Meet Hannah, one of READi Lab’s diligent graduate students! Learn more about her and her motivations to help autistic children and their families below.

 

1. What motivated you to study with the READi lab?

I delved into the autism world in my undergraduate years at UCLA and never looked back! I’m really passionate about helping children and families directly while also creating larger change on the system and societal level. When applying to child psychology graduate schools, I knew that I wanted ASD research that went beyond the lab setting and I think the research that READi lab conducts does an incredible job at thinking about not only the larger healthcare/service system but also the individual families within real world contexts.

 

2. What are the implications of your current work?

My master’s thesis is on parenting stress and its possible impact on parent intervention fidelity within parent implemented interventions. Parents already wear so many different hats in their various roles for their children and I’m hoping that I can do more work on this to better understand how to best support parents in their role as treatment provider. My other work focuses on closing the gap between parent concerns and autism evaluation & treatment through mapping out different family’s journeys within the pipeline. I hope that through this research we can continue to find ways to get children and parents the support they need.

 

3. What do you want to be when you grow up?

That’s the million dollar question in grad school! Every day it changes, but I know that I always want to work with children and families and strive to make their lives even just the tiniest bit less stressful!

 

4. Do you identify as an early bird, a night owl, or a perpetually exhausted pigeon?

I’m definitely a perpetually exhausted pigeon, but my dogs have forced me to become an early bird! Nothing like a 6 am wake up call from the cutest little faces.

 

5. Do you have any pets?

Yes! Two adorable and super hyper mini aussies named Buzz Lightyear and Flynn Rider. They are the best and most exhausting thing that’s ever happened to me.

 

6. Please share two truths and a lie about yourself. (Scroll down to discover Hannah’s fib!)
   

1. I’m a vegetarian who hates tomatoes.
2. I’ve independently flown a plane.
3. I studied abroad in Australia for a few months.

 

 

 

 

 

 

 

 

 

 

 

 

 

I did not study abroad in Australia!

UW Readi Lab graduate student Trent DesChamps recently attained two new milestones! In June he passed the oral defense of his dissertation, “Outcomes among caregivers of toddlers with ASD concerns following implementation of Screen-Refer-Treat, a novel service delivery model for early ASD detection and intervention.” And on July 1 he began his year-long predoctoral internship through the UC San Diego/VA Psychology Internship Training Program, where he will be working at Rady Children’s Hospital.  Our lab wishes you the best and expects to receive photos of your new water sports activities!

Perfect for summer, Sesame Street developed “Playground Pals, with Julia” a free, interactive, and online game as a part of their ‘See Amazing in All Children’ initiative. The goal of the game is to help as many new friends as possible, all while having a lot of fun. Search for lost toys in the sandbox, teach a monster how to swing, and more!

You can access this game, and other games, videos, storybooks, and more at https://autism.sesamestreet.org/.

 

A new READi lab study was published in the journal of Academic Pediatrics! Together with Dr. Kyle Steinman of Seattle Children’s Hospital, we addressed some of the prominent barriers that hinder the screening process and early detection of autism risk in primary care settings. Those barriers were both logistical (e.g., time constraints) and knowledge-based (e.g., screening tool usage) in nature.

Forty-six primary care providers (PCPs) from 10 pediatric clinics throughout Washington State participated in our study which assessed their self-efficacy with aspects of the screening process and screening tool usage before and after a 2-hour training workshop on a web-based version on the M-CHAT-R/F (webM-CHAT-R/F). The webM-CHAT-R/F, which was developed using REDCap, is open-source, available in English and Spanish, and automates both the scoring process and presentation of prescribed follow-up questions. Additionally, the training workshop also covered the broader screening process and context, including how PCPs could approach discussing concerns/results with families and making referrals for additional services. Each of the clinics was provided tablets to facilitate the implementation of the webM-CHAT-R/F with families during their 18-month well-child visits.

From pre- to post-training, there were significant increases in PCPs’ self-reported self-efficacy, routine usage of the M-CHAT-R/F, and usage of the prescribed follow-up questions. Overall, 8 of the 10 practices were using the webM-CHAT-R/F routinely and screened over 650 patients at 18-month well-child visits in the 6 months following the training workshop.

