S
Stephanny F. N. Freeman
Researcher at University of California, Los Angeles
Publications - 37
Citations - 3749
Stephanny F. N. Freeman is an academic researcher from University of California, Los Angeles. The author has contributed to research in topics: Autism & Joint attention. The author has an hindex of 23, co-authored 37 publications receiving 3473 citations. Previous affiliations of Stephanny F. N. Freeman include Semel Institute for Neuroscience and Human Behavior.
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Journal ArticleDOI
Joint attention and symbolic play in young children with autism: a randomized controlled intervention study
TL;DR: This randomized controlled trial provides promising data on the specificity and generalizability of joint attention and play interventions for young children with autism.
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Language outcome in autism: Randomized comparison of joint attention and play interventions.
TL;DR: For children beginning treatment with the lowest language levels, the JA intervention improved language outcome significantly more than did the SP or control interventions, suggesting clinically significant benefits of actively treating JA and SP skills in young children with autism.
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Academic and Social Attainments of Children with Mental Retardation in General Education and Special Education Settings
TL;DR: In this article, 36 studies were reviewed on the academic and social attainments of school-age children with mental retardation and found that children in general education classes do not attain social acceptance ratings at as high a level as do their typically developing peers.
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Longitudinal Follow-Up of Children with Autism Receiving Targeted Interventions on Joint Attention and Play.
Connie Kasari,Connie Kasari,Amanda Gulsrud,Amanda Gulsrud,Stephanny F. N. Freeman,Tanya Paparella,Gerhard Hellemann +6 more
TL;DR: The study findings suggest that focusing on joint attention and play skills in comprehensive treatment models is important for long-term spoken language outcomes.
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Behavior problems, academic skill delays and school failure among school-aged children in foster care: Their relationship to placement characteristics
Bonnie T. Zima,Bonnie T. Zima,Regina Bussing,Stephanny F. N. Freeman,Xiaowei Yang,Thomas R. Belin,Steven R. Forness +6 more
TL;DR: Behavior problems by foster parent report were related to child suspension and/or expulsion from school, but were not associated with severe academic delays or grade retention, and placement characteristics were only sometimes related to these outcomes.