Faculty

Elena Tenenbaum

Assistant Professor - IV in Psychiatry and Behavioral Sciences

Psychiatry, Child & Family Mental Health & Developmental Neuroscience
School of Medicine

Faculty Network Member of the Duke Institute for Brain Sciences

Duke Institute for Brain Sciences
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2424 Erwin Rd., Suite 501, Durham, NC 27705

DUMC 2737, Durham, NC 27710

(919) 668-2943 elena.tenenbaum@duke.edu

Dr. Tenenbaum is a psychologist and researcher who specializes in language acquisition and cognitive development. Her research and clinical interests focus on communication between children and their caregivers in the context of atypical development.


Dr. Tenenbaum uses eye tracking and other behavioral measures to study typical and atypical trajectories of social attention and language learning. Her work has focused on relations between social attention and word learning, communicative capacity in minimally verbal children with autism, and audio-visual synchrony processing in children with autism. Dr. Tenenbaum has also worked on questions of infant mental health and perinatal depression as it relates to language and cognitive development.  

Dr. Tenenbaum completed her PhD in Psychology at Brown University in the Department of Cognitive, Linguistic, and Psychological Sciences. She then respecialized in Clinical Psychology at Suffolk University and completed her internship and postdoctoral training at the Warren Alpert Medical School at Brown University.


Dr. Tenenbaum joined the Duke Center for Autism and Brain Development in September of 2018.


Education & Training

Ph.D. 2011

Brown University

Grants

Marcus Foundation Phase II MSC ASD

The Marcus Foundation

Publications

A Six-Minute Measure of Vocalizations in Toddlers with Autism Spectrum Disorder.

PMID 32212384
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Perception of Cry Characteristics in 1-Month-Old Infants Later Diagnosed with Autism Spectrum Disorder

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Sensitivity to audio-visual synchrony and its relation to language abilities in children with and without ASD

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Maternal and infant affect at 4 months predicts performance and verbal IQ at 4 and 7 years in a diverse population

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Attempting to “Increase Intake from the Input”: Attention and Word Learning in Children with Autism

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Attention to the mouth and gaze following in infancy predict language development

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Bottom-Up Attention Orienting in Young Children with Autism

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Increased Focus on the Mouth Among Infants in the First Year of Life: A Longitudinal Eye-Tracking Study

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Racing to segment? Top-down versus bottom-up in infant word recognition

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Attention and word learning in autistic, language delayed and typically developing children

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Infants’ early visual attention and social engagement as developmental precursors to joint attention.

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