Aubyn C Stahmer
Datos Biográficos
| ID | 223872 |
|---|---|
| NOMBRE | Aubyn C Stahmer |
| NOMBRES | Aubyn C |
| APELLIDO | Stahmer |
| FIRMA | STAHMER A C |
| AFILIACIONES | University of California, Davis |
| ORCID | 0000-0002-1596-9848 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 28 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2005 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 4 |
Study Protocol for a Cluster, Randomized, Controlled Community Effectiveness Trial of the Early Start Denver Model (ESDM) Compared to Community Early Behavioral Intervention (EBI) in Community Program…
Issue date 6 August 2024; Protocol amendment number: 02
Examining US Public Early Intervention for Toddlers With Autism
As the rates of Autism Spectrum Disorder (ASD) increase and early screening efforts intensify, more toddlers with high likelihood of ASD are entering the United States' (US') publicly funded early intervention system. Early intervention service delivery for toddlers with ASD varies greatly based on state resources and regulations. Research recommends beginning ASD-specific evidence-based practices (EBP), especially caregiver-implemented intervent…
Disrupted Care Continuity
Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially…
Producing Child-Centered Interventions
Autistic students benefit from child-centered goals that align with evidence-based practices (EBPs) that meet their individualized needs, however, most teachers are not trained in how to implement autism-specific EBPs. The challenges do not lie with teachers alone. Professional development (PD) providers, such as district or regional autism experts who train and coach teachers on how to implement autism-specific EBPs, face barriers accessing the …
Narratives of single, black mothers using cultural capital to access autism interventions in schools
Lack of access to autism treatment has deepened the disparities for Black children with ASD. Limited resources and lack of advocacy skills in Black families are reasons given for these service gaps but a need to identify mechanisms that support Black families access to treatment for their children have yet to be investigated. This paper explores the forms of cultural capital single Black mothers use to advocate for their children with autism in s…
Adapting parent engagement strategies for an evidence‐based parent‐mediated intervention for young children at risk for autism spectrum disorder
AIMS: Aims included (a) characterizing provider feedback on parent engagement strategies integrated into a parent-mediated intervention for toddlers at risk for autism spectrum disorder (ASD) and (b) identifying provider characteristics that predict attitudes about parent engagement strategies. METHODS: A mixed method approach was utilized, including gathering quantitative data via survey (breadth) and collecting qualitative data via interview (d…
Caregiver Voices
Choosing strategies that work from the start
Community–academic partnerships are believed to increase the effectiveness and feasibility of action research. While factors facilitating and hindering community–academic partnerships have been identified, their influence on the collaborative process is unknown, especially during community–academic partnership initiation and development. This explanatory sequential mixed methods study (quantitative→QUALITATIVE) evaluated perspectives of members i…
Community-Academic Partnerships: A Systematic Review of the State of the Literature and Recommendations for Future Research
Naturalistic Developmental Behavioral Interventions
Earlier autism diagnosis, the importance of early intervention, and development of specific interventions for young children have contributed to the emergence of similar, empirically supported, autism interventions that represent the merging of applied behavioral and developmental sciences. "Naturalistic Developmental Behavioral Interventions (NDBI)" are implemented in natural settings, involve shared control between child and therapist, utilize …
Building a Research‐community Collaborative to Improve Community Care for Infants and Toddlers At‐risk for Autism Spectrum Disorders
This article describes the formation and initial outcomes of a research‐community collaborative group that was developed based on community‐based participatory research principles. The group includes a transdisciplinary team of practitioners, funding agency representatives, researchers, and families of children with autism spectrum disorders, who partnered to improve community‐based care for infants and toddlers at risk for autism through the imp…
Developmental Services for Young Children in Foster Care
High rates of developmental delay in children in foster care make it important for the foster care system to provide early identification of developmental issues and facilitate intervention. This investigation examined the degree to which child welfare agencies encourage policies to assess children for developmental delay and link children to intervention agencies. Results indicate that half of counties studied have comprehensive developmental sc…
Developmental and Behavioral Needs and Service Use for Young Children in Child Welfare
Objective. To determine the level of developmental and behavioral need in young children entering child welfare (CW), estimate early intervention services use, and examine variation in need and service use based on age and level of involvement with CW by using a national probability sample in the United States. Methods. As part of the National Survey of Child and Adolescent Well-Being, data were collected on 2813 children <6 years old for whom po…
Narratives of single, black mothers using cultural capital to access autism interventions in schools
Lack of access to autism treatment has deepened the disparities for Black children with ASD. Limited resources and lack of advocacy skills in Black families are reasons given for these service gaps but a need to identify mechanisms that support Black families access to treatment for their children have yet to be investigated. This paper explores the forms of cultural capital single Black mothers use to advocate for their children with autism in s…
Building a Research‐community Collaborative to Improve Community Care for Infants and Toddlers At‐risk for Autism Spectrum Disorders
This article describes the formation and initial outcomes of a research‐community collaborative group that was developed based on community‐based participatory research principles. The group includes a transdisciplinary team of practitioners, funding agency representatives, researchers, and families of children with autism spectrum disorders, who partnered to improve community‐based care for infants and toddlers at risk for autism through the imp…
Caregiver Voices
Choosing strategies that work from the start