These results suggest promising avenues for scalability and dissemination by combining a brief educational training on the screening process with access to an open-source, automated screener.

Interested in learning more? Access the full paper at this link!

 

Say “Hi” to Alice, a special education student whose career ambitions and skills in parent and provider coaching during Early Intervention services brought her to the READi Lab team. She aids in our research studies by bringing a unique viewpoint because of her previous training – this challenges us as psychology researchers to think in new ways!

1. What do you study at UW?

I am pursuing a Ph.D. in special education, with an emphasis in early childhood education and applied behavior analysis. I like to think of myself as a “developmental behaviorist” because I think that captures the combination pretty well!

 

2. How is it that you’ve joined the lab and what motivated you to do so?

It was important to me to take advantage of as many resources and opportunities as possible during my time in school. I also wanted to connect with other disciplines doing autism research to round out my training. I was interested in the  READi Lab’s work since my work prior to grad school was with young children with or at risk for autism and their families, and my research interests include timely autism identification and intervention. So, it felt like there was a lot of overlap! I figured it couldn’t hurt to reach out and see if there was an opportunity to get involved. I was lucky that Wendy and Lisa responded and have since invited me to contribute to various projects.

 

3. You worked previously as an early intervention provider. Too cool! What was the best part of your position?

I loved working with caregivers and daycare providers! The work I did prior to EI was focused on providing direct intervention to children with autism, which I also love. But coaching and collaborating with caregivers and daycare providers was probably my favorite part of being in EI – followed very closely by being around infants and toddlers most of the day because of course, that’s a highlight!

 

4. What is the status of your relationship with spreadsheets?

We’re on speaking terms 🙂

 

5. Have you picked up any new hobbies during the COVID-19 quarantine?

My husband bikes a lot and I finally started joining him on bike rides as a way to spend more time outside. To illustrate what type of a biker I am, I should share that I recently biked up a hill for the first time – historically, I would get off bikes to walk them uphill… gears were a new concept for me.

 

6. Two truths and a lie! (Scroll down to see Alice’s fib!)

I have climbed to the top of Mt. Rainier.

I became stranded in Italy for a week due to an Icelandic volcano eruption.

I have been in 3 operas.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

** I have not climbed to the top of Mt. Rainier.

I should also probably clarify that the opera roles were non-singing parts… I was an extra!

 

 

From June 8^th – 9^th, our READi lab team will be moving into our new home in Kincaid Hall, just a 5-minute walk from the Drumheller Fountain and the Rainer Vista on the main UW campus. Please excuse any delayed responses during this time frame – a member of our team will follow up with your phone call or email as soon as possible!

We’re all decked out with a new playroom, located in Suite 120 – 146 on the first floor. While we have a new mailing address (see below), our phone number and email will remain the same.

We will not be returning to in-person data collection immediately, but we’re eagerly waiting to share our new space with you!

 

Mailing Address:

University of Washington

Department of Psychology

Box 351525

Seattle, WA 98195

 

 

Caregivers may be hesitant to talk with their young children about race, and understandably so. Racial identity and racial justice are complex and sensitive topics. Yet, these conversations are critical because they:

1. Help young children develop a strong sense of individuality and group identity
2. May help young children understand racially oriented situations they’re exposed to, in-person and on the news

Sesame Street in Communities created “Coming Together: The ABCs of Racial Literacy” to help teach challenging ideas and to spark a healthy conversation about race. Find age-appropriate activities, videos, and lots of other related resources by clicking on the link!

Between rainy season and quarantine, many families are itching to enjoy the best of what the PNW has to offer – soaking up some sunshine, splashing in the Sound, and taking in mountain views. Linnea Westerlind with Parent Map magazine shared playgrounds located throughout Seattle that have some of the most scenic views within the city’s boundaries. Ready for an adventure in a new park near you? Check out the slideshow here!

The annual conference of the International Society for Autism Research (INSAR) was held virtually last week, and our lab’s research was well-represented, with a panel presentation and two posters. Wendy joined a panel organized by UW colleague Jill Locke to discuss some results of our Screen-Refer-Treat (SRT) study. Lisa Ibanez and grad students Shana Attar, Hannah Neiderman, Trent DesChamps, and Catherine Dick contributed two poster presentations, one focused on the sex and ethnic parity of the Screening Tool for Autism in Toddlers (STAT), and the other describing outcomes for caregivers of toddlers who participated in the SRT study.

