NAME   Tristram Harry Smith eRA COMMONS USER NAME THSMITH		POSITION TITLE   Assistant Professor of Pediatrics
EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing, and include postdoctoral training.)
INSTITUTION AND LOCATION	DEGREE (if applicable)		YEAR(s)	FIELD OF STUDY
Yale University (New Haven, CT)	B.A.		1983	Psychology
University of California, Los Angeles	M.A.		1985	Psychology
University of California, Los Angeles	Ph.D.		1990	Psychology

 

•A.      Positions and Honors

 

Positions and Employment

8/93-7/95         Visiting Assistant Professor, Drake University

8/95-8/00         Assistant Professor, Washington State University

9/00-present    Assistant Professor, University of Rochester Medical Center

1/05-present    Associate Director for Research, Strong Center for Developmental Disabilities, University of

Rochester Medical Center

Other Experience and Professional Memberships

1988-1991       Investigator, Early Intervention for Children with Mild to Moderate Mental

Retardation (Office of Education Grant H133G80103)

1990-1993       Lecturer Department of Psychology, University of California, Los Angeles

1995-2002       Investigator, Multi-site Young Autism Project (NIMH Grant R01 MH48663)

1997-2000       National Early Childhood Technical Assistance System Consortium

on Autism                                                                                           

1998                Visiting Assistant Professor, University of British Columbia, Vancouver, B.C., Canada

2002-2004      Working Group on Methodological Challenges in Autism Treatment Research, National Institute of Mental Health

2005-               Scientific Advisory Board, National Alliance for Autism Research

2005-               National Standards Committee on Evidence-Based Practice for Autism

B.  Selected peer-reviewed publications (in chronological order)

Smith, T., Parker, T., Taubman, M., Buch, G., & Lovaas, O.I. (1992). Transfer of staff training from workshops to group homes: A failure to generalize treatment skills across settings.  Research in Developmental Disabilities, 13, 57-71.

Eikeseth, S., & Smith, T. (1992). Development of functional and equivalence classes in high-functioning autistic children: The role of naming. Journal of the Experimental Analysis of Behavior, 58, 123-133.

McEachin, J.J., Smith, T., & Lovaas, O.I. (1993). Long-term outcome of children with autism who received early intensive behavioral treatment.  American Journal on Mental Retardation, 97, 359-372.

Smith, T. (1994). Improving memory to promote maintenance of treatment gains in children with autism. he Psychological Record, 44, 459-473.

Smith, T., Klevstrand, M., & Lovaas, O.I. (1995). Behavioral treatment of Rett's Disorder: Lack of success in three cases. American Journal on Mental Retardation, 100, 317-322.

Smith, T., Eikeseth, S., Klevstrand, M., & Lovaas, O.I. (1997). Outcome of early intervention for children with pervasive developmental disorder and severe mental retardation. American Journal on Mental Retardation, 102, 228-237.

Smith, T. (1999).  Outcome of early intervention for children with autism. Clinical Psychology: Science and Practice, 6, 33-49.

Smith, T., Groen, A., & Wynn, J. W. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation, 104, 269-285.

Smith, T., Buch, G.A., & Evslin, T. (2000). Parent-directed, intensive early intervention for children with pervasive developmental disorder. Research in Developmental Disabilities, 21, 297-309.

Smith, T., & Haug, M.A. (2000). Parental perceptions of supplemental interventions received by young children with autism in intensive behavior analytic treatment. Behavioral Interventions, 15, 83-97.

Smith, T. (2001).  Discrete trial training in the treatment of autism. Focus on Autism and Related Disorders, 16, 86-92.

Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral treatment at school for 4- to 7-year-old children with autism: A 1-year comparison controlled study. Behavior Modification, 26, 49-68.

Smith, T., Lovaas, N. W., & Lovaas, O. I. (2002). Behavior of high-functioning children with autism and their peers when placed with typically developing versus delayed peers: A preliminary study. Behavioral Interventions, 17, 1-15.

Davis, B. J., Smith, T., & Donahoe, P. (2002). Evaluating supervisors in the UCLA Treatment Model for children with Autism: Validation of an assessment procedure. Behavior Therapy, 31, 601-614.

