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Nancy S. McIntyre
Researcher at University of Central Florida
Publications - 41
Citations - 902
Nancy S. McIntyre is an academic researcher from University of Central Florida. The author has contributed to research in topics: Autism & Reading comprehension. The author has an hindex of 13, co-authored 38 publications receiving 533 citations. Previous affiliations of Nancy S. McIntyre include University of North Carolina at Chapel Hill & University of California, Davis.
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Journal ArticleDOI
Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review
Kara Hume,Jessica R. Steinbrenner,Samuel L. Odom,Kristi L. Morin,Kristi L. Morin,Sallie W. Nowell,Brianne Tomaszewski,Susan Szendrey,Nancy S. McIntyre,Nancy S. McIntyre,Serife Yücesoy-Özkan,Serife Yücesoy-Özkan,Melissa N. Savage,Melissa N. Savage +13 more
TL;DR: Odom et al. as mentioned in this paper described a set of practices that have evidence of positive effects with autistic children and youth, and reviewed 972 articles from which they found 28 focused intervention practices that met the criteria for evidence-based practice (EBP).
Journal ArticleDOI
A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity.
Nancy S. McIntyre,Emily J. Solari,Ryan P. Grimm,Lindsay Lerro,Joseph E. Gonzales,Peter Clive Mundy +5 more
TL;DR: Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity.
Journal ArticleDOI
Social attention in a virtual public speaking task in higher functioning children with autism.
William Jarrold,Peter Clive Mundy,Mary Gwaltney,Jeremy N. Bailenson,Naomi Hatt,Nancy S. McIntyre,Kwanguk Kim,Marjorie Solomon,Stephanie Novotny,Lindsay Swain +9 more
TL;DR: The data in this study support the hypothesis of the Social Attention Model of ASD that social attention disturbance remains part of the school‐aged phenotype of autism that is related to syndrome‐specific problems in social learning.
Journal ArticleDOI
The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder.
Nancy S. McIntyre,Emily J. Solari,Joseph E. Gonzales,Joseph E. Gonzales,Marjorie Solomon,Lindsay Lerro,Stephanie Novotny,Tasha M. Oswald,Peter Clive Mundy +8 more
TL;DR: Results indicated that students with HFASD performed significantly lower on the majority of the reading and language tasks as compared to TD and ADHD groups, and structural equation models suggested that greater ASD symptomatology was related to poorer reading comprehension outcomes.
Journal ArticleDOI
A Virtual Joy-Stick Study of Emotional Responses and Social Motivation in Children with Autism Spectrum Disorder
Kwang Uk Kim,Kwang Uk Kim,M. Zachary Rosenthal,Mary Gwaltney,William Jarrold,Naomi Hatt,Nancy S. McIntyre,Lindsay Swain,Marjorie Solomon,Peter Clive Mundy +9 more
TL;DR: There was little evidence that a tendency to withdraw from social–emotional stimuli, or a failure to process social emotional stimuli, was a component of social behavior task performance in this sample of children with HFASD.