Laura Lee McIntyre is the Dean of the College of Education and Castle-McIntosh-Knight Professor. Prior to her appointment as dean, she served as interim dean of the COE, department head of Special Education and Clinical Sciences, director of the school psychology program and director of the Prevention Science Institute. McIntyre’s research focuses on children’s mental and behavioral health, special education, and prevention and intervention to promote child and family well-being in vulnerable and underserved populations. She is known for her work in early childhood, autism, family-centered interventions, and family–school partnerships for children with disabilities. Professor McIntyre is a Board Certified Behavior Analyst (BCBA), certified school psychologist, and board licensed psychologist. She has professional experiences in both school and hospital settings. Prior to joining the faculty at the University of Oregon, Laura Lee McIntyre was a faculty member in the Psychology Department at Syracuse University and an affiliated faculty member in the Center for Development, Behavior, and Genetics in the Department of Pediatrics at SUNY Upstate Medical University. She has been at UO since 2009.
Honors and Awards
2021 Tom Oakland Midcareer Scholarship Award, American Psychological Association (APA), Division 16, School Psychology
2020 Fellow, American Psychological Association (APA), Division 16, School Psychology
2017 Catalyst Scholar, Society for the Study of School Psychology, School Psychology Research Collaboration Conference
2016 Fellow, American Association on Intellectual and Developmental Disabilities
2015 Inducted Member, Society for the Study of School Psychology
2013 Fellow, American Psychological Association, Division 33, Intellectual and Developmental Disabilities
2012 Fund for Faculty Excellence Award, University of Oregon
2010 Sara S. Sparrow Early Career Research Award, Division 33 (Intellectual and Developmental Disabilities) of the American Psychological Association
2010 Early Career Award, American Association on Intellectual and Developmental Disabilities
2007 Rising Star Award, College of Arts & Sciences, La Sierra University
2007 Early Career Scholar, Society for the Study of School Psychology, School Psychology Research Collaboration Conference
2006 Research Fellow, National Institutes of Health, Summer Institute on Randomized Clinical Trials involving Behavioral Interventions
2003 Dissertation Award, Academy on Mental Retardation
1998 - 2002 Academic Fellowship Recipient, University of California, Riverside
2008 Research Mentor Award, Department of Psychology, Syracuse University
2008 Golden Apple Award, Teaching Excellence Award, Department of Psychology, Syracuse University
2007 Golden Apple Award, Teaching Excellence Award, Department of Psychology, Syracuse University
2011 Excellence Award for Directors of Graduate Studies, University of Oregon, Graduate School
2008 Professional Excellence Award, Families for Effective Autism Treatment of Central New York (FEAT of CNY)
2002 - 2003 Training Fellow, Maternal & Child Health Bureau, Kennedy Krieger Institute
2002 - 2003 Leadership Education Excellence in Caring for Children with Neurodevelopmental and Related Disabilities (LEND) Trainee, Kennedy Krieger Institute
1999 Next Generation Leader in Mental Retardation, President’s Committee on Mental Retardation, Clinton Administration
McIntyre, L. L., Santiago, R. T., & Sutherland, M., & Garbacz, S. A. (in press). Child risk factors and parental mental health as predictors of family–school partnerships in students with autism spectrum disorders. School Psychology.
McIntyre, L. L., & Kunze, M. (2021). Family-focused interventions as prevention and early intervention of behavioral problems in children with autism spectrum disorder. International Review of Research in Developmental Disabilities, 61, 159–191. https://doi.org/10.1016/bs.irrdd.2021.07.007
Garbacz, A. S., Lee, Y., Hall, G., Stormshak, E. A., & McIntyre, L. L. (2021). Initiating family–school collaboration in school mental health through a proactive and positive strengths and needs assessment. School Mental Health. https://doi.org/10.1007/s12310-021-09455-5
McIntyre, L. L., Neece, C. L., Sanner, C., Rodriguez, G., & Safer-Lichtenstein, J. (2021). Telehealth delivery of a behavioral parent training program to Spanish-speaking Latinx parents of young children with developmental delay: Applying an implementation framework approach. School Psychology Review. https://doi.org/10.1080/2372966X.2021.1902749
McIntyre, L. L. (2020). Family based practices to promote well-being. American Journal on Intellectual and Developmental Disabilities, 125(5), 349–352.
