Stephanie Shire

Stephanie Shire profile picture
  • Title: Assistant Professor
  • Phone: 541-346-2141
  • Office: 373 HEDCO Education Bldg

Biography

Stephanie Shire is an Assistant Professor in Early Intervention and Early Childhood Special Education. Her research interests focus on the development, adaptation, and real world effectiveness of intervention programs for children with autism and other neurodevelopmental disorders examined through community partnerships in both low and high resource settings. She is interested in the use of effectiveness-implementation hybrid designs (e.g., Shire et al., 2017), and Sequential Multiple Assignment Randomized Trials (SMARTs) to examine both the implementation of the intervention through community practitioners as well as children’s development.

Education

PhD
2013
University of California Los Angeles, LA, CA
Human Development and Psychology
Chair: Dr. Connie Kasari

M.A
2013
University of California Los Angeles, LA, CA
Human Development and Psychology

M.Ed
2010
University of Alberta, Edmonton, Canada
Educational Psychology

B.A
2008
University of Alberta, Edmonton, Canada
Psychology

Publications

Shire, S.Y., Chang, Y.C., Shih, W., Bracaglia, S., Kodjoe, M., & Kasari, C. (2019). Sustained Community Implementation of JASPER Intervention with Toddlers with Autism. Journal of Autism and Developmental Disorders, 49(5), 1863-1875.

Shire, S.Y., Tan, A*. (2019). Helping the family communicate with technology. In B. Turns, J. Ramsich, & J. Whiting (Eds.), Systematically treating autism: A guide for empowering families. Routledge

Shire, S.Y.,& Smith, T. (2019). Parent training for social communication. In Johnson, C.R., & Butter, E (Eds.). Parent training in autism spectrum disorders: Evidence-based approaches. American Psychological Association. (pp. 85-116).

Shire, S.Y.Shih, W., & Kasari, C. (2018). Brief report: Caregiver strategy implementation- Advancing spoken communication in children who are minimally verbal. Journal of Autism and Developmental Disorders, 48(4), 1228-1234. doi.org/10.1007/s10803-017-3454-0

Shire, S.Y., Chang, Y.C., Shih, W., Bracaglia, S., Kodjoe, M., & Kasari, C. (2017). Hybrid implementation model of community partnered early intervention for toddlers with autism. Journal of Child Psychology and Psychiatry, 58(5), 612-622. Doi: 10.1111/jcpp.12672

Shire, S.Y., Shih, W., Chang, Y.C., & Kasari, C. (2018). Short Play and Communication Evaluation: Teachers’ assessment of core social communication and play skills with children with autism. Autism, 22(3), 299-310. Doi: 1362361316674092

Shire, S.Y., Gulsrud, A., & Kasari, C. (2016). Increasing responsive parent-child interactions and joint engagement: Comparing the influence of parent-mediated intervention and parent psychoeducation. Journal of Autism and Developmental Disabilities, 46(5), 1737-1747.

Chang, Y.C., Shire, S.Y., Shih, W., & Kasari., C. (2016). Preschool deployment of evidence-based social communication intervention: JASPER in the classroom. Journal of Autism and Developmental Disabilities, 46, 2211-23.

Shire, S.Y., Goods, K., Shih, W., DiStefano, C., Kaiser, A., Wright, C., Mathy, P., Landa, B., & Kasari, C. (2015). Parents’ adoption of social communication intervention strategies: Families including children with autism spectrum disorder who are minimally verbal. Journal of Autism and Developmental Disabilities, 45, 1712-1724.

Shire, S.Y., & Jones, N. (2015). Supporting the Communication Partners of Students Using Augmentative and Alternative Communication (AAC) Systems: A Systematic Review. Communication Disorders Quarterly, 45, 1712-1724. Doi: 1525740114558254

Shire, S.Y., & Kasari, C. (2014). A systematic review of train the trainer effectiveness trials of behavioural interventions for children with autism spectrum disorder. American Journal on Intellectual and Developmental Disabilities, 119, 436-451.

Research

Dr. Shire’s research includes the development and testing of behavioural intervention practices for young children with special educational needs, focusing primarily on supporting children with autism spectrum disorder (ASD). Through partnership with community stakeholders, she is interested in developing empirical data to help understand how best to support caregivers, teachers, and community early interventionists in their everyday interactions with children on the spectrum. This includes focusing on clinical care questions such as if, when, and how to augment or adapt intervention programming based on the needs of individual children as well as the needs of the adults who care for them.