Publications

Evidence-Based Practice Reviews

Research Papers

Sengupta, K., Javeri, A., Mascarenhas, C., Khaparde, O., & Mahadik, S. (in press).  Feasibility and acceptability of a synchronous online parent-mediated early intervention for children with autism in a low resource setting during COVID-19 pandemic.  International Journal of Disability, Development and Education.

Bejarano-Martín, Á., Canal-Bedia, R., Magán-Maganto, M., Fabián, A. H., Castañeda, A. L. C., de Dios, S. M., … & de la Paz, M. P. (in press). Children with ASD: A Pilot Study. Journal of Autism and Developmental Disorders.

Frost, K,., Russell, K., & Ingersoll, B. (in press). Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental intervention.  Autism.

Russell, K. & Ingersoll, B. (2021).  Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study.  Autism, 25, 971-981.

Hao, Y., Franco, J. H., Sundarrajan, M., & Chen, Y. (2021). A pilot study comparing tele-therapy and in-person therapy: Perspectives from parent-mediated intervention for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 51, 129-143.

Yoder, P., Stone, W. L., Edmunds, S. R. (2021). Parent utilization of ImPACT intervention strategies is a mediator of proximal then distal social communication outcomes in younger siblings of children with ASD. Autism, 25, 44-57.

Yoder, P., Stone, W. L., Edmunds, S. R. (2021). For which younger siblings of children with autism spectrum disorder does parent-mediated intervention work? Autism, 25, 58-69.

Barber, A. B., Swineford, L., Cook, C., & Belew, A. (2020). Effects of Project ImPACT parent-mediated intervention on the spoken language of young children with autism spectrum disorder. Perspectives of the ASHA Special Interest Groups, 1-9.

Sengupta, K., Mahadik, S., & Kapoor, G. (2020). Globalizing Project ImPACT: Feasibility, acceptability and preliminary outcomes of a parent-mediated social communication intervention for autism adapted to the Indian context. Research in Autism Spectrum Disorders76, 101585.

Stahmer, A. C., Rieth, S. R., Dickson, K. S., Feder, J., Burgeson, M., Searcy, K., & Brookman-Frazee, L. (2020). Project ImPACT for Toddlers: Pilot outcomes of a community adaptation of an intervention for autism risk. Autism, 24, 617-632.

Law, G. C., Dutt, A., & Neihart, M. (2019). Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program. Research in Autism Spectrum Disorders67, 101411.

Pickard, K., Rowles, S., & Ingersoll (2019). Understanding the impact of adaptations to a parent-mediated intervention on parents’ ratings of perceived barriers, program attributes, and intent to use. Autism, 23, 338-349.

Ingersoll, B., Straiton, D., Casagrande, K., & Pickard, K. (2018). Community providers’ intentions to use a parent-mediated intervention for children with ASD following training: an application of the theory of planned behavior. BMC research notes11(1), 777.

Law, G. C., Neihart, M., & Dutt, A. (2018). The use of behavior modeling training in a mobile app parent training program to improve functional communication of young children with autism spectrum disorder. Autism, 22(4), 424-439.

Rieth, S. R, Haine-Schlagel, R., Burgeson, M., Searcy, K., Dickson, K. S, & Stahmer, A. C. (2018). Integrating a parent-implemented blend of developmental and behavioral intervention strategies into speech-language treatment for toddlers at risk for autism spectrum disorder. Seminars in Speech and Language, 39(2), 114-124.

Wainer, A., Dvortcsak, A., & Ingersoll, B. (2018). Designing for dissemination: The utility of the deployment-focused model of intervention development and testing for parent-mediated intervention (pp. 425-440). In M. Siller & L. Morgan (Eds.). Handbook of family-centered practice for very young children with autism. New York:  Springer.

Ingersoll, B., Berger, N., Wainer, A., & Walton, K. (2017). Efficacy of low intensity, therapist-implemented Project ImPACT for increasing social communication skills in young children with ASD. Developmental Neurorehabilitation, 20, 502-510.

Ingersoll, B., Shannon, K., Berger, N., Pickard, K., & Holtz, B. (2017). Self-directed telehealth parent-mediated intervention for children with autism spectrum disorder: Examination of the potential reach and utilization in community settings. Journal of Medical Internet Research, 19, e248.

