Publications – Center for Innovative Research in Autism

Select Publications From CIRA Members

2022

Martinez-Rico, G., Simón, C., Cañadas, M., & McWilliam, R. (2022). Support networks and family empowerment in early intervention. International Journal of Environmental Research and Public Health, 19(4), 2001. https://doi.org/10.3390/ijerph19042001

2021

Spain, D., Mason, D., Capp, S.J., Stoppelbein, L., White, S.W., Happe, F. (2021). “This may be a really good opportunity to make the world a more autism friendly place”: Professionals’ perspectives on the effects of COVID-19 on autistic individuals. Research in Autism Spectrum Disorders, 83, 101747.

Svancara, A.M., Kana, R.K., Bednarz, H., Sherrod, G., Visscher, K., McManus, B., & Stavrinos, D. (2021) Time-to-Collision Estimations in Young Drivers with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. Journal of Autism and Developmental Disorders.

May, K.E., Kana, R.K. (in press). What the Brain can Teach Us about Higher-Level Thinking in Autism. Frontiers of Young Minds.

Loomba, N., Beckerson, M.E., Ammons, C.J., Maximo, J.O., & Kana, R.K. (2021). Corpus Callosum Size and Homotopic Connectivity in Autism Spectrum Disorder. Psychiatry Research: Neuroimaging. Jul 30;313:111301.

Bednarz, H.M., Kana, R.K., Svancara, A.M., Sherrod, G.M., Stavrinos, D. (2021). Neuropsychological Predictors of Driving Hazard Detection in Autism Spectrum Disorder and ADHD. Child Neuropsychology. Apr 21:1-31. doi: 10.1080/09297049.2021.1908531.

Maximo, J.O., Nelson, C.M., & Kana, R.K. (2021). “Unrest while Resting?”: Brain Entropy in Autism Spectrum Disorder. Brain Research. Jul 1;1762:147435. doi: 10.1016/j.brainres.2021.147435.

Bednarz, H., Stavrinos, D., Svancara, A.M., Sherrod, G.M., McManus, B., Deshpande. H.D., & Kana, R.K. (in press). Executive Function Brain Network Activation predicts Driving Hazard Detection in ADHD. Brain Topography.

Bednarz, H.M., Stavrinos, D., Svancara, A.M., Sherrod, G.M., Deshpande, H.D., & Kana, R.K. (2021). Behind the wheels with autism and ADHD: Brain networks involved in driving hazard detection. Transportation Research Part F: Traffic Psychology & Behavior. 77; 274-292.

Ammons, C.J., Winslett, M.E., Bice, J., Patel, P., May, K.E., & Kana, R.K. (2021). The mid-fusiform sulcus in autism spectrum disorder: establishing a novel anatomical landmark related to face processing. Autism Research. 14(1):53-64.

Tomeny, K. R., García-Grau, P., & McWilliam, R. A. (2021). Early interventionists’ ratings of family-centered practices in natural environments. Infants & Young Children, 34(4), 266-283. https://doi.org/10.1097/IYC.0000000000000203

Morales-Murillo, C. P., García-Grau, P., McWilliam, R. A., & Grau-Sevilla, M. D. (2021). Rasch analysis of authentic evaluation of young children’s functioning in classroom routines. Frontiers in Psychology: Quantitative Psychology and Measurement, 12, 16 pp. 10.3389/fpsyg.2021.615489

McWilliam, R. A., García-Grau, P., Moreles-Murillo, C. P., Stevenson, C. (2021). Parrhesia regarding early Intervention birth to five: Rethinking the order of things. Young Exceptional Children, 24(3), 124-137. https://doi.org/10.1177%2F10962506211019347

2020
May, K.E., & Kana, R.K. (2020). Frontoparietal network in executive functioning in autism spectrum disorder. Autism Research. 13(10: 1762-1777.

Bednarz, H.M., Trapani, J. A., & Kana, R.K. (2020). Metacognition and behavioral regulation predict distinct aspects of social functioning in autism spectrum disorder. Child Neuropsychology, 26(7): 953-981.

Watkins, L., Tomeny, T., O’Reilly, M., Sillis, K., & Zamora, C. (2020). A naturalistic behavioral intervention to increase interaction between siblings with and without autism. Behavior Modification. Advance online publication. doi: 10.1177/0145445520920813

Smith, I. C., Edelstein, J.,Cox, B., & White, S. W. (in press). Parental disclosure of ASD diagnosis to the child: A systematic review. Evidence-Based Practice in Child and Adolescent Mental Health. Advance online publication. doi: 10.1080/23794925.2018.1435319

Kana, R.K., Hudac, C.H., Tomeny, T.S., O’Kelley, S.E., Barber, A.B., White, S.W. (2020). Impact of COVID-19 on Autism Research: Reflections from Alabama. In Amaral D.G., & de Vries, P.J. (2020). COVID-19 and Autism Research: Perspectives from Around the Globe. Autism Research, 13: 844-869.

Seghatol-Eslami, V., Maximo, J.O., Ammons, C.J., Libero, L.E., Kana, R.K. (2020). Hyperconnectivity of social brain networks in autism during an action-intention task. Neuropsychologia., 137: 107303.

