Publications

2023

Han, S., Lee, H.S., & Kataoka, S (2023). "It's taboo to talk about it": Korean American clergy members' views of mental health. Psychiatric Services, Apr. https://doi.org/10.1176/appi.ps.20220252

Sarah Vejnoska, PhD, Samantha Hochheimer, MS, Suzannah Iadarola, PhD, Melanie Pellecchia, PhD, BCBA, NCSP, Connie Kasari, PhD, Aubyn Stahmer, PhD (2023). Empowering Caregivers through an innovative Peer Navigator program. Autism Spectrum News. https://autismspectrumnews.org/empowering-caregivers-through-an-innovative-peer-navigator-program/

Dean M, Chang YC, Shih W, Orlich F, Kasari C (2023). Social engagement and loneliness in school-age autistic girls and boys. Womens Health (Lond), Jan-Dec;19. https://doi.org/10.1177/17455057231170973

2022

Chang, Y. C., & Dean, M. (2022). Friendship interventions and measurements in children with ASD: A systematic review. Research in Autism Spectrum Disorders, 93. https://doi.org/10.1016/j.rasd.2022.101947

Kim, S.A., Baczewski, L., Pizzano, M. et al. (2022) Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-022-05729-2

Panganiban JL, Shire SY, Williams J, Kasari C. (2022) Supporting peer engagement for low-income preschool students with autism spectrum disorder during academic instruction: A pilot randomized trial. Autism. https://doi.org/10.1177/13623613221085339.

Locke J, Hassrick EM, Stahmer AC, Iadarola S, Boyd B, Mandell DS, Shih W, Hund L, Kasari C (2022). Using Novel Implementation Tools for Evidence-based Intervention Delivery (UNITED) across public service systems for three evidence-based autism interventions in under-resourced communities: study protocol. BMC Psychiatry, 22(1):478. https://doi.org/10.1186/s12888-022-04105-9.

2021

Luelmo, P., Kasari, C., & Fiesta Educativa, Inc. (2021). Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder. Autism: The International Journal of Research and Practice, 25(6), 1809-1815. https://doi.org/10.1177/1362361321998561

Ahlers, K. P., Ayers, K. B., Iadarola, S., Hughes, R. B., Lee, H. S., & Williamson, H. J. (2021). Adapting participatory action research to include individuals with intellectual and developmental disabilities during the COVID-19 global pandemic. Developmental Disabilities Network Journal, 1(2), Article 5. https://doi.org/10.26077/ec55-409c

Kasari, C., Shire, S., Shih, W., & Almirall, D. (2021). Getting SMART about social skills interventions for students with ASD in inclusive classrooms. Exceptional Children, 88(1), 26-44. https://doi.org/10.1177/00144029211007148

Sturm, A., Williams, J., & Kasari, C. (2021). Who gains and who loses? Sociodemographic disparities in access to special education services among autistic students. Autism Research: Official Journal of the International Society for Autism Research, 14(8), 1621-1632. https://doi.org/10.1002/aur.2517

Smith, J. M., Kataoka, S. H., Segovia, F. R., Osuna, A., Arriaga, I., Garcia, C. D., Lee, H. S., Chiappe, J. C., Juarez, J. L., Kasari, C., Hassrick, E. M., Jones F., Mandell, D. S., Stahmer, A. C., Mundy, P., Smith, T., & Linares, D. E. (2021). Communities speak up: Supporting the K-12 school transitions of students with autism. Multiple Voices for Ethnically Diverse Exceptional Learners, 21(1), 55-77. https://meridian.allenpress.com/mvedel/article-abstract/21/1/55/470078/Communities-Speak-Up-Supporting-the-K-12-School

Hassrick, E. M., Shih, W., Nuske, H. J., Vejnoska, S. F., Hochheimer, S., Linares, D. E., Ventimiglia, J., Carley, K., Stahmer, A. C., Smith, T., Mandell, D., & Kasari, C. (2021). Disrupted care continuity: Testing associations between social networks and transition success for children with autism. Social sciences, 10(7), 247. https://doi.org/10.3390/socsci10070247

