Dr. Laura Carpenter is a Professor of Pediatrics and Psychiatry and Behavioral Sciences at the Medical University of South Carolina (MUSC), where she serves as Psychology Section Chief in the Division of Developmental-Behavioral Pediatrics. She is a licensed clinical psychologist with expertise in the diagnosis and treatment of autism spectrum disorder (ASD) and other neurodevelopmental conditions.
Dr. Carpenter's research focuses on autism epidemiology, early identification and diagnosis, and interventions to improve outcomes for autistic individuals and their families. Her work has also examined sex differences in autism, co-occurring mental and physical health conditions, and disparities in autism identification and access to services. She has served as principal investigator or co-investigator on numerous federally and foundation-funded research projects and leads the South Carolina site of SPARK, a national initiative funded by the Simons Foundation to advance understanding of the genetic and environmental factors contributing to autism.
In addition to her research, Dr. Carpenter provides comprehensive evaluations for children with suspected autism and related developmental concerns. She is also an experienced trainer in the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2), and provides professional education and consultation on evidence-based autism assessment.
Dr. Carpenter is committed to interdisciplinary education, mentorship, and workforce development. She serves as Training Director of the South Carolina Leadership Education in Neurodevelopmental and Related Disabilities (SC LEND) program, a federally funded initiative that prepares emerging professionals to improve services for individuals with neurodevelopmental disabilities and their families. She also serves as Associate Director of MUSC's Center of Biomedical Research Excellence in Neurodevelopmental Disorders (COBRE). Through her clinical, research, and leadership roles, Dr. Carpenter works to advance autism science, strengthen clinical training, and improve access to high-quality diagnostic and intervention services.