Neece, C. L., McIntyre, L. L., & Fenning, R. (2020). Examining the impact of COVID-19 in ethnically diverse families with young children with developmental delays. Journal of Intellectual Disability Research, 64(10), 739–749. https://doi.org/10.1111/jir.12769
Crnic, K. A., Neece, C. L., McIntyre, L. L., Blacher, J., & Baker, B. L. (2017). Intellectual disability and developmental risk: Promoting interventions to improve child and family well-being. Child Development. https://doi.org/10.1111/cdev.12740
Garbacz, S. A., McIntyre, L. L., Stormshak, E. A., & Kosty, D. B. (in press). The efficacy of the Family Check-Up on children’s emotional and behavior problems in early elementary school. Journal of Emotional and Behavioral Disorders.
Garbacz, S. A., Stormshak, E. A., McIntyre, L. L., & Kosty, D. B. (in press). Examining family-school engagement in a randomized controlled trial of the Family Check-Up. School Psychology Quarterly. DOI: 10.1037/spq0000284
Shahidullah, J. D., Azad, G. F., Mezher, K., McClain Verdoes, M. E., & McIntyre, L. L. (2018). Linking the medical and educational home to support children with autism spectrum disorder: Practice recommendations. Clinical Pediatrics. DOI: 10.1177/0009922818774344
Kurtz-Nelson, E. & McIntyre, L. L. (2017). Optimism and positive and negative feelings in Parents of young children with developmental delays. Journal of Intellectual Disability Research. doi: 10.1111/jir.12378
McIntyre, L. L., Pelham, W. E., III, Kim, M. H., Dishion, T. J., Shaw, D., & Wilson, M. (2017). A brief measure of language skills at age three and special education use in middle childhood. Journal of Pediatrics, 181, 189–194. doi: 10.1016/j.jpeds.2016.10.035.
Felver, J. C., Jones, R., Killam, M., Kryger, C., Race, K., & McIntyre, L. L. (2017). Contemplative intervention reduces physical interventions for children in residential psychiatric treatment. Prevention Science, 18(2). doi: 10.1007/s11121-016-0720-x
Crnic, K. A., Neece, C. L., McIntyre, L. L., Blacher, J., & Baker, B. L. (2017). Intellectual disability and devevlopmental risk: Promoting interventions to improve child and family well-being. Child Development. doi: 10.1111/cdev.12740
Laura Lee McIntyre's research involves early identification and treatment of childhood developmental and behavioral problems, with an emphasis on the multiple systems of care that support children (e.g., families, schools, healthcare). Within this broad framework, three specific lines of research emerge: (1) Parent training, education, and support, (2) transition to kindergarten, and (3) child risk factors and family well-being.
Over the past 20 years, McIntyre's work has focused on understanding and promoting parent and child well-being in families with children with developmental delays or disabilities, including autism spectrum disorder. Her professional background blends the fields of school psychology, special education, and pediatric child clinical psychology and centers on the early identification and treatment of childhood developmental and behavioral problems. Her work emphasizes developing parent–professional partnerships and working with a variety of caregivers who support children. She is especially interested in early intervention and prevention work with families who have young children with developmental problems who are at risk for negative social, emotional, and behavioral outcomes at home and at school. She has funding from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NIH/NICHD), the National Institute of Mental Health (NIMH), the National Institute of Disability, Independent Living, and Rehabilitation Research (NIDILRR), and the U.S. Department of Education/Institute of Education Sciences (IES) to support this work.