Nuske, H. J., Shih, W. I., Sparapani, N., Baczewski, L., Dimachkie Nunnally, A., Hochheimer, S., Garcia, C., Castellon, F., Levato, L., Fischer, E., Atkinson-Diaz, Z. L., Li, J., Mandell, D. S., Kasari, C., & Autism Intervention Research—Behavioral 1 team. (2021). Self-regulation predicts companionship in children with autism. International Journal of Developmental Disabilities. Advance online publication. http://doi.org/10.1080/20473869.2021.1917109

Gulsrud, A., Lee, H. S., Hassrick, E. M., Iadarola, S., Pellecchia, M., Shih, W., Vejnoska, S., Morgan, E. H., Hochheimer, S., Crabbe, S., Li, J., Hauptman, L., Castellon, F., Nuske, H., Garcia, C., King, R., Luelmo, P., Carley, K., Smith, T., … & Stahmer, A. C. (2021). It’s who you know: Caregiver social networks predict service use among under-resourced children with autism. Research in Autism Spectrum Disorders, 88, Article 101843. https://doi.org/10.1016/j.rasd.2021.101843

2020

Dean, M., Williams, J., Orlich, F., & Kasari, C. (2020). Adolescents with autism spectrum disorder and social skills groups at school: A randomized trial comparing intervention environment and peer composition. School Psychology Review, 49(1), 60-73. https://doi.org/10.1080/2372966X.2020.1716636

Iadarola, S., Pellecchia, M., Stahmer, A., Lee, H. S., Hauptman, L., Hassrick, E. M., Crabbe, S., Vejnoska, S., Morgan, E., Nuske, H., Luelmo, P., Friedman, C., Kasari, C., Gulsrud, A., Mandell, D., & Smith, T. (2020). Mind The Gap: An intervention to support caregivers with a new autism spectrum disorder diagnosis is feasible and acceptable. Pilot and Feasibility Studies, 6, Article 124. https://doi.org/10.1186/s40814-020-00662-6

Hassrick, E. M., Sosnowy, C., Holmes, L. G., Walton, J., & Shattuck, P. T. (2020). Social capital and autism in young adulthood: Applying social network methods to measure the social capital of autistic young adults. Autism in Adulthood, 2(3), 243-254. https://doi.org/10.1089/aut.2019.0058

Vibert, B. A., Dufek, S., Klein, C. B., Choi, Y. B., Winter, J., Lord, C., & Kim, S. H. (2020). Quantifying caregiver change across early autism interventions using the Measure of NDBI Strategy Implementation: Caregiver Change (MONSI-CC). Journal of Autism and Developmental Disorders, 50(4), 1364-1379. https://doi.org/10.1007/s10803-019-04342-0

Luelmo, P., Sandoval, Y., & Kasari, C. (2020). Undocumented Mexican mothers of children with autism: Navigating the health care and educational service systems. International Journal of Developmental Disabilities. Advance online publication. https://doi.org/10.1080/20473869.2020.1850159

2019

Stahmer, A. C., Vejnoska, S., Iadarola, S., Straiton, D., Segovia, F. R., Luelmo, P., Morgan, E. H., Lee, H. S., Javed, A., Bronstein, B., Hochheimer, S., Cho, E., Aranbarri, A., Mandell, D., Hassrick, E. M., Smith, T., & Kasari, C. (2019). Caregiver voices: Cross-Cultural input on improving access to autism services. Journal of Racial and Ethnic Health Disparities, 6(4), 752–773. https://doi.org/10.1007/s40615-019-00575-y

Stahmer, A. C., Dababnah, S., & Rieth, S. R. (2019). Considerations in implementing evidence-based early autism spectrum disorder interventions in community settings. Pediatric Medicine, 2(18). https://doi.org/10.21037/pm.2019.05.01

