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Karen T. Cammuso Clinical Assistant Professor of Psychiatry and Human Behavior

Dr. Cammuso received her PhD from Catholic University, DC, in 1991. She completed her internship at University of Maryland-Baltimore, and her postdoctoral fellowship at Georgetown University, in the Child Development Center, Department of Pediatrics. Dr. Cammuso is a Clinical Director at Lifespan School Solutions/Bradley Schools.  She joined the Bradley staff in 1993, and served as Coordinator of Outpatient Services for the Developmental Disabilities Program (now CADD), psychologist at the Bradley School Portsmouth, and Clinical Director at the Bradley/East Providence Partnership prior to her current position.

Brown Affiliations

Research Areas

scholarly work

Brown, W.A., Cammuso, K., Sachs, H., Winklosky, B., Mullane, J., Bernier, R., Svenson, S., Arin, D., Rosen-Scheidley, B., & Folstein, S. (2003). Autism-related language, personality and cognition in people with absolute pitch: Results of a preliminary study. Journal of Autism and Developmental Disorders, 33, 163-167.

Brown, W.A., Sachs, H., Cammuso, K., Folstein, S.E. (2002). Early Musical Training and Absolute Pitch. Music Perception, 19, 595-597.

Brown, W.A., Cammuso, K., Sachs, H., Winklosky, B, Mullane, J, Bernier, R., Svenson, S., Arin, D., Rosen-Scheidley, B., & Folstein, S. E. (2000). Personality, Cognition and Language in People with Absolute Pitch. Presented at the 47th annual meeting of the American Academy of Child and Adolescent Psychiatry, New York, New York, October 24-29, 2000, and at the 39th annual meeting of the American College of Neuropsychopharmacology, San Juan, Puerto Rico, December 10-14, 2000.

research overview

Recent review of the cost effectiveness of a private-public school partnership to educate students with special needs. Past research explored a strategy for assessing absolute pitch in individuals with Autism Spectrum Disorders, and a study of autistic-like traits in adults with absolute pitch.

research statement

There was a substantial cost savings to a public school district resulting from the implementation of a private/public special education program. The new model of program provides behavioral supports and clinical services while offering an opportunity for inclusion in less restrictive educational environments.

Prior research investigated autistic-like characteristics in individuals with absolute pitch.

funded research

N/A