Community–academic partnerships are believed to increase the effectiveness and feasibility of action research. While factors facilitating and hindering community–academic partnerships have been identified, their influence on the collaborative process is unknown, especially during community–academic partnership initiation and development. This explanatory sequential mixed methods study (quantitative→QUALITATIVE) evaluated perspectives of members i…
Developmental Services for Young Children in Foster Care
High rates of developmental delay in children in foster care make it important for the foster care system to provide early identification of developmental issues and facilitate intervention. This investigation examined the degree to which child welfare agencies encourage policies to assess children for developmental delay and link children to intervention agencies. Results indicate that half of counties studied have comprehensive developmental sc…
Adapting parent engagement strategies for an evidence‐based parent‐mediated intervention for young children at risk for autism spectrum disorder
AIMS: Aims included (a) characterizing provider feedback on parent engagement strategies integrated into a parent-mediated intervention for toddlers at risk for autism spectrum disorder (ASD) and (b) identifying provider characteristics that predict attitudes about parent engagement strategies. METHODS: A mixed method approach was utilized, including gathering quantitative data via survey (breadth) and collecting qualitative data via interview (d…
Developmental and Behavioral Needs and Service Use for Young Children in Child Welfare
Objective. To determine the level of developmental and behavioral need in young children entering child welfare (CW), estimate early intervention services use, and examine variation in need and service use based on age and level of involvement with CW by using a national probability sample in the United States. Methods. As part of the National Survey of Child and Adolescent Well-Being, data were collected on 2813 children <6 years old for whom po…
Developmental Services for Young Children in Foster Care
High rates of developmental delay in children in foster care make it important for the foster care system to provide early identification of developmental issues and facilitate intervention. This investigation examined the degree to which child welfare agencies encourage policies to assess children for developmental delay and link children to intervention agencies. Results indicate that half of counties studied have comprehensive developmental sc…
Building a Research‐community Collaborative to Improve Community Care for Infants and Toddlers At‐risk for Autism Spectrum Disorders
This article describes the formation and initial outcomes of a research‐community collaborative group that was developed based on community‐based participatory research principles. The group includes a transdisciplinary team of practitioners, funding agency representatives, researchers, and families of children with autism spectrum disorders, who partnered to improve community‐based care for infants and toddlers at risk for autism through the imp…
Naturalistic Developmental Behavioral Interventions
Earlier autism diagnosis, the importance of early intervention, and development of specific interventions for young children have contributed to the emergence of similar, empirically supported, autism interventions that represent the merging of applied behavioral and developmental sciences. "Naturalistic Developmental Behavioral Interventions (NDBI)" are implemented in natural settings, involve shared control between child and therapist, utilize …
Community-Academic Partnerships: A Systematic Review of the State of the Literature and Recommendations for Future Research
Choosing strategies that work from the start
Community–academic partnerships are believed to increase the effectiveness and feasibility of action research. While factors facilitating and hindering community–academic partnerships have been identified, their influence on the collaborative process is unknown, especially during community–academic partnership initiation and development. This explanatory sequential mixed methods study (quantitative→QUALITATIVE) evaluated perspectives of members i…
Caregiver Voices
Adapting parent engagement strategies for an evidence‐based parent‐mediated intervention for young children at risk for autism spectrum disorder
AIMS: Aims included (a) characterizing provider feedback on parent engagement strategies integrated into a parent-mediated intervention for toddlers at risk for autism spectrum disorder (ASD) and (b) identifying provider characteristics that predict attitudes about parent engagement strategies. METHODS: A mixed method approach was utilized, including gathering quantitative data via survey (breadth) and collecting qualitative data via interview (d…
Examining US Public Early Intervention for Toddlers With Autism
As the rates of Autism Spectrum Disorder (ASD) increase and early screening efforts intensify, more toddlers with high likelihood of ASD are entering the United States' (US') publicly funded early intervention system. Early intervention service delivery for toddlers with ASD varies greatly based on state resources and regulations. Research recommends beginning ASD-specific evidence-based practices (EBP), especially caregiver-implemented intervent…
Disrupted Care Continuity
Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially…
Producing Child-Centered Interventions
Autistic students benefit from child-centered goals that align with evidence-based practices (EBPs) that meet their individualized needs, however, most teachers are not trained in how to implement autism-specific EBPs. The challenges do not lie with teachers alone. Professional development (PD) providers, such as district or regional autism experts who train and coach teachers on how to implement autism-specific EBPs, face barriers accessing the …
Narratives of single, black mothers using cultural capital to access autism interventions in schools
Lack of access to autism treatment has deepened the disparities for Black children with ASD. Limited resources and lack of advocacy skills in Black families are reasons given for these service gaps but a need to identify mechanisms that support Black families access to treatment for their children have yet to be investigated. This paper explores the forms of cultural capital single Black mothers use to advocate for their children with autism in s…
Study Protocol for a Cluster, Randomized, Controlled Community Effectiveness Trial of the Early Start Denver Model (ESDM) Compared to Community Early Behavioral Intervention (EBI) in Community Program…
Issue date 6 August 2024; Protocol amendment number: 02
Psychology (12 obras) · Developmental psychology (11 obras) · Family and Disability Support Research (10 obras) · Autism (9 obras) · Autism Spectrum Disorder Research (8 obras) · Medicine (7 obras) · Psychiatry (7 obras) · Autism spectrum disorder (6 obras) · Psychological intervention (6 obras) · Clinical Psychology (4 obras)