Shih, W., Dean, M., Kretzmann, M., Locke, J., Senturk, D., Mandell, D. S., Smith, T., & Kasari, C. (2019). Remaking Recess intervention for improving peer interactions at school for children with autism spectrum disorder: Multisite randomized trial. School Psychology Review, 48(2), 133–144. https://doi.org/10.17105/SPR-2017-0113.V48-2

2018

Nuske, H. J., McGhee Hassrick, E., Bronstein, B., Hauptman, L., Aponte, C., Levato, L., Stahmer, A., Mandell, D. S., Mundy, P., Kasari, C., & Smith, T. (2019). Broken bridges—New school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success. Autism: The International Journal of Research and Practice, 23(2), 306–325. https://doi.org/10.1177/1362361318754529

Pellecchia, M., Nuske, H. J., Straiton, D., Hassrick, E. M., Gulsrud, A., Iadarola, S., Vejnoska, S. F., Bullen, B., Haine-Schlagel, R., Kasari, C., Mandell, D. S., Smith, T., & Stahmer, A. C. (2018). Strategies to engage underrepresented parents in child intervention services: A review of effectiveness and co-occurring use. Journal of Child and Family Studies, 27(10), 3141–3154. https://doi.org/10.1007/s10826-018-1144-y

Locke, J., Anderson, A., Frederick, L., & Kasari, C. (2018). Understanding friendship sex heterophily and relational characteristics to optimize the selection of peer models for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(12), 4010–4018. https://doi.org/10.1007/s10803-018-3662-2

2017

Locke, J., Williams, J., Shih, W., & Kasari, C. (2017). Characteristics of socially successful elementary school-aged children with autism. Journal of Child Psychology and Psychiatry 58(1), 94–102. https://doi.org/10.1111/jcpp.12636

Solari, E. J., Grim, R., McIntyre, N. S., Swain-Lerro, L., Zajic, M., & Mundy, P. C. (2017). The relation between text reading, fluency, and reading comprehension for students with Autism Spectrum Disorders. Research in Autism Spectrum Disorders, 41–42, 8–19. https://doi.org/10.1016/j.rasd.2017.07.002

Stahmer, A. C., Aranbarri, A., Drahota, A., & Rieth, S. (2017). Toward a more collaborative research culture: Extending translational science from research to community and back again. Autism: The International Journal of Research and Practice, 21(3), 259–261. https://doi.org/10.1177/1362361317692950

McIntyre, N. S., Solari, E. J., Gonzales, J. E., Solomon, M., Lerro, L. E., Novotny, S., Oswald, T. M., & Mundy, P. C. (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. https://doi.org/10.1007/s10803-017-3209-y

Kennedy-Hendricks, A., Epstein, A. J., Mandell, D. S., Candon, M. K., Marcus, S. C., Xie, M., & Barry, C. L. (2018). Effects of state autism mandate age caps on health service use and spending among adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 57(2), 125–131. https://doi.org/10.1016/j.jaac.2017.10.019

Locke, J., Kang-Yi, C. D., Pellecchia, M., Marcus, S., Hadley, T., & Mandell, D. S. (2017). Ethnic disparities in school-based behavioral health service use for children with psychiatric disorders. The Journal of School Health, 87(1), 47–54. https://doi.org/10.1111/josh.12469

Leslie, D. L., Iskandarani, K., Velott, D. L., Stein, B. D., Mandell, D. S., Agbese, E., & Dick, A. W. (2017). Medicaid waivers targeting children with autism spectrum disorder reduce the need for parents to stop working. Health Affairs, 36(2), 282–288. https://doi.org/10.1377/hlthaff.2016.1136

Azad, G. F., Locke, J., Kasari, C., & Mandell, D. S. (2017). Race, disability, and grade: Social relationships in children with autism spectrum disorders. Autism: The International Journal of Research and Practice, 21(1), 92–99. https://doi.org/10.1177/1362361315627792