Wynn, J. W., & Smith, T. (2003). Generalization between expressive and receptive language in young children with autism. Behavioral Interventions, 18, 245-266.

Downs, A., & Smith T. (2004). Emotional understanding, cooperation, and social behavior development in high-functioning children with autism. Journal of Autism and Developmental Disorders, 34, 625-636.

Beglinger, L. J., & Smith, T. (2005). Concurrent validity of social subtype as a measure of response to early intensive behavioral intervention for children with autism. Journal of Autism and Developmental Disorders, 35, 295-303.

Lord, C., Wagner, A., Rogers, S., Szatmari, P., Aman, M., Charman, T., et al. [20^th author] (2005). Challenges in evaluating psychosocial interventions for autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35, 696-708.

Cohen, H. Amerine-Dickens, M., & Smith, T. (2006). Early intensive behavioral treatment: Replication of the UCLA Model in a community setting. Journal of Developmental and Behavioral Pediatrics, 27, S145-S155.

Eldevik, S., Eikeseth, S., Jahr, E., & Smith, T. (2006). Effects of low-intensive behavioral treatment for children with autism and mental retardation. Journal of Autism and Developmental Disorders, 36, 211-224.

Mozingo, D., Smith, T., Riordan, M. R., Reiss, M. L., & Bailey, J. R. (2006). Enhancing frequency recording by developmental disabilities treatment staff. Journal of Applied Behavior Analysis, 36, 253-256.

Smith, T., Mruzek, D. W., Wheat, L. A., & Hughes, C. (2006). Error correction in discrimination training for children with autism. Behavioral Interventions, 21, 245-264.

Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., Odom, S., Rogers, S., et al. (2007). Designing research studies on psychosocial interventions in autism. Journal of Autism and Developmental Disorders, 37, 354-366.

Mruzek, D. W., Cohen, C., & Smith, T. (2007). Contingency contracting with students with autism spectrum disorders. Journal of Developmental and Behavioral Disabilities, 19, 103-114.

Eikeseth, S., Smith, T., Eldevik, S., & Jahr, E. (2007). Outcome for children with autism who began intensive behavioral treatment between age four and seven: A comparison controlled study. Behavior Modification, 31, 264-278.

Johnson, C. R., Handen, B. L., Butter, E., Wagner, A., Mulick, J., Sukhodolsky, D. G., et al. [15^th author]. (in press). Development of a parent training program for children with pervasive developmental disorders. Behavioral Interventions.

 

C.   Research Support

Genotype and Phenotype of Autism

Principal Investigator: Patricia Rodier, University of Rochester Medical Center

Agency: National Institute of Mental Health

Type: U54 (MH066397) Funding Period: 5/03 - 5/08

Goal: This project focuses on creating an autism research center and conducting studies on predicting response to early intervention, evaluating a dietary evaluation, and examining facial expressions in children with autism

Role: Investigator in the studies on early intervention and diet

 

University Centers of Excellence

Principal Investigator: Philip W. Davidson, University of Rochester Medical Center

Agency: Administration on Developmental Disabilities

Type: 90 DD (5020) Funding Period: 7/1/04 - 6/30/09

Goal: The goal of this project is to maintain a university center of excellence in clinical service, community training, and research related to developmental disabilities

Role: Associate Director for Research

 

Using Technology to Treat Autism

Principal Investigator: Alejandro Terrazas, MediaBalance, Inc.

Agency: National Science Foundation

Type: SBIR (IIP-0637443)  Funding Period: 12/19/06 - 6/19/07

Goal: The purpose of this project is to develop wireless mobile ad hoc networking technology for automating data collection and data management in behavioral interventions for children with autism.

Role: PI of subcontract to the University of Rochester (0.3 calendar months)

 

Autism Treatment Network

Principal Investigator: Susan Hyman, University of Rochester Medical Center

Agency: Autism Speaks

Type: Foundation  Funding Period: 1/1/08 - 12/31/10

Goal: This network was formed in order to develop a standard database that would support the development of medical standards of care for individuals with autism spectrum disorders.

Role: Co-PI

 

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