Dr. Paulina Buffle is a Research Associate in the Laboratory of Sensori-Motor Affective and Social Development at the University of Geneva. Her career as a scientist is driven by a particular interest in promoting early identification and intervention in young children with Autism Spectrum Disorder (ASD) and other neurodevelopmental disorders.
Dr. Buffle’s research involves Eye-tracking and behavioral paradigms in order to investigate visual orientation towards social stimuli in children, as well as participatory research to optimize and customize ASD detection procedures and case-management in pediatric settings.
Her diverse clinical and research training, as well as exposure to different cultures during her professional practice, have raised interest in the cultural factor’s impact on ASD identification and intervention's processes. During her stay in Ecuador, Dr. Buffle has worked towards understanding the perceptions of autism symptoms in mainstream and professional settings. She has also disseminated knowledge on different evidence-based practices. She is currently working to understand the adaptability of early intervention in group contexts, as well as on the use of telehealth methods to improve access to services for individuals with ASD and their families.
Fluent in French, Spanish, and English, she carries out other research projects in Switzerland and Ecuador.
Additionally, she is a certified professional in ADOS-2 and ADI-R, trained in different neuropsychological and developmental batteries, and provides clinical consultation in different countries.
Keywords: Autism, ASD Diagnosis, ASD Intervention, Eye-tracking, Telehealth, Pediatric settings, Neurodeveloppmental Desorders.
Palabras clave: Autismo, Diagnóstico, Intervención, Eye-tracking, Telemedicina, Contextos Pediátricos, Trastornos del Neurodesarrollo, Telesalud.
Laboratory of Sensorimotor, Affective and Social Development (SMAS)
Université de Genève
Uni Mail, 40 Boulevard du Pont-d'Arve
1211 Genève 4
Publication in scientific journals
Buffle, P., & Naranjo, D. (2021). Identificación y diagnóstico tempranos del trastorno del espectro autista: una revisión de la literatura sobre recomendaciones basadas en la evidencia. [Early identification and diagnosis of autism spectrum disorder: a literature review on evidence-based recommendations: Narrative Review.] Ecuadorian Journal of Pediatrics, 22(3), Article 23:1-19. https://doi.org/10.52011/113
Buffle, P., Cavadini, T., Posada, A., & Gentaz, E. (2021). A study on visual preference for social stimuli in typical Ecuadorian preschoolers as a contribution to the identification of autism risk factors. Scientific Reports, 11(1), 1-10. https://doi.org/10.1038/s41598-021-87888-3
Dukes, D., Van Herwegen, J., Alessandri, M., Bölte, S., Buffle, P., … Samson, A. C. (2021). February 16). Introducing the COVID-19 crisis Special Education Needs Coping Survey. https://doi.org/10.31234/osf.io/rtswa
Buffle, P. (2020). Autism in Ecuador, in Volkmar F. Ed., The Encyclopaedia of Autism, NY, Springer. https://doi.org/10.1007/978-1-4614-6435-8_102532-1
Lejeune, F., Gentaz, E. (2017). El niño prematuro, desarrollo cognitivo y emocional. Translated by Paulina Buffle, Asociación Ecuatoriana de Pediatría.
Buffle P., Gentaz E., (2019). Perception of autism screening tools in paediatric contexts: An exploratory study in an Ecuadorian sample. International Society for Autism Research (INSAR) Regional Meeting, Puerto Varas, Chile.
3 questions à Paulina Buffle, docteur associée au BabyLab à l'UNIGE| Radio Lac, 11.10.2021
Areas of interest and expertise
- Autism Spectrum Disorders early diagnosis and intervention
- Validation of culturally adapted tools of screening and diagnosis of autism
- Use of Eye-Tracking for the evaluation of socio-cognitive abilities in clinical and typical populations
- Telehealth for evaluation of certain aspects of neurodevelopmental disorders
- Telehealth for families of individuals with neurodevelopmental disorders
- Socio-cognitive development in typical and clinical populations
- Neuro-cognitive development of individuals with autism
- Neuro-cognitive development of pre-term new-born children
- French, Spanish, English (fluent)
- Italian, Portuguese (working knowledge)
- German (basic School knowledge)