RAD Center Publications

Overview

Publications

Below you will find a list of all publications coming from the numerous research projects taking place at the RAD Center. If you want to see a listing of the publications for a specific research project, please go to that specific project’s information page.

Solari, E.J., Denton, C.A., Petscher, Y., Haring, C. (2017). Examining the effects and feasibility of a teacher implemented Tier 1 and Tier 2 intervention in word Reading, fluency, and comprehension. Journal of Research in Educational Effectiveness. DOI: 10.1080/19345747.2017.1375582

Solari, E., Denton, C., & Haring, C. (2017). First grade struggling readers:  An Integrated instructional approach. Teaching Exceptional Children, 49(3), 149-159.

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. DOI: 10.1007/s10803-017-3209-y

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

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.

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

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.  Paper selected to appear in Psychology Progress. Psychology Progress alerts the scientific community to breaking journal articles considered to represent the best in Psychology research.

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 functioning children with autism spectrum disorders. Autism Research, 6, 393-410.

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