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  • Megan Farley

    I trained in educational psychology at the University of Utah where I developed the skills needed to conduct expert, comprehensive testing for questions about learning differences like learning disorders, intellectual disabilities, ADHD, and related challenges. I’ve also had training in diagnosing and treating a wide range of mental health conditions, including the co-occurrence of developmental differences and mental health conditions. My main area of expertise is in diagnosis for people with autism spectrum conditions across the lifespan, including a unique knowledge and skill in working with adults.

    I have trained many graduate students and other professionals in these areas, as a professor in the Department of Psychiatry at the University of Utah. I have held positions in related areas for over 9 years at the University of Wisconsin, Madison. I have also been active in research, primarily in autism, with selected publications listed below.  I serve as a member of the executive committee for the American Psychological Association’s Division 33, Intellectual & Developmental Disabilities/Autism Spectrum Disorder.

    I have also had formal training in Mindfulness Based Cognitive Therapy and Mindfulness Based Stress Reduction programs.


    PhD (2009), School Psychology, University of Utah, Salt Lake City

    M.S. (2007), School Psychology, University of Utah, Salt Lake City

    B.S. (1996), Psychology, University of Illinois, Urbana-Champaign

    B.S. (1996), Rhetoric, University of Illinois, Urbana-Champaign

    Additional formal training:

    Predoctoral Internship (2006), Primary Children’s Center for Counseling, Salt Lake City, Utah

    Postdoctoral training (2009), Department of Psychiatric, University of Utah, Salt Lake City, Utah

    Utah Regional Leadership Education in Neurodevelopmental Disabilities (2009), Utah State University/University of Utah, Salt Lake City, Utah

    Skills, Certifications:

    Research reliability for Autism Diagnostic Interview – Revised, 2007

    Research reliability for Autism Diagnostic Observation Schedule, 2007

    Mindfulness-Based Cognitive Therapy for Depression, 2010

    Program for the Education and Enrichment of Relational Skills (PEERS®) Social Skills Group therapist, UCLA, Los Angeles, CA, 2016

    Mindfulness Based Stress Reduction Instructor status, 2019

    Selected Publications

    Farley M, Cottle KJ, Bilder D, Viskochil J, Coon H, McMahon W. Mid-life social outcomes for a population-based sample of adults with ASD. Autism Res. 2018 Jan;11(1):142-152. doi: 10.1002/aur.1897. Epub 2017 Dec 20. PMID: 29266823; PMCID: PMC5924705.

    Jones K, Cottle K, Bakian A, Farley M, Bilder D, Coon H, McMahon W. (2016). A description of medical conditions in adults with autism spectrum disorder: A follow-up of the 1980s Utah/UCLA Autism Epidemiologic Study. Autism, 20(5), 551-61.

    Gabrielsen TP, Farley M, Speer L, Villalobos M, Baker CN, Miller J. Identifying autism in a brief observation. Pediatrics. 2015 Feb;135(2):e330-8. doi: 10.1542/peds.2014-1428. Epub 2015 Jan 12. PMID: 25583913.

    Buck T, Viskochil J, Farley M, Coon H, McMahon W, Morgan J, Bilder D.(2014). Psychiatric comorbidity and medication use in adults with autism spectrum disorder. J Autism Dev Disord;44(12):3063-71.

    Carbone P, Farley M, Davis T. (2010). Primary care for children with autism. Am Fam Physician, 81(4), 453-60.

    Farley M, McMahon W, Fombonne E, Jenson W, Miller J, Gardner M, Block H, Pingree C, Ritvo E, Ritvo R, Coon H. (2009). Twenty-year outcome for individuals with autism and average or near-average cognitive abilities. Autism Research, 2(2), 109-18.

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