps with social communication issues in children and teens and found that emotional expression needed to be better understood. This experience led her to use eye-tracking and Kinect technology (which uses sensors and cameras to detect and track movements and gestures) in her research to study how children and teens with autism express emotions, a topic she continues to explore at the Autism Institute, most recently in a study using behavioral coding, eye tracking, and electroencephalography (EEG) to measure emotion expression in toddlers.

One of her most proud achievements is her first paper at the Autism Institute, which stemmed from a large, multi-site study evaluating the timing and accuracy of autism screening during well-child visits. The findings underscored the importance of early and repeated screenings, combining parent-report screeners with primary care clinicians’ concerns. This work not only broadened her expertise in early autism detection but also laid the groundwork for her continued research in this vital area.

One of the significant challenges in her research is recruitment, as meaningful conclusions require diverse and willing participation from families. Wieckowski addresses this by making participation as accessible as possible, understanding potential barriers, and collaborating with childcare centers to facilitate screening processes. Balancing her research and clinical responsibilities, Wieckowski stays motivated by the impact of her work on families and the broader field of autism research. Her recent recognition with the Alan B. Slifka Foundation Award from the International Society for Autism Research (INSAR) highlights her innovative approach to studying emotional expressivity in autistic children. This project promises to yield valuable insights in the coming years.

For aspiring researchers and clinicians, Wieckowski advises keeping an open mind and exploring various methods and approaches during their training. She believes this breadth of experience is crucial for developing the skills and ideas that will drive future advancements in autism research and treatment.