 

How we talk about autism within academia — and as a society – has evolved greatly and continues to do so. Spearheading this movement are autistic scientists who are integrating their real-world experiences with research methodologies.

Rachel Nuwer with Spectrum News interviewed several autistic scientists to learn how they’re tackling challenges and ensuring future research truly captures the strengths and needs of autistic people. Read the interview here.

 

 

 

 

 

 

 

 

 

Published by Spectrum, the leading site for autism research news.

 

 

April is #AutismAcceptanceMonth! Our friends on @SesameStreet are sharing new resources around managing changes, practicing flexibility, and building resilience. Learn more: www.sesamestreet.org/autism #SeeAmazing

 

Ryan Lowry, an autistic adult with ambitions to work as an animator or in IT, recently wrote a letter to his future employer with one clear goal: “take a chance on me.” The letter details Ryan’s struggles with communication because of his autism – but it also highlights his strengths in math and in using technology as well as his humor.

The letter was uploaded to LinkedIn and has received more than 7 million views per the Washington Post. Ryan’s letter did help him secure a position, but its impact reverberates well beyond that accomplishment. It has brought considerable attention to the limited supports and employment opportunities for autistic adults.

See the full letter below and follow this link to watch Ryan’s “thank you” video.

 

 

 

 

 

 

 

Meet Lisa, associate director of the READi lab and senior research scientist. She has played an integral role in study development and implementation for over a decade! She has developed a line of research that revolves around identifying deficits in infants at risk for ASD and improving screening and intervention practices in the community. Learn a bit about her and her dedication to enhancing early autism identification and interventions below!

1. Will you tell us a bit about your role in the READi Lab?

 

I am the associate director of the READi lab and a senior research scientist. In my role, I manage not only day-to-day tasks, but I’m also heavily involved with developing research questions and goals for the lab as well as study design and action plans for implementation.

 

2. What motivated you to join – and to stay with — the lab?

 

I joined the lab in 2010 as a postdoctoral researcher because it allowed me the opportunity to build upon my graduate school experiences. I was motivated to work on early detection studies with baby siblings of children with autism.

 

I stayed because of the challenge to engage in more translation research. Specifically, we were able to pivot and transition to working with real-world early intervention providers to better improve the early identification process and access to ASD-specialized intervention.

 

3. What accomplishment are you most proud of?

 

I’m most proud of earning the opportunity to train medical and early intervention providers, but to also have the opportunity to learn from them and build upon their recommendations.

 

4. You’ve been in the field since 2005. That’s an impressive career! What advice do you have for aspiring autism researchers?

 

It’s going to be counter-intuitive, but make sure you read and learn about other conditions and methods from other fields. These novel perspectives may inform how we approach current problems that autistic people and their families face.

 

Looking to other fields is a great way to build associational thinking and creativity. This may help us to avoid reinventing the wheel, so to speak.

 

5. What is your favorite R Color Brewer palette?

 

I’m a “YlOrRd” kind of gal.

 

6. What’s your favorite dinosaur?

 

Brachiosaurus! I like the exceeding long neck. Their long necks evoke a sense of power, yet they seem as if they’d still be friendly.

 

7. Two truths and a lie! (Scroll down to see Lisa’s fib)

 

I was on my high school swim team.

I won the 4^th grade Math Bowl competition.

The fastest mile I’ve run has been 6 minutes and 39 seconds.

 

 

 

 

 

 

 

I was never on my high school swim team. I’m a bad swimmer! In fact, I can barely swim.

We are proud to celebrate #AutismAcceptanceMonth with our friends on @SesameStreet! Find new resources supporting children with autism and their families here: www.sesamestreet.org/autism #SeeAmazing

Happy Spring! As the weather becomes consistently nicer, it’s the perfect time to get outside and shake-off the rainy season blues. PBS Kids’ Outdoor Explorer Bingo is a hybrid with a traditional scavenger hunt. The goal is to reach bingo by racing to find things that crawl, are heavy or scratchy, and more!

Download your free bingo cards here.