Killmeyer, S., & Kaczmarek, L. (2017). Parent training and joint engagement in young children with autism spectrum disorder. Autism & Developmental Language Impairments2.

Stahmer, A. C., Brookman-Frazee, L., Rieth, S. R., Stoner, J. T., Feder, J. D., Searcy, K., & Wang, T. (2017). Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting. Autism21(2), 217-230.

Wainer, A., Berger, N. I., & Ingersoll, B. (2017). Brief Report: The preliminary psychometric properties of the Social Communication Checklist. Journal of Autism and Developmental Disorders, 47, 1231-1238.

Wainer, A., Pickard, K. E., & Ingersoll, B. (2017). Using web-based instruction, brief interactive workshops, and remote consultation to train community-based providers in a parent-mediated naturalistic developmental behavioral intervention. Journal of Child and Family Studies, 26, 1592-1602.

Ingersoll, B., Wainer, A. L., Berger, N. I., Pickard, K. E., & Bonter, N. (2016). Comparison of a self-directed and therapist-assisted telehealth parent-mediated intervention for children with ASD: A pilot RCT. Journal of Autism and Developmental Disorders, 46, 2275-2284.

Pickard, K. E., Kilgore, A., & Ingersoll, B. (2016). Using community partnerships to better understand the barriers to using an evidence-based, parent-mediated intervention for ASD in a Medicaid system. American Journal of Community Psychology, 57, 391-403.

Pickard, K. E., Wainer, A. L., Bailey, K., & Ingersoll, B. (2016). A mixed-method evaluation of a telehealth-based parent-mediated intervention for children with ASD. Autism: International Journal of Research and Practice, 20, 845-855.

Pierucci, J. M. (2016). Mothers’ scaffolding techniques used during play in toddlers with autism spectrum disorder. Journal of Developmental and Physical Disabilities28(2), 217-235.

Ingersoll, B. & Berger, N. I. (2015). Parent engagement with a telehealth-based parent-mediated intervention program for children with ASD: Predictors of program use and parent outcomes. Journal of Medical Internet Research, 17, e227.

Schreibman, L., Dawson, G., Stahmer, A., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for ASD.  Journal of Autism and Developmental Disorders, 45, 2411-2428.

Stadnick, N. A., Stahmer, A., & Brookman-Frazee, L. (2015). Preliminary effectiveness of project impact: A parent-mediated intervention for children with autism spectrum disorder delivered in a community program. Journal of Autism and Developmental Disorders45(7), 2092-2104.

Ingersoll, B. & Wainer, A. (2013). Initial efficacy of Project ImPACT: A parent-mediated social communication intervention for young children with ASD. Journal of Autism and Developmental Disorder, 43, 2943-295.

Ingersoll, B. & Wainer, A. (2013). Pilot study of a school-based parent training program for preschoolers with ASD. Autism – International Journal of Research and Practice, 17, 434-448.

Ingersoll, B., Walton, K., Bonter, N., & Jelinek, S. (2012). A comparison of naturalistic behavioral and developmental, social-pragmatic interventions on language use and social engagement in children with autism. Journal of Speech, Language, and Hearing Research, 55, 1301-1313.

Ingersoll, B. (2011). The differential effect of three naturalistic language interventions on language use in children with autism. Journal of Positive Behavior Interventions, 13, 109-118.

Stahmer, A. C., Brookman-Frazee, L., Lee, E., Searcy, M. K., & Reed, M. S. (2011). Parent and multidisciplinary provider perspectives on earliest intervention for children at risk for autism spectrum disorders. Infants and Young Children24(4), 344.

Ingersoll, B. & Dvortcsak, A. (2009). Increasing generalization through the use of parent-mediated interventions. In Christina Whalen (Ed.), Real Life, Real Progress: A practical guide for parents and professionals on generalization for children with autism spectrum disorders (pp. 173-194). Baltimore, MD:  Paul H. Brookes.

Ingersoll, B. & Dvortcsak, A (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 8, 79-87.

Ingersoll, B., Dvortcsak, A., Whalen, C., & Sikora, D. (2005). The effects of a developmental, social-pragmatic language intervention on rate of expressive language production in young children with autistic spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20, 213-222. 

 

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