2019
Watkins, L., O’Reilly, M., Kuhn, M., & Ledbetter-Cho, K. (2019) An interest-based intervention package to increase peer social interaction in young children with autism spectrum disorder. Journal of Applied Behavior Analysis. doi: 10.1002/jaba.514

2018
Akamoglu, Y., & Meadan, H. (2018). Parent-implemented language and communication interventions for children with developmental delays and disabilities: a scoping review. Review Journal of Autism and Developmental Disorders, 1-16.

Akamoglu, Y., Meadan, H., Pearson, J. N., & Cummings, K. (2018). Getting connected: Speech and language pathologists’ perceptions of building rapport via telepractice. Journal of Developmental and Physical Disabilities, 1-17.

Conner, C. M., White, S. W., Beck, K. B., Golt, J., Smith, I. C., & Mazefsky, C. A. (2018). Improving emotion regulation ability in autism: The Emotion Awareness and Skills Enhancement (EASE) Program. Autism. doi: 10.1177/136236131880709

Gevarter, C., O’Reilly, M. F., Sammarco, N., Ferguson, R., Watkins, L., Kuhn, M., & Sigafoos, J. (2018). Comparison of schematic and taxonomic speech generating devices for children with ASD. Education and Training in Autism and Developmental Disabilities, 53, 222-238.

Keefer, A., White, S. W., Vasa, R. A., & Reaven, J. (2018). Psychosocial interventions for internalizing disorders in youth and adults with ASD. International Review of Psychiatry. Advance online publication. doi: 10.10180/09540261.2018.1432575

Ledbetter-Cho, K., O’Reilly, M, Lang, R. Watkins, L., & Lim, N. (2018) Meta-analysis of touch-screen mobile devices for teaching academic skills to individuals with autism. Journal of Autism and Developmental Disorders. doi: 10.1007/s10803-018-3573-2

Mazefsky, C. A., Yu, L., White, S. W., Siegel, M., & Pilkonis, P. A. (2018). The Emotion Dysregulation Inventory: Psychometric properties and item response theory calibration in an autism spectrum disorder sample. Autism Research. In Press. doi: 10.1002/aur.1947

Tomeny, T. S., Rankin, J. A., Baker, L. K., Eldred, S. W., & Barry, T. D. (2018). Discrepancy in perceived social support among typically developing siblings of youth with autism spectrum disorder. Autism, doi: 10.1177/1362361318763973

Vasa, R. A., Keefer, A., Reaven, J., South, M., & White, S. W. (2018). Priorities for advancing research on youth with autism spectrum disorder and co-occurring anxiety. Journal of Autism and Developmental Disorders, 48, 925-934. doi:10.1007/s10803-017-3320-0

2017
Barnard‐Brak, L., Richman, D., Ellerbeck, K., & Moreno, R. (2017). Health care provider responses to initial parental reports of autism spectrum disorder symptoms: Results from a nationally representative sample. Child and Adolescent Mental Health, 22, 30-35.

Chesnut, S. R., Wei, T., Barnard-Brak, L., & Richman, D. M. (2017). A meta-analysis of the social communication questionnaire: Screening for autism spectrum disorder. Autism, 21, 920-928.

Elias, R. & White, S. W. (2017). Autism goes to college: Understanding the needs of a student population on the rise. Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s10803-017-3075-7

Malaia, E., Cockerham, D., & Rublein, K. (2017). Visual integration of fear and anger emotional cues by children on the autism spectrum and neurotypical peers: An EEG study. Neuropsychologia.

Murphy, S.,Chowdhury, U., White, S. W., Reynolds, L., Donald, L., Gahan, H., Iqbal, Z., Kulkarni, M., Scrivener, L., Shaker-Naeeni, H., & Press, D. A. (2017). Cognitive behaviour therapy versus counselling intervention for anxiety in young people with high-functioning autism spectrum disorders: A pilot randomised controlled trial, Journal of Autism and Developmental Disorders.doi: 10.1007/s10803-017-3252-8

Rankin, J. A., Tomeny, T. S., & Barry, T. D. (2017). Multi-informant assessment of siblings of youth with autism spectrum disorder: Parent-child discrepancies in at-risk classification. Research in Developmental Disabilities, 68, 78-87.

Ratto, A. B.,Kenworthy, L., Yerys, B. E., Bascom, J., Wieckowski, A. T., White, S. W., Wallace, G. L., Pugliese, C., Schultz, R. T., Ollendick, T. H., Scarpa, A., Seese, S., Register-Brown, K., Martin, A., & Anthony, L. G. (2017). What about the Girls? Sex-Based Differences in Autistic Traits and Adaptive Skills. Journal of Autism and Developmental Disorders, 48, 1698-1711. doi: DOI 10.1007/s10803-017-3413-9

Tomeny, T. S. (2017). Parenting stress as an indirect pathway to mental health concerns among mothers of children with autism spectrum disorder. Autism, 21, 907-911.

