Aubyn Stahmer

Aubyn Stahmer

Position Title
Associate Professor of Psychiatry and Behavioral Sciences, UC Davis MIND Institute Director of Community-based Treatment Research, UC Davis MIND Institute


Bio

Research Interests 
Aubyn Stahmer, PhD is a clinical and research psychologist, Associate Professor of Psychiatry and Behavioral Science at UC Davis, Director of Community-based Treatment Research, UC Davis MIND Institute. Her research focuses on examining the use of evidence-based intervention for children with autism spectrum disorders and their families in school and community settings. Current projects are focused on understanding how to best train teachers and early intervention providers in new effective practices, looking for active ingredients in autism treatment, examining new designs for parent-implemented interventions and adapting early treatment for use in underserved areas.

Selected Publications 

Stahmer, A.C., Aranbarri, A., Drahota, A., & Rieth, S. (2017). [Editorial] Toward a more collaborative research culture: Extending translational science from research to community and back again. Autism: International Journal of Research and Practice, 21, 259-261.

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. Autism: International Journal of Research and Practice, 21(2), 217-230. PMCID:PMC5083231 ERIC: ED566966

Locke, J., Beidas, R.S., Marcus, S., Stahmer, A.C., Aarons, G.A., Lyon, A.R., Cannuscio, C., Barg, F., Dorsey, S., & Mandell, D.S. (2016). A mixed method study of individual and organizational factors that affect implementation of interventions of children with autism in public schools. Implementation Science, 11: 135. PMCID: PMC5057436

Suhrheinrich, J., Dickson, K.S., Rieth, S.R., Lau, A.F., & Stahmer, A.C. (2016). Exploring the relationship between classroom type and teacher intervention fidelity. International Journal of Elementary Education, 9(2), 349-360.

Stahmer, A. C., Suhrheinrich, J., & Mandell, D. (2016). [Editorial] The importance of characterizing intervention for individuals with autism. Autism: International Journal of Research and Practice, 20, 386-387.

Drahota, A., Meza, R., Birkho, B., Naaf, M., Estabillo, J., Gomez, E., Vejnoska, S., Dufek, S., Stahmer, A.C., & Aarons, G. (2016). Community-academic partnerships: A systematic review of the state of the literature and recommendations for future research. Milbank Quarterly, 94(1), 163-214. PMCID: PMC3143034

Voted one of the Top 5 articles of 2016 for Milbank Quarterly

Stahmer, A.C., Suhrheinrich, J., Rieth, S.R. (2016). A pilot examination of the adapted protocol for Classroom Pivotal Response Teaching. Journal of the American Academy of Special Education Professionals, Winter, 119-139. ERIC: ED565498

Brookman-Frazee, L., Stahmer, A.C., Stadnick, N., Chlebowski, C., Herschel, A., & Garland, A. (2016). Characterizing the Use of Research-Community Partnerships in Studies of Evidence-Based Interventions in Children’s Community Services. Administration and Policy in Mental Health and Mental Health Services Research, 43(1), 93-104. ERIC: ED557987

Stahmer, A. C., Rieth, S., Lee, E., Reisinger, E., Connell, J. E., & Mandell, D. S. (2015). Training teachers to use evidence-based practices for autism: The issue of fidelity of implementation. Psychology in the Schools, 52(2), 181-195.

Stadnick, N., Stahmer, A., & Brookman-Frazee, L. (2015). Initial findings from a community-based effectiveness study of Project ImPACT: A parent-mediated intervention for children with autism spectrum disorder. Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s10803-015-2376-y

Schreibman, L., Dawson, G., Stahmer, A.C., Landa, R., McGee, G., Kasari, C., Ingersoll, B., Kaiser, A., Rogers, S.J., Bruinsma, Y., McNeriney, E., Wetherby, A., Hallaway, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorders. Journal of Autism and Developmental Disorders. Online First DOI 10.1007/s10803-015-2407-8.

Brookman-Frazee, L., Stahmer, A.C., Stadnick, N., Chlebowski, C., Herschel, A., & Garland, A. (2015). Characterizing the Use of Research-Community Partnerships in Studies of Evidence-Based Interventions in Children’s Community Services. Administration and Policy in Mental Health and Mental Health Services Research, OnLine First DOI 10.1007/s10488-014-0622-9.

Schreibman, L. & Stahmer, A.C. (2014). A randomized trial comparison of verbal and pictorial naturalistic communication strategies for young children with autism. Journal of Autism and Developmental Disorders, 44(5), 1244-1251. PMC4005390

Stahmer, A. C., Suhrheinrich, J., Reed, S., & Schreibman, L. (2012). What works for you? Using teacher feedback to inform adaptations of an evidence-based practice for classroom use. Autism Research and Treatment, 1-11. Article ID 709861. PMC3506866

Stahmer, A.C., Akshoomoff, N.A., Cunningham, A.B., (2011). Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program. Autism: International Journal of Research and Practice, 15, 1-17.

Stahmer, A.C., Brookman-Frazee, L., Lee, E., Searcy, K., & Reed, S. (2011). Parent and Multi-Disciplinary Provider Perspectives on Earliest Intervention for Children at-risk for Autism Spectrum Disorders. Infants and Young Children, 24, 344-363. PMC3779141

Stahmer, A. C., Suhrheinrich, J., Reed, S., Schreibman, L., & Buldoc, C. (2011). Classroom Pivotal Response Teaching for Children with Autism. New York: Guilford.

Stahmer, A.C., Schreibman, L., Cunningham, A.B., (2011). Towards a technology of treatment individualization for young children with autism spectrum disorders. Brain Research, 1380, 229-239. (invited) PMID: 20858466

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