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Laura Lee McIntyre

Researcher at University of Oregon

Publications -  102
Citations -  4743

Laura Lee McIntyre is an academic researcher from University of Oregon. The author has contributed to research in topics: Autism & Autism spectrum disorder. The author has an hindex of 29, co-authored 86 publications receiving 4129 citations. Previous affiliations of Laura Lee McIntyre include University of Toronto & Syracuse University.

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Pre-school children with and without developmental delay: behaviour problems and parenting stress over time

TL;DR: In this paper, the early manifestation and continuity of problem behaviours in 205 pre-school children with and without developmental delays were studied, and a transactional model fit the relationship between parenting stress and behaviour problems: high parenting stress contributed to a worsening in child behaviour problems over time.
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Syndrome Specificity and Behavioural Disorders in Young Adults with Intellectual Disability: Cultural Differences in Family Impact.

TL;DR: Caregivers of young adults with autism report more maladaptive behaviour problems and lower personal well-being, or stress, relative to other diagnostic groups, regardless of cultural group, however, cultural differences exist in caregiver reports of depression, morale, and positive perceptions.
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The transition to school: Adaptation in young children with and without intellectual disability.

TL;DR: Fostering early social skills may be an important target for increasing the positive adaptation to school for young children, especially those with ID.
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Treatment integrity of school-based interventions with children in the journal of applied behavior analysis 1991-2005.

TL;DR: Although there was a substantial increase in reporting operational definitions of independent variables, results suggest that there was only a modest improvement in reported integrity over the past 30 years of JABA studies.
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Transition to kindergarten: Family experiences and involvement

TL;DR: This paper investigated the family experiences and involvement in kindergarten transition in 132 families whose children had completed early education programs and were beginning kindergarten and found that the majority of families wanted more involvement in the transition to kindergarten planning and wanted information about kindergarten readiness, including academic and behavioral expectations.