Post-doctoral Researchers

Nancy Calhoun McIntyre
Postdoctoral Scholar & Managing Director

Dr. Nancy McIntyre is a credentialed teacher turned researcher who has worked with children of diverse backgrounds and educational needs in preschool through high school settings. Her research focuses on children with developmental differences and how they learn and grow in academic settings.

Research Interests

  • Reading development, assessment, and intervention for children with autism spectrum disorders (ASD), attention-deficit/hyperactivity disorder (ADHD), and other neurodevelopmental disorders.
  • Language, social communication, and social cognitive development of children with neurodevelopmental disorders and the impact on reading comprehension.
  • Early detection of, and intervention for, reading disabilities.
  • Attention and memory in children with developmental differences and the impact on learning in educational settings.

Education

  • Ph.D. University of California at Davis, Education; Learning and Mind Sciences, 2015.

    • Dissertation:  Social, language, and executive cognition factors in reading development in school-aged children with high functioning autism.
  • Teaching Credential, San Francisco State University, CA, Multiple Subjects Clear Credential, 1992.
  • B.S. University of California at Davis, Design.  Minor, Psychology, 1988.

Current Research, Clinical Work, Training

Postdoctoral Research Scholar (2015 – present):
  • Project:  Reading Intervention for Higher Functioning Children Affected by ASD, UC Davis Reading and Academic Development Center (E. Solari, P.I.)

    • Role: Project Coordinator 
    • Reading research with children with ASD who have challenges in language and reading comprehension.  Investigating adaptation of a validated reading comprehension intervention to best serve the unique needs of children with developmental differences.
  • Project:  Reading Intervention for First-Graders at Risk for Reading Disability (E. Solari, P.I.), 2015-219.
  • Project: Virtual Reality Applications for the Study of Attention and Learning in Children with Autism and ADHD (P. Mundy, P.I.), 2012-2016.

    • Role:  Former GSR and Project Coordinator with continued collaboration on data analysis and preparation of manuscripts for publication.  
    • Longitudinal study that investigated social attention in children with ASD and/or ADHD and its relation to learning, academic achievement, and social outcomes.
    • http://ies.ed.gov/funding/grantsearch/details.asp?ID=1256
Clinical Work and Training
  • UC Davis Reading and Academic Development Center, Educational and Clinical Services (2015-present).

    • Role:  Managing Director of Clinical and Educational Services
    • The RAD Center provides consultation, assessment, and intervention for reading and learning disabilities in children and adolescents in the Northern California region. 
  • Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Training Program, UC Davis MIND Institute,  2016-2017.
    • Role:  Trainee
    • The LEND Program provides interdisciplinary and leadership training in order to improve outcomes for individuals with developmental disabilities and their families within diverse communities in Northern California.
  • Clinical Training:
    • Autism Diagnostic Observation Schedule-2, ongoing training and research reliability accreditation, Modules 1 – 4, UC Davis MIND Institute (2012-2016).
    • Pivotal Response Treatment-I (PRT-I) Training, UC Santa Barbara, Koegel Autism Center (September 2016).

Publications

Peer Reviewed

McIntyre, N., Solari, E., Gonzales, J., Solomon, M., Swain-Lerro, L., Novotny, S., Oswald, T., & Mundy, P. (2017).  The scope and nature of reading comprehension impairments in school-aged children with higher-functioning autism spectrum disorder, Journal of Autism and Developmental Disorders, 47(9), 2838-2860.

McIntyre, N., Solari, E., Grimm, R., Swain-Lerro, L., Gonzales, J., & Mundy, P.  (2017). A comprehensive examination of reading heterogeneity in students with high functioning autism:  Distinct reading profiles and their relation to autism symptom severity, Journal of Autism and Developmental Disorders, 47(4), 1086-1101.

Solari, E., Grimm, R., McIntyre, N., Swain-Lerro, L., Zajic, M., & Mundy, P. (2017).  The relation between text reading fluency and reading comprehension for students with autism spectrum disorders.  Research in Autism Spectrum Disorders. doi:10.1016/j.rasd.2017.07.002

Schiltz, H., McIntyre, N., Swain-Lerro, L., Zajic, M., & Mundy, P. (2017). The stability of self-reported anxiety in youth with autism versus ADHD or typical development, Special Issue: Anxiety in Autism Spectrum Disorders, Journal of Autism and Developmental Disorders.  DOI: 10.1007/s10803-017-3184-3

McCauley, J., Harris, M., Zajic, M., Swain-Lerro, L., Oswald, T., McIntyre, N., Trzesniewski, K., Mundy, P., & Solomon, M. (in press) Self-esteem, internalizing symptoms, and theory of mind in youth with autism spectrum disorders, Journal of Clinical Child and Adolescent Psychology.

