Photo of Jennifer Hall-Lande

Co-Principal Investigator/Clinician Reviewer

Jennifer Hall-Lande, Ph.D., is a Psychologist and Research Associate at the Institute on Community Integration (UCEDD) at the University of Minnesota. Dr. Hall-Lande does clinical work in child development, including early identification of Autism Spectrum Disorder (ASD) and other neurodevelopmental disabilities. Dr. Hall-Lande conducts research in Autism Spectrum Disorder (ASD) and Intellectual Disability (ID) prevalence and identification of developmental delays and disabilities. She is additionally an investigator on the Autism and Developmental Disabilities Monitoring (ADDM) Network and has led many “Learn the Signs. Act Early.” projects.  Dr. Hall-Lande was selected to serve as CDC’s Act Early Ambassador in Minnesota from 2014-2018. In this role, Dr. Hall-Lande promotes early developmental monitoring, early developmental screening, and early intervention. Dr. Hall-Lande is also a former LEND (Leadership in Neurodevelopmental Disabilities) Fellow and remains actively involved as a faculty mentor in the Minnesota LEND program.

Dr. Hall-Lande’s principal research and community outreach activities focus on early screening, assessment, and interventions for children at risk for developmental delays and developmental disabilities. Dr. Hall-Lande has a specific interest in community outreach and training around developmental screening in universal access environments such as in childcare settings and Early Childhood Family Education (ECFE) programs. Further, Dr. Hall-Lande has a strong professional interest in outreach to culturally diverse communities, with an end goal of increasing screening rates and reducing the age of diagnosis for children from diverse and currently underserved communities. Additional areas of focus have been ASD prevalence rates in diverse populations and policy issues around ASD waivers for both children and adults. She has served as a co-leader of the statewide Minnesota Act Early team for the past five years. Through her Act Early work, she has built many strong and sustained professional partnerships and valuable community connections.

Key Terms

Autism spectrum disorder

Autism spectrum disorder (ASD) is a developmental disability that is caused by differences in how the brain functions. People with ASD may communicate, interact, behave, and learn in different ways. Signs of ASD begin during early childhood and usually last throughout a person’s life (1). ASD includes former diagnoses of autistic disorder, pervasive developmental disorder, not otherwise specified (PDD-NOS), and Asperger disorder. These diagnoses were collapsed into the single category of ASD in 2013.

Developmental delay

A developmental delay is a persistent delay experienced by a child in reaching one or more developmental milestones—how children grow, move, communicate, interact, learn, and play.

Intellectual disability

Intellectual disability means that a person has difficulty learning at an expected level and functioning in daily life. In this report, intellectual disability is measured by intellectual quotient (IQ) test scores of less than or equal to 70.


Prevalence is a scientific term that describes the number of people with a disease or condition among a defined group at a specific period in time. Prevalence is usually expressed as a percentage or proportion of the defined group. For this project, we counted the number of 8-year-olds in 2014 who were identified with ASD and then divided that number by the total number of 8-year-olds in our surveillance area during 2014.