Smith, T., Iadarola, S., Mandell, D. S., Harwood, R., & Kasari, C. (2017). Community-Partnered research with urban school districts that serve children with autism spectrum disorder. Academic Pediatrics, 17(6), 614–619. https://doi.org/10.1016/j.acap.2017.04.017

Iadarola, S., Shih, W., Dean, M., Blanch, E., Harwood, R., Hetherington, S., Mandell, D., Kasari, C., & Smith, T. (2018). Implementing a manualized, classroom transition intervention for students with ASD in underresourced schools. Behavior Modification, 42(1), 126–147. https://doi.org/10.1177/0145445517711437

McGhee Hassrick, E., Shattuck, P., & Carley, K. (2018). Network Measures of Collaborative Support for Young Adults With Autism. Pediatrics, 141(Suppl 4), S287–S292. https://doi.org/10.1542/peds.2016-4300E

2016

Locke, J., Shih, W., Kretzmann, M., & Kasari, C. (2016). Examining playground engagement between elementary school children with and without autism spectrum disorder. Autism: The International Journal of Research and Practice, 20(6), 653–662. https://doi.org/10.1177/1362361315599468

Grzadzinski, R., Carr, T., Colombi, C., McGuire, K., Dufek, S., Pickles, A., & Lord, C. (2016). Measuring changes in social communication behaviors: Preliminary development of the Brief Observation of Social Communication Change (BOSCC). Journal of Autism and Developmental Disorders, 46(7), 2464–2479. https://doi.org/10.1007/s10803-016-2782-9

Dean, M., Harwood, R., & Kasari, C. (2017). The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder. Autism: The International Journal of Research and Practice, 21(6), 678–689. https://doi.org/10.1177/1362361316671845

Iadarola, S., Oakes, L. A., Shih, W., Dean, M., Smith, T., & Orlich, F. (2018). Relationship among anxiety, depression, and family impact in adolescents with autism spectrum disorder and average-range IQ. Focus on Autism and Other Developmental Disabilities, 33(3), 171–181. https://doi.org/10.1177/1088357616672416

Locke, J., Kang‐Yi, C. D., Pellecchia, M., Marcus, S., Hadley, T., & Mandell, D. S. (2017). Ethnic disparities in school‐based behavioral health service use for children with psychiatric disorders. Journal of School Health, 87(1), 47–54. https://doi.org/10.1111/josh.12469

Locke, J., Williams, J., Shih, W., & Kasari, C. (2017). Characteristics of socially successful elementary school‐aged children with autism. Journal of Child Psychology and Psychiatry, 58(1), 94–102. https://doi.org/10.1111/jcpp.12636

Suhrheinrich, J., Dickson, K. S., Rieth, S. R., Lau, A. F., & Stahmer, A. C. (2016). Exploring the relationship between classroom type and teacher ıntervention fidelity. International Electronic Journal of Elementary Education, 9(2), 349–360. https://escholarship.org/uc/item/9rw2p0b8

Almirall, D., DiStefano, C., Chang, Y. C., Shire, S., Kaiser, A., Lu, X., Nahum-Shani, I., Landa, R., Mathy, P., & Kasari, C. (2016). Longitudinal effects of adaptive interventions with a speech-generating device in minimally verbal children with ASD. Journal of Clinical Child & Adolescent Psychology, 45(4), 442–456. https://doi.org/10.1080/15374416.2016.1138407

Chang, Y. C., Shire, S. Y., Shih, W., Gelfand, C., & Kasari, C. (2016). Preschool deployment of evidence-based social communication intervention: JASPER in the classroom. Journal Of Autism and Developmental Disorders, 46(6), 2211–2223. https://doi.org/10.1007/s10803-016-2752-2

Mandell, D. S., Barry, C. L., Marcus, S. C., Xie, M., Shea, K., Mullan, K., & Epstein, A. J. (2016). Effects of autism spectrum disorder insurance mandates on the treated prevalence of autism spectrum disorder. JAMA Pediatrics, 170(9), 887–893. https://doi.org/10.1001/jamapediatrics.2016.1049