Mundy, P., Novotny, S., Swain-Lerro, L., McIntyre, N., Zajic, M., & Oswald, T. (2017). Joint-attention and the social phenotype of school-aged children with ASD. Journal of Autism and Developmental Disorders, 47(5), 1423-1435.

Zajic, M., McIntyre, N., Swain-Lerro, L., Novotny, S., Oswald, T., & Mundy, P. (2016). Attention and written expression in school-age, higher-functioning children with autism spectrum disorders. Autism, 1362361316675121. 

Mundy, P., Kim, K., McIntyre, N., Swain-Lerro, L., & Jarrold, W. (2016).  Brief report: Joint attention and information processing in autism spectrum disorders. Journal of Autism and Developmental Disabilities, 46(7), 2555-2560.

Kim, K., Rosenthal, Z., Gwaltney, M., Jarrold, W., Hatt, N., McIntyre, N., Swain, L., Solomon, M., & Mundy, P. (2014).  A virtual joystick paradigm for the study of emotional responses and social motivation in children with ASD. Journal of Autism and Related Disorders, DOI 10.1007/s10803-014-2036-7.  

Jarrold, W., Mundy, P., Gwaltney, M., Bailenson, J., Hatt, N., McIntyre, N., Kim, K., Solomon, M., Novotny, S. & Swain, L. (2013).  Social attention in a virtual public speaking task in higher function children with Autism Spectrum Disorders. Autism Research, 6, 393-410.

Book Chapter
  • Mundy, P., Mastergeorge, A., & McIntyre, N.  (2012). The effects of autism on social learning and social attention, Chapter 1, In Mundy, P. & Mastergeorge, A. (Eds). Autism for Educators: Vol. 1, Translating Research to Schools and Classrooms (pp 3-34). San Francisco, CA: Jossey Bass.

