She completed a Bachelor of Arts specializing in psychology at Mc Gill University.
Soon after graduating, she began working with children with autism spectrum disorder (ASD) and volunteered as a research assistant at the Mc Gill Youth Study Team, a research lab headed by Dr. As a result of her passion for learning about and working with children with ASD, she decided to pursue a master’s in Educational Psychology at Mc Gill University.
Her research interests lies in the cognitive mechanisms and benefits of music for individuals with Autism Spectrum Disorder (ASD).
Her master's thesis examined the role of executive functions in musical ability of children with ASD with the objective of establishing evidence for the cognitive and social benefits of music education in this population.
Differences in parents’ use of object labels were only present when examined within individual joint engagement states.
Within included joint engagement contexts, parents of HR children prompted children to produce fewer labels, used shorter and simpler utterances with labels, and used fewer diverse label types and tokens.
She was the recipient of the 2016 Canadian Institutes of Health Research (CIHR) Master's bursary.
Hadas is a doctoral student in the School/Applied Child Psychology Program at Mc Gill University.
At 36-months all HR children were classified into one of three outcome groups: high risk children who received no diagnosis (HR-ND), high risk children who had a language delay but not ASD (HR-LD), and HR children who went on to receive a diagnosis of ASD (HR-ASD).
Parent use of object labels in interaction were compared across these outcome groups, additionally, use of labels within different engagement states was compared across outcome groups.