Pellecchia, M., Beidas, R. S., Marcus, S. C., Fishman, J., Kimberly, J. R., Cannuscio, C. C., Reisinger, E. M., Rump, K., & Mandell, D. S. (2016). Study protocol: Implementation of a computer-assisted intervention for autism in schools: A hybrid type II cluster randomized effectiveness-implementation trial. Implementation Science, 11(1), Article 154. https://doi.org/10.1186/s13012-016-0513-4

Locke, J., Wolk, C. B., Harker, C., Olsen, A., Shingledecker, T., Barg, F., Mandell, D., & Beidas, R. (2017). Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism. Autism: The International Journal of Research and Practice, 21(8), 985–994. https://doi.org/10.1177/1362361316664474

Azad, G. F., Kim, M., Marcus, S. C., Mandell, D. S., & Sheridan, S. M. (2016). Parent-Teacher communication about children with autism spectrum disorder: An examination of collaborative problem-solving. Psychology in the Schools, 53(10), 1071–1084. https://doi.org/10.1002/pits.21976

Locke, J., Beidas, R. S., Marcus, S., Stahmer, A., Aarons, G. A., Lyon, A. R., Cannuscio, C., Barg, F., Dorsey, S., & Mandell, D. S. (2016). A mixed methods study of individual and organizational factors that affect implementation of interventions for children with autism in public schools. Implementation Science, 11(1), Article 135. https://doi.org/10.1186/s13012-016-0501-8

Stahmer, A. C., Suhrheinrich, J., & Mandell, D. S. (2016). The importance of characterizing intervention for individuals with autism. Autism: The International Journal of Research and Practice, 20(4), 386–387. https://doi.org/10.1177/1362361316637503

2015

Harrop, C., Shire, S., Gulsrud, A., Chang, Y. C., Ishijima, E., Lawton, K., & Kasari, C. (2015). Does gender influence core deficits in ASD? An investigation into social-communication and play of girls and boys with ASD. Journal of Autism and Developmental Disorders, 45(3), 766–777. https://doi.org/10.1007/s10803-014-2234-3

Anderson, A., Locke, J., Kretzmann, M., Kasari, C., & AIR-B Network (2016). Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms. Autism: The International Journal of Research and Practice, 20(6), 700–709. https://doi.org/10.1177/1362361315603568

Esler, A. N., Bal, V. H., Guthrie, W., Wetherby, A., Weismer, S. E., & Lord, C. (2015). The autism diagnostic observation schedule, toddler module: Standardized severity scores. Journal of Autism and Developmental Disorders, 45(9), 2704–2720. https://doi.org/10.1007/s10803-015-2432-7

Jones, R. M., Risi, S., Wexler, D., Anderson, D., Corsello, C., Pickles, A. & Lord, C. (2014). How interview questions are placed in time influences caregiver description of social communication symptoms on the ADI-R. Journal of Child Psychology and Psychiatry, 56(5), 577–85. https://doi.org/10.1111/jcpp.12325

Locke, J., Olsen, A., Wideman, R., Downey, M. M., Kretzmann, M., Kasari, C., & Mandell, D. S. (2015). A tangled web: The challenges of implementing an evidence-based social engagement intervention for children with autism in urban public school settings. Behavior Therapy, 46(1), 54–67. https://doi.org/10.1016/j.beth.2014.05.001

Kasari, C., Dean, M., Kretzmann, M., Shih, W., Orlich, F., Whitney, R., Landa, R., Lord, C., & King, B. (2016). Children with autism spectrum disorder and social skills groups at school: A randomized trial comparing intervention approach and peer composition. Journal of Child Psychology and Psychiatry, 57(2), 171–179. https://doi.org/10.1111/jcpp.12460

Carr, T., Shih, W., Lawton, K., Lord, C., King, B., & Kasari, C. (2016). The relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder. Autism: The International Journal of Research and Practice, 20(6), 643–652. https://doi.org/10.1177/1362361315598634