Presentations

INVITED TALKS
  • University of California, Davis, MIND Institute, Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Training Program, December 2016.  McIntyre, N.  The school age child with ASD, ID, and Language Delay:  Academic performance and functioning in the school setting. 
  • University of California, Davis, MIND Institute, Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Training Program, November 2016.  McIntyre, N. School-aged children with ASD:  Development and achievement in educational settings.
  • University of California, Davis, Global Education Programs, National Taipei University of Education (NTUE) Special Education Department, January 2016.  Solari, E. and McIntyre, N. Presented at UC Davis to visiting scholars from NTUE.  Reading development and instructional practices for high-functioning students with autism. 
  • Yolo County Office of Education (SELPA), November 2015.  Mundy, P., and McIntyre, N. Learning and the human nature of autism spectrum disorder.
  • University of California, Davis, MIND Institute, Summer Institute on Neurodevelopmental Disorders, August 2015. Solari, S. and McIntyre, N. Reading development and instructional practices for students with high-functioning autism.
  • Haskins Laboratories, Yale University, September 2015.  McIntyre, N.  Reading comprehension in children with high functioning autism:  Latent variable modeling of social, cognitive, and language factors.
  • University of Connecticut, Child Language Lab, September 2015.  McIntyre, N. Reading comprehension in children with HFA:  Examining associations between core features of ASD, ADHD symptomatology, oral language, and reading skills.
  • University of California at Davis, MIND Institute, Autism Research Training Program, November 2014. Mundy, P. and McIntyre, N. The school-aged child: Developmental accomplishments. 
  • University of Amsterdam, Department of Psychology, July 2014.  McIntyre, N. Reading in students with high-functioning autism and ADHD.
  • University of California at Davis, MIND Institute, Minds Behind the MIND Lecture Series, April 2013.  McIntyre, N.  Reading comprehension and students with HFASD.
Conferences 
  • Society for the Scientific Studies of Reading, Annual Conference, Halifax, Nova Scotia, July 2017.  McIntyre, N., Grimm, R., Zajic, M., Lerro, L., Oswald, T., Solari, E., & Mundy, P.  Growth in inference abilities of higher-functioning children with ASD:  Associations with reading comprehension, verbal ability, and ASD symptom severity. (Poster)
  • Society for the Scientific Studies of Reading, Annual Conference, Halifax, Nova Scotia, July 2017.  Grimm, R., Solari, E., McIntyre, N., Zajic, M., & Mundy, P.  Comparing growth in linguistic comprehension and reading comprehension in school-aged children with ASD versus typically developing children.  (Talk)
  • International Meeting for Autism Research, San Francisco, California, May 2017.  McIntyre, N., Grimm, R., Lerro, L., Zajic, M., McCauley, J., Schiltz, H., Oswald, T., Mundy, P.  Growth in narrative retelling abilities of higher-functioning children with ASD:  Associations with ASD symptomatology, verbal ability, and reading comprehension. (Poster)
  • International Meeting for Autism Research, Baltimore, Maryland, May 2016. McIntyre, N., Mundy, P., Solomon, M., Oswald, T., Swain-Lerro, L., Zajic, M., McCauley, J., & Schiltz, H.  A longitudinal study of the social-cognitive phenotype of ASD and reading comprehension development.  (Poster)
  • Pacific Coast Research Conference, Coronado, California, February 2016.  Solari, E., McIntyre, N., Zajic, M., Mundy, P.  A pilot study of a comprehension intervention for students with high functioning autism.  (Talk)
  • UC Center for Research on Special Education, Disabilities, and Developmental Risk, Santa Barbara, California, January 2016.  N. McIntyre. Reading development and social cognition in school-aged children with autism, ADHD, or typical development. (Talk)
  • International Meeting for Autism Research, Salt Lake City, Utah, May 2015.  N. McIntyre, P. Mundy, M. Solomon, T. Oswald, L. Swain-Lerro, M. Zajic. Reading Comprehension, Language Disturbance, and the Social Communication Phenotype of ASD.  (Talk)
  • Society for Research in Child Development, Philadelphia, Pennsylvania, March 2015.  N. McIntyre, M. Solomon, T. Oswald, L. Swain-Lerro, S. Novotny, P. Mundy.  The Impact of Attention Disturbance and Language Impairment on Reading Comprehension in School-Aged Children with ASD. (Poster)
  • International Meeting for Autism Research, Atlanta, Georgia, May 2014.  N. McIntyre, S. Novotny, L. Swain-Lerro, J. Beck, M. Montanez, T. Oswald, M. Solomon and P. Mundy.  Reading Comprehension Impairments in Higher Functioning School-Aged Children with ASD. (Poster)
  • UC Center for Research on Special Education, Disabilities, and Developmental Risk, Santa Barbara, California, January 2014.  N. McIntyre. Reading Comprehension in Students with HFASD. (Talk) 
  • International Meeting for Autism Research, San Sebastian, Spain, May 2013.  McIntyre, N., Mundy, P., Gwaltney, M., Hatt, N., Jarrold, W., Solomon, M., & Swain, L. Reading and Oral Language Comprehension in Students with ASD. (Poster)
  • American Educational Research Association, San Francisco, California, May 2013. McIntyre, N.  Reading Comprehension in Students with Autism Spectrum Disorders.  (Talk)

Teaching

University of California, Davis

  • Education 115:  Exceptional Children in the Classroom (Co-taught with Prof. Peter Mundy; Guest Lecturer)
  • Education 110:  Educational Psychology (Teaching Assistant; Guest Lecturer)

Preschool-High School

  • Special Education Paraeducator. Davis Senior High School, Davis Joint Unified School District, CA 
  • Trainee & Teacher, Early Childhood Education (ECE). Davis Parent Nursery School Laboratory, Davis Joint Unified School District Adult Education.
  • Teacher. Taylor Middle School, Millbrae School District, California.

Professional Associations​  

  • Society for the Scientific Studies of Reading (SSSR)
  • Council for Exceptional Children (CEC)
    • Division for Research, Division on Autism and Developmental Disabilities, Division for Learning Disabilities.   
  • Society for Research in Child Development (SRCD)
  • International Society for Autism Research (INSAR)
  • UC Center for Research on Special Education, Disabilities, and Developmental Risk (UC-SPEDDR)

Awards and Fellowships

  • Postdoctoral Travel Award, UC Davis Postdoctoral Association 
  • Award for Scholarly Promise, UC Davis Graduate Group in Education 
  • Fellowship Award, UC Davis Graduate Group in Education and Office of Graduate Studies 
  • Summer Research Fellowship, UC Davis Graduate Group in Education 

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