Elisa Shernoff

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The Gilliam Autism Rating Scale (GARS) was developed as a relatively easy, inexpensive aid in the surveillance and diagnosis of autism. This study examined the validity of the GARS when used with a sample of 119 children with strict DSM-IV diagnoses of autism, ascertained from both clinical and research settings. The GARS consistently underestimated the(More)
Four experiments investigate printed word frequency and subjective rated familiarity. Words of varied printed frequency and subjective familiarity were presented. A reaction time advantage for high-familiarity and high-frequency words was found in visual (Experiment 1) and auditory (Experiment 2) lexical decision. In Experiments 3 and 4, a cued naming task(More)
OBJECTIVE To examine the efficacy of intravenous porcine secretin for the treatment of autistic disorder. METHOD Randomized, double-blind, placebo-controlled, crossover design. Fifty-six subjects with autistic disorder received either a secretin or placebo infusion at baseline and the other substance at week 4. Subjects were given the Autism Diagnostic(More)
This study examined the degree to which school psychology programs provided training in Evidence-Based Interventions (EBIs). Survey data were collected from 97 school psychology training directors to assess their familiarity, level of student exposure, and perceived importance of EBIs. This study also examined the contextual factors that interfere with EBI(More)
This article provides an update on evidence-based practices and interventions in school settings, with a specific focus on prevention and intervention programs that can be delivered within a three-tiered intervention framework. First, the sources of evidence-based intervention programs including clinical and school psychology task forces, the National(More)
Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: effectiveness around classroom management and engaging learners; and connectedness to colleagues. Using a mixed-method iterative development framework, we highlight the process of developing(More)
OBJECTIVE This study examined a school- and home-based mental health service model, Links to Learning, focused on empirical predictors of learning as primary goals for services in high-poverty urban communities. METHOD Teacher key opinion leaders were identified through sociometric surveys and trained, with mental health providers and parent advocates, on(More)
Schools have long been the primary setting for children's mental health services but have neither the resources nor the expertise to manage these services independently. The critical importance of school success for children's adjustment provides a strong rationale for schooling as an essential component of children's mental health services. In this(More)
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