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    Jessica Suhrheinrich

    TitleAssistant Adjunct Professor
    SchoolUniversity of California, San Diego
    DepartmentPsychiatry
    Address9500 Gilman Drive #0812
    CA La Jolla 92093
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      Biography

      Dr. Suhrheinrich received her Ph.D. from the University of California, San Diego and completed post-doctoral training in autism services at the Child and Adolescent Services Research Center at Rady Children’s Hospital, San Diego. Dr. Suhrheinrich’s current research involves working within existing community service systems to improve access to evidence-based practices for autism treatment. This includes the development of and effectiveness testing for specific methods of educating providers of children with autism, adapting evidence-based practices for use in school settings, and enhancing fidelity of implementation evaluation procedures to fit within community service supervision systems. More specifically, one project evaluates the efficacy of and evidence-based intervention that has been adapted in partnership with community special education teachers. The cluster randomized waitlist-control trail involves on-going collaboration with 17 school districts in San Diego county and extensive training, coaching and fidelity monitoring over 3 years. A second project aims to identify key ingredients of one evidence-based practice for autism and adapt current fidelity measures to improve efficiency and effectiveness within community service systems for children with autism.

      Research Interests

      The broad aim of her research is to inform strategies for enhancing the effectiveness of interventions for autism in community service settings. Dr. Suhrheinrich’s professional interests and experience have focused on a variety of issues related to autism intervention in both clinical and research settings.

      Dr. Suhrheinrich’s current research involves working within existing community service systems to improve access to evidence-based practices for autism treatment. This includes the development of and effectiveness testing for specific methods of educating providers of children with autism, adapting evidence-based practices for use in school settings, and enhancing fidelity of implementation evaluation procedures to fit within community service supervision systems. More specifically, one project evaluates the efficacy of and evidence-based intervention that has been adapted in partnership with community special education teachers. The cluster randomized waitlist-control trail involves on-going collaboration with 17 school districts in San Diego county and extensive training, coaching and fidelity monitoring over 3 years. A second project aims to identify key ingredients of one evidence-based practice for autism, PRT, and adapt current fidelity measures to improve efficiency and effectiveness within community service systems for children with autism.


      Collapse Research 
      Collapse Research Activities and Funding
      Evaluation of implementation factors for ASD services in school settings
      NIH K01MH109574Jun 1, 2016 - May 31, 2020
      Role: Principal Investigator
      Optimization of Fidelity Procedures for Pivotal Response Training in Autism
      NIH/NIMH R33MH097033Sep 1, 2012 - Aug 31, 2017
      Role: Principal Investigator

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      Publications listed below are automatically derived from MEDLINE/PubMed and other sources, which might result in incorrect or missing publications. Researchers can login to make corrections and additions, or contact us for help.
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      1. Rieth SR, Stahmer AC, Suhrheinrich J, Schreibman L. Examination of the prevalence of stimulus overselectivity in children with ASD. J Appl Behav Anal. 2015; 48(1):71-84. PMID: 25418837.
        View in: PubMed
      2. Suhrheinrich J. A sustainable model for training teachers to use pivotal response training. Autism. 2015 Aug; 19(6):713-23. PMID: 25319208.
        View in: PubMed
      3. Suhrheinrich J, Stahmer AC, Reed S, Schreibman L, Reisinger E, Mandell D. Implementation challenges in translating pivotal response training into community settings. J Autism Dev Disord. 2013 Dec; 43(12):2970-6. PMID: 23619949; PMCID: PMC3796185.
      4. Reed SR, Stahmer AC, Suhrheinrich J, Schreibman L. Stimulus overselectivity in typical development: implications for teaching children with autism. J Autism Dev Disord. 2013 Jun; 43(6):1249-57. PMID: 23065100.
        View in: PubMed
      5. Stahmer AC, Suhrheinrich J, Reed S, Schreibman L. What works for you? Using teacher feedback to inform adaptations of pivotal response training for classroom use. Autism Res Treat. 2012; 2012:709861. PMID: 23209896; PMCID: PMC3506866.
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