William J Hudenko

Academic Appointments

Research Assistant Professor

Bill Hudenko, Ph.D. is a Research Assistant Professor in the Department of Psychological & Brain Sciences at Dartmouth College, an Adjunct Assistant Professor of clinical psychology at Dartmouth's Geisel School of Medicine, the Chief Executive Officer of Voi, Inc., and the President of Trusst Health Inc.  Dr. Hudenko is a licensed psychologist who has extensive clinical experience working with children who have disruptive-behavior disorders and autism-spectrum disorders (ASD).  His prior research includes work on the vocal expression of emotion in children with autism, and the influence of affective cues on the learning of young children.  Currently, his research is focused on understanding the use of technology to improve the delivery of mental healthcare with an emphasis on using technology to better predict and prevent suicide.  Dr. Hudenko is particularly interested in how technology can transform the collaborative care process.

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Contact

257 Moore Hall, Psychological Brain Sciences
HB 7750

Education

  • B.A. University of Michigan
  • M.A. Vanderbilt University
  • Ph.D. Vanderbilt University

Selected Publications

  • Ben-Zeev, D., Buck, B., Meller, S., Hudenko W.J., & Hallgren. K.A. (2020) Augmenting mental health services with a texting mobile interventionist: Pilot randomized controlled trial. Psychiatric Services. https://doi.org/10.1176/appi.ps.202000239

  • Kerr, S., Hudenko, W., Godfrey, D., Lundgren, S., O’Malley, J., & Sharp, C. (in press). Validation of the Emotional Tone Index for Families (ETIF): A multi-informant measure of emotional closeness. Family Process. 

  • Althoff, R., Frering, H., Maruti, S., Helzer, J. Hudenko, W., Bidad, R., Herrington, R., Cats-Baril, W., & Desjardins, I. (2020). Construct and predictive validity of the Systematic Expert Risk Assessment for Suicide (SERAS) in the Emergency Department setting. Manuscript under review.

  • Hudenko, W.J., & Magenheimer, M. (2012). Listeners prefer the laughs of children with autism to those of typically developing children. Autism: The International Journal of Research and Practice. 16(6), 641-55.

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