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Matthew D. Lerner
Stony Brook University
52Publications
18H-index
1,197Citations
Publications 52
Newest
Published on Jul 5, 2019in Autism Research 3.70
Melissa H. Black3
Estimated H-index: 3
(Curtin University),
Soheil Mahdi5
Estimated H-index: 5
(KI: Karolinska Institutet)
+ 11 AuthorsAlycia K. Halladay20
Estimated H-index: 20
(Autism Science Foundation)
Perspectives of Key Stakeholders on Employment of Autistic Adults across the USA, Australia and Sweden
Published on Jun 14, 2019in Autism 3.90
Connor Kerns (UBC: University of British Columbia), Steven J Berkowitz (CU: University of Colorado Boulder)+ 3 AuthorsCraig J. Newschaffer46
Estimated H-index: 46
(Drexel University)
Using a cross-sectional survey of 673 multidisciplinary autism spectrum disorder providers recruited from five different sites in the United States, we examined the frequency with which community-b...
Published on May 12, 2019in Autism Research 3.70
Nicole M. Russo-Ponsaran6
Estimated H-index: 6
,
Matthew D. Lerner18
Estimated H-index: 18
(SBU: Stony Brook University)
+ 4 AuthorsSamantha L. Sommer (SBU: Stony Brook University)
Published on May 1, 2019in Autism 3.90
Melissa Scott4
Estimated H-index: 4
(Curtin University),
Ben Milbourn2
Estimated H-index: 2
(Curtin University)
+ 6 AuthorsSonya Girdler19
Estimated H-index: 19
(Curtin University)
The aim of this study is to holistically synthesise the extent and range of literature relating to the employment of individuals with autism spectrum disorder. Database searches of Medline, CINAHL,...
Published on Mar 8, 2019in Autism 3.90
Tamara E. Rosen3
Estimated H-index: 3
(SBU: Stony Brook University),
Christine J Spaulding2
Estimated H-index: 2
(SBU: Stony Brook University)
+ 1 AuthorsMatthew D. Lerner18
Estimated H-index: 18
(SBU: Stony Brook University)
Supportive school services are a primary service modality for youth with autism spectrum disorder. Autism spectrum disorder, as well as co-occurring psychiatric symptoms and low intellectual abilities, interfere with academic achievement and therefore influence decisions about school services. Therefore, we examined the association of parent, teacher, and clinician ratings of autism spectrum disorder and co-occurring psychiatric symptom severity and intellectual functioning with school services....
Published on Nov 7, 2018
Matthew D. Lerner18
Estimated H-index: 18
(SBU: Stony Brook University),
Tamara E. Rosen3
Estimated H-index: 3
(SBU: Stony Brook University)
+ 2 AuthorsAlan H. Gerber1
Estimated H-index: 1
(SBU: Stony Brook University)
Published on Nov 1, 2018in Journal of Autism and Developmental Disorders 2.79
Matthew D. Lerner18
Estimated H-index: 18
(SBU: Stony Brook University),
Carla A. Mazefsky22
Estimated H-index: 22
(University of Pittsburgh)
+ 3 AuthorsKenneth D. Gadow48
Estimated H-index: 48
(SBU: Stony Brook University)
Youth with autism spectrum disorder (ASD) experience high rates of psychiatric symptoms, but the relation between verbal ability and psychiatric symptoms is unknown. This study utilized a large sample of clinically referred inpatient and outpatient youth with ASD to compare psychiatric comorbidity between verbal and minimally-verbal youth, adjusting for nonverbal IQ, age, and ASD symptom severity. Results indicated that verbal youth were more likely to present with and meet clinical cutoffs for ...
Published on Oct 1, 2018in Autism 3.90
Elliot Gavin Keenan1
Estimated H-index: 1
(SBU: Stony Brook University),
Katherine Gotham18
Estimated H-index: 18
(Vandy: Vanderbilt University),
Matthew D. Lerner18
Estimated H-index: 18
(SBU: Stony Brook University)
Repetitive cognition, including rumination such as that seen in depression, has been shown to correlate with depression symptoms in both typically developing individuals and individuals with autism spectrum disorder. Repetitive cognition is more common in autism spectrum disorder than in typically developing peers, as is depression; thus, this study evaluated the role of repetitive cognition in relation between autism spectrum symptomatology and depressive symptomatology. In all, 200 typically d...
Published on Jul 1, 2018in Developmental Science 4.10
Thalia R. Goldstein11
Estimated H-index: 11
(GMU: George Mason University),
Matthew D. Lerner18
Estimated H-index: 18
(SBU: Stony Brook University)
Pretense is a naturally occurring, apparently universal activity for typically developing children. Yet its function and effects remain unclear. One theorized possibility is that pretense activities, such as dramatic pretend play games, are a possible causal path to improve children's emotional development. Social and emotional skills, particularly emotional control, are critically important for social development, as well as academic performance and later life success. However, the study of suc...
Published on Jun 1, 2018in Journal of Clinical Psychology 2.06
Krister W. Fjermestad11
Estimated H-index: 11
(University of Oslo),
Matthew D. Lerner18
Estimated H-index: 18
(SBU: Stony Brook University)
+ 5 AuthorsWendy K. Silverman12
Estimated H-index: 12
(Yale University)
Objective We examined whether motivation and treatment credibility predicted alliance in a 10-session cognitive behavioral treatment delivered in community clinics for youth anxiety disorders. Method Ninety-one clinic-referred youths (meanage = 11.4 years, standard deviation = 2.1, range 8–15 years, 49.5% boys) with anxiety disorders-rated treatment motivation at pretreatment and perceived treatment credibility after session 1. Youths and therapists (YT) rated alliance after session 3 (early) an...
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