hero image
Laura Lee  McIntyre - University of Oregon. Eugene, OR, UNITED STATES

Laura Lee McIntyre

Faculty, Professor & Department Head of Special Education and Clinical Sciences | University of Oregon

Eugene, OR, UNITED STATES

Expert in autism spectrum disorders, early childhood intervention and education, and behavioral disorders.

Social

Biography

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)

Mental Health

Autism

Obesity

Children

Youth

Teens

ADHD

Families

Media Appearances (2)

Learning With ‘Too Much Energy’

OPB FM  online

2014-05-13

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.

Media Appearance Image

view more

College of Education study evaluates autism

Around the O  online

2013-03-19

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.

view more

Articles (5)

Intellectual disability and developmental risk: promoting intervention to improve child and family well-being


Child Development

2017 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.

view more


Variability in adaptive behaviour in young children with autism spectrum disorder


Journal of Intellectual & Developmental Disability

2017 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.

view more


The transition to kindergarten: predicting socio-behavioral outcomes for children with and without disabilities


Early Childhood Education Journal

2017 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.

view more


Conjoint behavioral consultation for children with autism spectrum disorder


School Psychology Quarterly

2016 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.

view more


Family involvement and parent–teacher relationships for students with autism spectrum disorders.


School Psychology Quarterly

2016 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.

view more


 Your profile is not published.

Contact