Aubyn Stahmer, PhD is a clinical and research psychologist, Professor of Psychiatry and Behavioral Science at UC Davis, Director of Community-based Treatment Research, UC Davis MIND Institute. Her research focuses on examining the use of evidence-based intervention for children with autism spectrum disorders and their families in school and community settings. Current projects are focused on understanding how to best train teachers and early intervention providers in new effective practices, looking for active ingredients in autism treatment, examining new designs for parent-implemented interventions and adapting early treatment for use in underserved areas.
Dr. Stahmer’s current research focuses broadly on working with community providers, families and funding agencies to develop new ways to successfully implement quality treatment for children with autism in publicly funded programs. Dr. Stahmer and her colleagues have developed and are testing a community collaborative model for adapting and implementing evidence-based interventions and are currently working to adapt the model for implementation in rural settings and with underserved children and families. She also works with colleagues in developing better training methods for teachers and clinicians and is interested in testing methods for better sustainment of new practices in pubic care settings.
Clinical and Teaching Focus
Dr. Stahmer gives numerous seminars and presentations on theory and practical application of research findings to improve implementation of evidence-based practice in ASD and training in naturalistic developmental behavioral interventions for ASD. She has provided training and lectures across the United States, Finland, Russia, Denmark and South Africa. She served as a follow on the NIMH/NIDA/VA funded Implementation Research Institute. She is faculty of the Center for Excellence in Developmental Disorders (CEDD) and Intellectual and Developmental Disabilities Research Center (IDDRC). Her teaching activities focus on autism spectrum disorders, provider training, parent coaching and effective implementation of evidence-based practice.
- Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., ... & Halladay, A. (2015). Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 1-18.
- Stahmer, A. C., Rieth, S., Lee, E., Reisinger, E. M., Mandell, D. S., & Connell, J. E. (2015). Training teachers to use evidence-based practices for Autism: Examining procedural implementation fidelity. Psychology in the Schools, 52(2), 181-195.
- Stahmer, A. C., Suhrheinrich, J., Reed, S., & Schreibman, L. (2012). What works for you? Using teacher feedback to inform adaptations of pivotal response training for classroom use. Autism Research and Treatment, vol. 2012, Article ID 709861, 11 pgs.
- Stahmer, A. C., Akshoomoff, N., & Cunningham, A. B. (2011). Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program. Autism : The International Journal of Research and Practice, 15(5), 625–641.
- Stahmer, A. C., Brookman-Frazee, L., Lee, E., Searcy, M. K., & Reed, M. S. (2011). Parent and multidisciplinary provider perspectives on earliest intervention for children at risk for autism spectrum disorders. Infants and Young children, 24(4), 344-363.
U.S. Department of Education. Adapting an Evidence-based Practice for children At-Risk for Autism for Diverse Early Intervention Service Systems.
U.S. Department of Education. Adapting an Evidence-Based Program for Infants and Toddlers at High Risk for Autism.
NIMH. Optimization of Fidelity Procedures for Pivotal Response Training in Autism.
U.S. Department of Education. Examining the Efficacy of Classroom Pivotal Response Teaching in Classroom Environments.
Autism Speaks. Training Community Providers to Implement an Evidence-Based Early Intervention Program.