2014

Kasari, C., Lawton, K, Shih, W., Barker, T. V., Landa, R., Lord., C., Orlich, F., King, B., Wetherby, A., & Senturk, D. (2014). Caregiver-Mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134(1), 72–79. https://doi.org/10.1542/peds.2013-3229

Kasari, C. (2014). Are we there yet? The state of early prediction and intervention in autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 53(2), 133–134. https://doi.org/10.1016/j.jaac.2013.11.007

Iadarola, S., Hetherington, S., Clinton, C., Dean, M., Reisinger, E., Huynh, L., Locke, J., Conn, K., Heinert, S., Kataoka, S., Harwood, R., Smith, T., Mandell, D. S., & Kasari, C. (2015). Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators. Autism: The International Journal of Research and Practice, 19(6), 694–703. https://doi.org/10.1177/1362361314548078

Bacon, E. C., Dufek, S., Schreibman, L., Stahmer, A. C., Pierce, K., & Courchesne, E. (2014). Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: Use of a curriculum-based assessment. Autism Research and Treatment, 2014, Article 964704. https://doi.org/10.1155/2014/964704

Dean, M., Kasari, C., Shih, W., Frankel, F., Whitney, R., Landa, R., Lord, C., Orlich, F., King, B., & Harwood, R. (2014). The peer relationships of girls with ASD at school: Comparison to boys and girls with and without ASD. Journal Of Child Psychology And Psychiatry, 55(11), 1218–1225. https://doi.org/10.1111/jcpp.12242

Grzadzinski, R. L., Luyster, R., Spencer, A. G., & Lord, C. (2014). Attachment in young children with autism spectrum disorders: An examination of separation and reunion behaviors with both mothers and fathers. Autism: The International Journal of Research and Practice, 18(2), 85–96. https://doi.org/10.1177/1362361312467235

Jones, R. M., Somerville, L. H., Li, J., Ruberry, E. J., Powers, A., Mehta, N., Dyke, J., & Casey, B. J. (2014). Adolescent-Specific patterns of behavior and neural activity during social reinforcement learning. Cognitive, Affective & Behavioral Neuroscience, 14(2), 683–697. https://doi.org/10.3758/s13415-014-0257-z

Kasari, C., Shire, S., Factor, R., & McCracken, C. Psychosocial treatments for individuals with autism spectrum disorder across the lifespan: New developments and underlying mechanisms. Current Psychiatry Reports, 16(11), Article 512. https://doi.org/10.1007/s11920-014-0512-6

Kretzmann, M., Shih, W., & Kasari, C. (2015). Improving peer engagement of children with autism on the school playground: A randomized controlled trial. Behavioral Therapy, 46(1), 20–28. https://doi.org/10.1016/j.beth.2014.03.006

Lord, C., Corsello, C., & Grzadzinski, R. (2014). Diagnostic instruments in autistic spectrum disorders. In F. R. Volkmar, S. J. Rogers, R. Paul, & K. A. Pelphrey (Eds.), Handbook of autism and pervasive developmental disorders (4th ed., Vol. 2, pp. 609-660). John Wiley & Sons, Inc. https://onlinelibrary.wiley.com/doi/full/10.1002/9781118911389.hautc25

MacDonald, M., Lord, C., & Ulrich, D. A. (2014). Motor skills and calibrated autism severity in young children with autism spectrum disorder. Adapted Physical Activity Quarterly, 31(2), 95–105. https://doi.org/10.1123/apaq.2013-0068

Shih, W., Patterson, S. Y., & Kasari, C. (2016). Developing an adaptive treatment strategy for peer-related social skills for children with autism spectrum disorders. Journal of Clinical Child & Adolescent Psychology, 45(4), 469–479. https://doi.org/10.1080/15374416.2014.915549

