Laura Lee McIntyre, PhD, is professor and director of the School Psychology program and associate director of the Child and Family Center housed within the Prevention Science Institute (http://psi.uoregon.edu). Her research interests include autism; early identification and treatment of young children with or at-risk for developmental and behavior disorders; transition to kindergarten; family well-being; and parent-professional partnerships. 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.
Garbacz, S. A., & McIntyre, L. L. (2015). Conjoint Behavioral Consultation for children with autism spectrum disorder. School Psychology Quarterly. doi:http://dx.doi.org/10.1037/spq0000114
Hidalgo, N., McIntyre, L. L., & Hawley McWhirter, E. (2015). Sociodemographic differences in parental satisfaction with autism diagnosis. Journal of Intellectual and Developmental Disability, 40(2), 147-155. PMC4511376 DOI: 10.3109/13668250.2014.994171
Welchons, L. W., & McIntyre, L. L. (2015). The transition to kindergarten for children with and without disabilities: An investigation of parent and teacher concerns and involvement. Topics in Early Childhood Special Education, 35(1), 52-62. DOI: 10.1177/0271121414523141
McIntyre, L. L., Eckert, T. L., Arbolino, L. A., DiGennaro Reed, F. D., & Fiese, B. H. (2014). The transition to kindergarten for typically developing children: A survey of school psychologists’ involvement. Early Childhood Education Journal, 42(3), 203-210. DOI 10.1007/s10643-013-0593-630.
Wildenger, L. K., & McIntyre, L. L. (2012). Investigating the relation between kindergarten preparation and child socio-behavioral school outcomes. Early Childhood Education Journal, 40(3), 169-176. 10.1007/s10643-012-0509-x
Brown, M. A., McIntyre, L. L., Crnic, K. A., Baker, B. L., & Blacher, J. (2011). Preschoolers with and without developmental delay: Parenting, child demandingness, and risk. Journal of Mental Health Research in Intellectual Disabilities, 4(3), 206-226.
Phaneuf, L., & McIntyre, L. L. (2011). The application of a three tier model of intervention to parent training. Journal of Positive Behavior Interventions, 13(4), 198-207.
DiGennaro Reed, F. D., McIntyre, L. L., Dusek, J. B., & Quintero, N. (2011). Preliminary assessment of friendship, problem behavior, and social adjustment in children with disabilities in an inclusive education setting. Journal of Developmental and Physical Disabilities, 23, 477-489. DOI: 10.1007/s10882-011-9236-2.
Quintero, N., & McIntyre, L. L. (2011). Kindergarten transition preparation: A comparison of teacher and parent practices for children with autism and other developmental disabilities. Early Childhood Education Journal, 38(6), 411-420.
Wildenger, L. K., & McIntyre, L. L. (2011). Family concerns and involvement during kindergarten transition. Journal of Child and Family Studies, 20(4), 387-396.DOI 10.1007/s10826-010-9403-6.
McIntyre, L. L., Eckert, T. L., Fiese, B. H., DiGennaro, F. D., & Wildenger, L. K. (2010). Family concerns surrounding kindergarten transition: A comparison of students in special and general education. Early Childhood Education Journal, 38(4), 259-263.
Quintero, N., & McIntyre, L. L. (2010). Sibling adjustment and maternal well-being: An examination of families with and without a child with autism. Focus on Autism and Other Developmental Disabilities, 25(1), 37-46.
Pierce, K., Glatt, S. J., Liptak, G. S., & McIntyre, L. L. (2009). The power, promise, and pitfalls of the early identification of autism. Annals of Clinical Psychiatry, 21(3), 132-147.
McIntyre, L. L. (2008). Adapting Webster-Stratton’s Incredible Years Parent Training for children with developmental delay: Findings from a treatment group only study. Journal of Intellectual Disability Research, 52(12), 1176-1192.
McIntyre, L. L. (2008). Parent training in young children with developmental disabilities: A randomized controlled trial. American Journal on Mental Retardation, 113(5), 356-368.
McIntyre, L. L., & Phaneuf, L. (2007). A three-tier model of parent education in early childhood: Applying a problem-solving model. Topics in Early Childhood Special Education, 27(4), 214-222.
McIntyre, L. L., Eckert, T. L., Fiese, B. H., DiGennaro, F. D., & Wildenger, L. K. (2007). The transition to kindergarten: Family experiences and involvement. Early Childhood Education Journal, 35, 83-88.
McIntyre, L. L., Gresham, F. M., DiGennaro, F. D., & Reed, D. D. (2007). Treatment integrity of school-based interventions with children in the Journal of Applied Behavior Analysis 1991-2005. Journal of Applied Behavior Analysis, 40(4), 659-672.
Phaneuf, L., & McIntyre, L. L. (2007). Effects of individualized video feedback combined with group parent training on maternal inappropriate behavior. Journal of Applied Behavior Analysis, 40(4), 737-741.
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 15 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 disorders. 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 National Institutes of Health/National Institute of Child Health and Human Development (NIH/NICHD) and the U.S. Department of Education/Institute of Education Sciences (IES) to support this work.