Catherine Mello
Biographic Data
| ID | 9564235 |
|---|---|
| NAME | Catherine Mello |
| GIVEN NAMES | Catherine |
| FAMILY NAME | Mello |
| SIGNATURE | MELLO C |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0001-8985-3170 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Learning From Parents
Challenging behaviors (CBs) are frequently observed in children with autism spectrum disorder (ASD) and are known to have negative effects on parents’ stress and well-being, as well as on overall family quality of life. Research has shown that professional support such as the Prevent-Teach-Reinforce (PTR) program has the potential to alleviate those effects. Although several studies have empirically demonstrated this positive behavior support pro…
Barriers and facilitators to implementing prevent-teach-reinforce for young children in community-based early intervention services for autism
The present study examined barriers and facilitators to the implementation of evidence-based practices to manage challenging behavior under real-world conditions within community-based autism services. Parents, early intervention practitioners, and administrators at a public agency who participated in Prevent-Teach-Reinforce for Young Children (PTR-YC), an intervention based on positive behavior support principles, shared their perspectives on th…
Learning from educators
Challenging behaviors (CB) are a frequent co-occurring problem in children with autism spectrum disorder (ASD) and hinder their response to recommended interventions such as early intensive behavioral intervention (EIBI). The Prevent-Teach-Reinforce for young children (PTR-YC) program was implemented to meet community-based EIBI educators' training and support needs in managing CB in their day-to-day work with families. Although this positive beh…
An innovative and collaborative method to develop a model care and service trajectory for the assessment, diagnosis, and support of children with developmental disabilities
No prominent works on this page.
Learning from educators
Challenging behaviors (CB) are a frequent co-occurring problem in children with autism spectrum disorder (ASD) and hinder their response to recommended interventions such as early intensive behavioral intervention (EIBI). The Prevent-Teach-Reinforce for young children (PTR-YC) program was implemented to meet community-based EIBI educators' training and support needs in managing CB in their day-to-day work with families. Although this positive beh…
An innovative and collaborative method to develop a model care and service trajectory for the assessment, diagnosis, and support of children with developmental disabilities
Learning From Parents
Challenging behaviors (CBs) are frequently observed in children with autism spectrum disorder (ASD) and are known to have negative effects on parents’ stress and well-being, as well as on overall family quality of life. Research has shown that professional support such as the Prevent-Teach-Reinforce (PTR) program has the potential to alleviate those effects. Although several studies have empirically demonstrated this positive behavior support pro…
Barriers and facilitators to implementing prevent-teach-reinforce for young children in community-based early intervention services for autism
The present study examined barriers and facilitators to the implementation of evidence-based practices to manage challenging behavior under real-world conditions within community-based autism services. Parents, early intervention practitioners, and administrators at a public agency who participated in Prevent-Teach-Reinforce for Young Children (PTR-YC), an intervention based on positive behavior support principles, shared their perspectives on th…
Family and Disability Support Research (4 works) · Medical education (4 works) · Medicine (4 works) · Psychology (4 works) · Applied Psychology (3 works) · Autism (3 works) · Autism Spectrum Disorder Research (3 works) · Developmental psychology (3 works) · Autism spectrum disorder (2 works) · Clinical Psychology (2 works)