2013

Dean, M., Adams, G. F., & Kasari, C. (2013). How narrative difficulties build peer rejection: A discourse analysis of a girl with autism and her female peers. Discourse Studies, 15(2), 147–166. https://doi.org/10.1177/1461445612471472

Grzadzinski, R., Huerta, M., & Lord, C. (2013). DSM-5 and autism spectrum disorders (ASDs): An opportunity for identifying ASD subtypes. Molecular Autism, 4, Article 12. https://doi.org/10.1186/2040-2392-4-12

Jones, R. M., & Lord, C. (2013). Diagnosing autism in neurobiological research studies. Behavioural Brain Research, 251, 113–124. https://doi.org/10.1016/j.bbr.2012.10.037

Kasari, C., & Smith, T. (2013). Interventions in schools for children with autism spectrum disorder: Methods and recommendations. Autism, 17(3), 254–267. https://doi.org/10.1177/1362361312470496

MacDonald, M., Lord, C., & Ulrich, D. A. (2013). The relationship of motor skills and social communicative skills in school-aged children with autism spectrum disorder. Adapted Physical Activity Quarterly, 30(3), 271–282. https://doi.org/10.1123/apaq.30.3.271

Somerville, L. H., Jones, R. M., Ruberry, E. J., Dyke, J. P., Glover, G., & Casey, B. J. (2013). The medial prefrontal cortex and the emergence of self-conscious emotion in adolescence. Psychological Science, 24(8), 1554–1562. https://doi.org/10.1177/2F0956797613475633

2012

Kasari, C., & Patterson, S. (2012). Interventions addressing social impairment in autism. Current Psychiatry Reports, 14, 713–725. https://doi.org/10.1007/s11920-012-0317-4

Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431–439. https://doi.org/10.1111/j.1469-7610.2011.02493.x

Locke, J., Rotheram-Fuller, E., & Kasari, C. (2012). Exploring the social impact of being a typical peer model for included children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1895–1905. https://doi.org/10.1007/s10803-011-1437-0

Hus, V., Gotham, K., & Lord, C. (2012). Standardizing ADOS domain scores: Separating severity of social affect and restricted and repetitive behaviors. Journal of Autism and Developmental Disorders, 44, 2400–2412. https://doi.org/10.1007/s10803-012-1719-1

Kasari, C., Gulsrud, A., Freeman, S., Paparella, T., & Hellemann, G. (2012). Longitudinal follow up of children with autism receiving targeted interventions on Joint Attention and play. Journal of the American Academy of Child & Adolescent Psychiatry, 51(5), 487–495. https://doi.org/10.1016/j.jaac.2012.02.019

Lord, C., & Jones, R. M. (2012). Annual research review: Re-Thinking the classification of autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(5), 490–509. https://doi.org/10.1111/j.1469-7610.2012.02547.x

Maglione, M. A., Gans, D., Das, L., Timbie, J., Kasari, C., For the Technical Expert Panel., & HRSA Autism Intervention Research – Behavioral (AIR-B) Network. (2012). Nonmedical interventions for children with ASD: Recommended guidelines and further research needs. Pediatrics, 130(Supplement_2), S169–S178. https://doi.org/10.1542/peds.2012-0900O

2011

Kasari, C., Locke, J., Gulsrud, A., & Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without ASD. Journal of Autism and Developmental Disorders, 41(5), 533–544. https://doi.org/10.1007/s10803-010-1076-x

Lawton, K., & Kasari, C. (2011). Brief report: Longitudinal improvements in the quality of Joint Attention in preschool children with autism. Journal of Autism and Developmental Disorders, 42, 307–312. https://doi.org/10.1007/s10803-011-1231-z

2010

Kasari, C., & Lawton, K. (2010). New directions in behavioral treatment of autism spectrum disorders. Current Opinion in Neurology, 23(2), 137–143. https://doi.org/10.1097/WCO.0b013e32833775cd

Lawton, K., & Kasari, C. (2010). Social development and intervention in young children with autism spectrum disorders. Young Exceptional Children, 12, 66–74.