Laura Lee McIntyre is an expert in mental health, autism, obesity, children, families, youth, teens and attention deficit hyperactivity disorder (ADHD). As the University of Oregon's co-director of the Child and Family Center at the Prevention Science Institute, she studies autism spectrum disorders, early childhood intervention and education, and behavioral disorders.
Areas of Expertise (8)
Media Appearances (2)
Learning With ‘Too Much Energy’
OPB FM online
Laura Lee McIntyre, an expert on ADHD and special education at the University of Oregon’s College of Education, says the reward strategy can help give kids the nudge they need.
McIntyre says that initially, teachers start out with a tangible reward, but over time, educators are supposed to pair that reward with praise and support for the student. The hope is that gradually, kids and teachers alike will be less reliant on the physical rewards.
“No one wants to create kids who are hooked on stuff,” McIntyre says.
College of Education study evaluates autism
Around the O online
Autism spectrum disorder is the fastest growing group of neurodevelopmental disorders, affecting an estimated 1 in 88 individuals.
Now a UO team of researchers is evaluating different approaches to early intervention in this and other cases of developmental disabilities.
A team led by Laura Lee McIntyre, associate professor and director of the UO College of Education’s School Psychology program, is being funded by a $3.8 million grant from the National Institutes of Health (NIH)/National Institute of Child Health and Human Development. The five-year study began in 2011.
Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence-based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family-focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.
Background: Understanding adaptive behaviour variability in children with autism spectrum disorder (ASD) may have important implications for early intervention. The purpose of this study was to explore whether autism symptom severity and caregiver depression affected adaptive behaviour in young children with ASD.
Method: Data were collected from 60 primary caregivers of children aged 2–6 years with ASD. A factorial multivariate analysis of covariance was conducted to investigate if different levels of autism symptom severity and caregiver depression affected communication, socialisation, and daily living skills, after controlling for child age.
Results: Findings suggest that only autism symptom severity accounted for significant variance in adaptive behaviour, with socialisation being most impacted. Although more than half of the caregivers reported heightened depressive symptoms, caregiver depression was not related to adaptive behaviour.
Conclusions: Findings highlight the level of functional impairment that young children with ASD experience in relation to autism symptom severity.
The transition to kindergarten is regarded as a critical early childhood developmental milestone with important implications for later school outcomes. Little prior research has focused on predictors of socio-behavioral kindergarten outcomes using longitudinal research designs. Further, few studies have examined kindergarten transition using samples of children both with and without disabilities. The goal of the current study was to explore predictors of socio-behavioral kindergarten outcomes in children with and without developmental disabilities over time. Data collection involved parent, preschool teacher, and kindergarten teacher reports of child behavior and involvement in kindergarten transition practices across three time points during transition. Results of hierarchical linear regression analyses demonstrated that preschool child behavioral variables (i.e., adaptive and problem behavior) were stronger predictors of kindergarten outcomes relative to caregiver concerns and involvement in transition preparation. Best practices in kindergarten transition programming for children with and without disabilities are discussed.
The present study examined the efficacy of Conjoint Behavioral Consultation (CBC) for children with Autism Spectrum Disorder (ASD) in early elementary school. In addition, the parent–teacher relationship, parent and teacher competence in problem solving, and CBC acceptability were examined. Participants included 3 children with ASD in early elementary school, and their parents and teachers. Findings suggested (a) CBC was efficacious for treating children’s social behavior in classrooms, (b) 2 of 3 parent–teacher dyads reported improvements in the parent–teacher relationship, (c) all parents and teacher reported increases in their problem-solving competences, and (d) CBC was highly acceptable to parents and teachers. Implications for CBC research and interventions for children with ASD are discussed.
Family educational involvement and parent–teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent–teacher relationships. The present study examined child and family variables that may affect family involvement and parent–teacher relationships for families of children with ASD. Findings suggested (a) parents of children with higher developmental risk reported less family involvement and poorer relationships with their child’s teacher and (b) family histories accessing services predicted family involvement and parent–teacher relationships. Limitations of the current study and implications for science and practice are discussed.