Tomeny, T. S., Barry, T. D., & Fair, E. C. (2017). Parentification of adult siblings of individuals with autism spectrum disorder: Distress, sibling relationship attitudes, and the role of social support. Journal of Intellectual and Developmental Disability, 42, 320-331.

Tomeny, T. S., Ellis, B. M., Rankin, J. A., & Barry, T. D. (2017). Sibling relationship quality and psychosocial outcomes among adult siblings of individuals with autism spectrum disorder and individuals with intellectual disability without autism. Research in Developmental Disabilities, 62, 104-114.

Tomeny, T. S., Vargo, C. J., & El-Toukhy, S. (2017). Geographic and demographic correlates of autism-related anti-vaccine beliefs on Twitter, 2009-15. Social Science & Medicine, 191, 168-175.

Watkins, L., Kuhn, M., Ledbetter-Cho, K., Gevarter, C. & O’Reilly, M. (2017). Evidence based social communication interventions for children with autism spectrum disorder. Indian Journal of Pediatrics, 84, 68-75.

Watkins, L., O’Reilly, M., Kuhn, M., Lang, R., van der Burg, T., & Ledbetter-Cho, K. (2017). Incorporation of restricted interests reduces stereotypy and facilitates play and social engagement between a preschooler with autism and peers in inclusive setting. Advances in Neurodevelopmental Disorders, 1, 37-41.

Watkins, L., O’Reilly, M., Ledbetter-Cho, K., Lang, R., Sigafoos, J., Kuhn, M., Lim, N., Gevarter, C., & Caldwell, N. (2017). A meta-analysis of school-based social interaction interventions for adolescents with autism spectrum disorder. Review Journal of Autism and Developmental Disorders, 4, 277-293.

White, S. W., Elias, R., Capriola-Hall, N. N., Smith, I. C., Conner, C. M., Asselin, S. B., Howling, P., Getzel, E. E., & Mazefsky, C. A. (2017). Development of a college transition and support program for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(10),3072-3078. doi: 10.1007/s10803-017-3236-8

2016
Barber, A. B., Saffo, R. W., Gilpin, A. T., Craft, L. D., & Goldstein, H. (2016). Peers as clinicians: Examining the impact of Stay Play Talk on social communication in young preschoolers with autism. Journal of Communication Disorders, 59, 1-15.

Barnard-Brak, L., Richman, D. M., Chesnut, S. R., & Little, T. D. (2016). Social Communication Questionnaire scoring procedures for autism spectrum disorder and the prevalence of potential social communication disorder in ASD. School Psychology Quarterly, 31, 522-533.

Cockerham, D., & Malaia, E. (2016). Neuroscience-based approaches to teaching students on the autism spectrum. Zeitschrift für Psychologie, 224, 290.

Malaia, E., Bates, E., Seitzman, B., & Coppess, K. (2016). Altered brain network dynamics in youths with autism spectrum disorder. Experimental Brain Research, 234, 3425-3431.

Morett, L. M., O’Hearn, K., Lynn, A. S., Luna, B., & Ghuman, A. S. (2016). Altered gesture and speech production in ASD detract from in-person communicative quality. Journal of Autism and Developmental Disorders, 46, 998–1012.

Stevens, T., Peng, L., & Barnard-Brak, L. (2016). The comorbidity of ADHD in children diagnosed with autism spectrum disorder. Research in Autism Spectrum Disorders, 31, 11-18.

White, S. W., Elias, R. E., Salinas, C. E., Capriola, N., Conner, C. M., Asselin, S. B., Miyazaki, Y., Mazefsky, C. A., Howlin, P., & Getzel, E. E. (2016). Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis. Research in Developmental Disabilities, 56, 29-40. doi: 10.1016/j.ridd.2016.05.010

White, S. W., Richey, J. A., Gracanin, D.,Coffman, M., Elias, R., LaConte, S., & Ollendick, T. H. (2016). Psychosocial and computer-assisted intervention for college students with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 51, 307-317.

2015
Pierucci, J. M., Barber, A. B., Gilpin, A. T., Crisler, M. E., & Klinger, L. G. (2015). Play assessments and developmental skills in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 30(1), 35-43.

Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G.E., Sigafoos, J., & Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders, 45, 1070-1083.

2014
Barnard-Brak, L., Ivey-Hatz, J., Ward, A. K., & Wei, T. (2014). Self-regulation and social interaction skills among children with autism across time. Advances in Mental Health and Intellectual Disabilities, 8, 271-279.

Barnard-Brak, L., Thompson, S., Richman, D., & Wei, T. (2014). Assistive technology as a predictor of general or alternate assessment among elementary-aged students with Autism Spectrum Disorders. Assistive Technology, 26, 81-87.

Cook, B., Buysse, V., Klingner, J., Landrum, T., McWilliam, R., Tankersley, M., & Test, D. (2014). Council for Exceptional Children: Standards for evidence-based practices in special education. Teaching Exceptional Children, 46, 206.

Pierucci, J.M., Barber, A.B., Crisler, M.E., Gilpin, A.T., & Klinger, L.G. (2014). Play constructs and developmental skills in children with autism spectrum disorder. Focus on Autism and other Developmental Disabilities.