The Autism Science Foundation will be hosting its 8^th annual Day of Learning on April 22, 2021. Six researchers throughout the United States and Canada will speak on varied yet important topics currently affecting the autism community. Presentations will be 15-min TED talk style, and all are welcomed. This free, online event will occur between 8 AM – 12 PM PST.

Learn more – and register for the event – here!

The READi Lab is excited to share some wonderful news! Dr. Sarah Edmunds, former UW student of Wendy’s and significant contributor to the mission of our lab, has landed a tenure-track Assistant Professor position in the Department of Psychology at the University of South Carolina, with a joint appointment in the Department of Educational Studies. Her research will focus on behavioral and psychosocial interventions that support autistic children and teens: how they work, for whom they work, and how we can increase equitable access to these interventions within community and school settings. Sarah’s new position is part of an effort to build an Autism Excellence initiative at USC. She is very excited to be a part of a wonderful new group of researchers, advocates, and clinicians!  

 

Meet Carol, our hardworking, part-time research coordinator. Family brought her to Seattle, but her budding interest in early autism identification and intervention brought her to UW! Learn a bit about her below.

 

1. You’re relatively new to the team! What motivated you to join the READi Lab?

I relocated from Pittsburgh, PA to the Seattle area in late summer 2018.  I moved to the area to join my daughter, son-in-law and 3 young grandchildren (ages 4, 2 and 10 months).

I joined the READi Lab on a part-time basis in October, 2020.  I have had a long research career in Pittsburgh prior to my move and enjoy working and learning in a research environment. I was intrigued by the types and quality of research undertaken by the READiLab and fully embrace the “mission” to improve outcomes for youth diagnosed with autism.

 

2. What is your role in the lab?

As a Research Coordinator in the READi Lab, I am working with the team to carry out a variety of tasks needed to move the studies forward. My overarching goal is to be of use!

 

3. Will you tell us a bit about your time at the University of Pittsburgh?

My entire post-college career was spent with the Law & Psychiatry Program at the University of Pittsburgh/Western Psychiatric Hospital. During that time, I was part of the team carrying out research primarily in areas where mental health and the justice system intersect.  I had a lot of opportunities to develop professional skills related to research study management but perhaps the most long-lasting effect of this work was the opportunity to talk with hundreds of study participants whose lives are very different from my own in many ways.  Talking with these individuals in their homes opened my eyes to the fact that, despite some differences, there is a lot that we share as humans.

 

4. So, you’re a Steelers fan, huh?

Oh, yes!  Like most Pittsburghers (a.k.a., “yinzers”), I have a special place in my heart for the Steelers, Penguins and even the Pirates.  If there is not a Pittsburgh team in the competition, then you will hear me cheering on the Seattle team!   But sports are not my primary source of entertainment. I have even more fun playing with my grandkids and exploring the outdoors here in Washington!

 

5. Two truths and a lie! (Scroll down to see Carol’s fib!)

I spent a year living on the Navajo reservation (in AZ) and teaching in a Special-Ed Preschool

 

I jumped from an airplane at 20,000 feet (with a parachute of course)

 

I come from a large family with 8 siblings, 25 nieces/nephews, 50 first cousins and 19 aunts/uncles (not counting their spouses).  Family reunions are crowded!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I parachuted one time, but it was only from 13,000 feet…. still pretty cool.  Checked off a bucket-list item!

 

Typically, a young child suspected of having an autism spectrum disorder (ASD) would engage with a clinician(s) in a series of play-based activities as part of the diagnostic process. As the COVID pandemic has rendered in-person interactions less feasible, clinicians and researchers have developed assessment activities that can be administered remotely. Our READi Lab team, along with researchers from Rush University Medical Center, Boston University, and Michigan State University compiled a list of some new approaches that can be implemented during a tele-assessment for early identification by experienced clinicians. You can access the article here!

We hope this information will be useful for our community partners and research colleagues who are involved in assessments with toddlers during these socially distanced times.

 

One of the primary goals for our READi lab team is to enhance early intervention (EI) outcomes for toddlers at risk for or with autism. But what exactly does that mean? Emma Bryce and Lottie Kingslake with Spectrum created a 4-minute video to answer just that! They share how researchers (like us!) are attacking problem areas from all angles and how we can build upon current practices to reach more families.

 

 

 

 

 

Photo credit: Spectrum News

Published by Spectrum, the leading site for autism research news.