Amy Wetherby Ph.D.
Distinguished Research Professor and Director, Autism Institute
Job Description
Director of the FSU, College of Medicine, Autism Institute
Executive Director of the FSU, College of Medicine, Center for Autism and Related Disabilities
Biosketch
I am a Distinguished Research Professor in the Department of Clinical Sciences and Director of the Autism Institute in the College of Medicine at Florida State University (FSU). I am a Fellow of the American Speech-Language-Hearing Association with over 40 years of clinical experience. I am Executive Director of the FSU Center for Autism and Related Disabilities. I served on the National Academy of Sciences Committee for Educational Interventions for Children with Autism. I also served on the DSM-5 Neurodevelopmental Workgroup of the American Psychiatric Association, which revised the diagnostic criteria for Autism Spectrum Disorder (ASD) and other developmental disorders for the DSM-5. I am Project Director of the FIRST WORDS Project, a longitudinal research investigation on early detection of communication delay and ASD, funded by the US DOED, NIH, and CDC. I was Principal Investigator (PI) of two randomized controlled trials (RCT), an efficacy study of the Early Social Interaction (ESI) model to teach parents of toddlers with ASD how to embed intervention strategies in their everyday activities funded by NIMH and another efficacy study training teachers to support communication of students with ASD in the classroom funded by US DOED. I was PI at FSU for a collaborative research site in the Autism Intervention Research Network on Behavior Health (AIR-B) funded by HHS, HRSA.
I bring unique research and clinical expertise infusing technology to improve early detection and parent-implemented early intervention. I have extensive experience developing and implementing screening tools for ASD and communication delays in large population-based samples of children 9-24 months of age, which has culminated in the development of Baby Navigator. I also have experience directing multisite RCTs. I am lead investigator of a randomized controlled trial that is part of the Emory Autism Center of Excellence to test the efficacy of teaching parents of infants with early signs of ASD how to embed evidence-based intervention strategies into everyday activities. I am co-developer of Autism Navigator®, an innovative collection of online tools and courses designed to bridge the gap between science and community practice using a highly interactive web platform with extensive video footage to illustrate effective evidence-based practice. I am PI on an Autism Center of Excellence ACTION Network to blend clinical effectiveness and implementation research designs to study individual and combined effects of 2 evidence-based interventions in real world settings. I am also PI on a new collaborative research project to implement an effectiveness RCT of Mobile Coaching with the ESI model for parents of toddlers with ASD identified at 18 months. The overarching goal of the collective efforts of my research is to build the capacity of healthcare and education systems to improve early detection and provide access to cost-efficient early intervention that is feasible for far-reaching community implementation.
Education
State University of New York at Buffalo, NY, B.A., Communication Disorders and Sciences
University of California, Santa Barbara/San Francisco, CA, Ph.D., Speech and Hearing Sciences
Honors/Awards
1998 - Fellow of the American Speech-Language Hearing Association
2001 - Laurel Schendel Professor of Communication Disorders, FSU
2010 - Distinguished Research Professor, FSU
2014 - Guardian of the Flame Award Recipient, FSU
2015 - Trailblazer Award, The Oasis Center for Women & Girls, Tallahassee, Florida
2016 - 2016 Lectureship Award in Recognition of Contribution to the Field of Developmental and
Behavioral Pediatrics, Society for Developmental & Behavioral Pediatrics
2018 - Honors of the American Speech-Language Hearing Association
2019 - Florida TaxWatch Productivity Award for innovation to improve services and save money for FL
2019 - International Society for Autism Research Fellow
Memberships
1999-2001 -- National Academy of Sciences, Steering Committee for Educational Interventions for Autistic Children, Invited committee member to plan workshops and write a report of findings and conclusions. Washington, D.C.
2004-2005 -- American Speech-Language-Hearing Association, Chair, Ad Hoc Committee on ASD to develop practice parameters for speech-language pathologists.
2008-2013 -- American Psychiatric Association, Neurodevelopmental Disorders Work Group of the Task Force on the Diagnostic and Statistical Manual of Mental Disorders- Fifth Edition (DSM-5).
2012-present -- American Academy of Neurology, Invited member of the Guidelines for Behavioral Treatment of Autism Spectrum Disorders Panel.
Research Focus
1. My first line of research has focused on the development of communication and language abilities in the 2nd year of life and early detection of language and communication delays. I developed and documented the validity of the Communication and Symbolic Behavior Scales, a naturalistic standardized assessment tool of social communication in children 8 to 24 months of age. This research has contributed significantly to differentiating children who are late in talking because they are late bloomers from those with persisting language delays or autism by identifying a collection of prelinguistic predictors of later social communication and language outcomes. This has culminated in a new screening tool to identify children with autism and communication disorders early.
2. My second line of research has identified early red flags of ASD in the 2nd year of life. We created profiles of social communication and repetitive behaviors that differentiate toddlers with ASD, developmental delay in which ASD has been ruled out, and typical development. This research has identified specific red flags of ASD based on observational measures in clinical and home contexts and has important implications for improving early detection of ASD in infants and toddlers.
3. I have also focused on developmental trajectories of a longitudinal sample of children screened in primary care settings for communication delay and ASD. I serve as Director of the FIRST WORDS Project that has screened over 25,000 children from primary care in Florida over the past 15 years. We have invited over 3,000 children for a communication evaluation in the 2nd year of life and about 1,000 children for follow-up diagnostic evaluation at 2-5 years of age. With this unique community-based sample, we have documented the validity of parent report and observation screening tools and the stability and change in diagnostic symptoms based on the DSM-5. This research has documented early symptomatology of ASD in a large primary care sample and provided support for the 2-factor structure of ASD in the DSM-5 for toddlers.
4. We have evaluated and documented the effectiveness of the ESI treatment model, a parent-implemented intervention for toddlers with ASD. Our first randomized controlled trial showed differential treatment effects on not only changing strategies used by parents but also on children’s outcomes on social communication, language, and adaptive behavior. These findings offer evidence supporting a cost-efficient and community-viable early intervention approach that can be implemented in natural environments.
5. My most recent research uses implementation science to engage families and professionals in early detection of communication disorders and ASD. We have conducted a series of focus groups to get input from very diverse families and community stakeholders. At the request of Florida State University, we developed a small business spin-off to deploy a collection of web-based courses and tools, with information on language development (https://babynavigator.com) and autism (https://autismnavigator.com). This research is ongoing with publications summarizing what we have learned from community stakeholders and findings on diverse cultures in low resource settings. We are deploying the online courses and screening tool for communication delay and ASD in two NIH-funded studies to recruit a new community-based sample at 9-18 months of age. This research has important implications for mobilizing community systems to reduce the age of detection and disparities in access to early intervention in the US and globally.
Publications
Guthrie, W., Wetherby, A.M., Woods, J., Schatschneider, C., Holland, R.D., Morgan, L. & Lord, C.E. (in press). The Earlier the Better: An RCT of Treatment Timing Effects for Toddlers on the Autism Spectrum. Autism.
Delehanty, A.D., Hooker, J. L., and Wetherby, A. M. (in press). Verbal Responsiveness in Parents of Toddlers with and without Autism During a Home Observation. Journal of Autism and Developmental Disorders.
Day, T.N., Mazefsky, C.A., & Wetherby, A.M. (2022). Characterizing Difficulties with Emotion Regulation in Toddlers with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 96, 101992. https://doi.org/10.1016/j.rasd.2022.101992
Zwaigenbaum, L., Bishop, S., Stone, W.L., Ibanez, L., Halladay, A., Goldman, S., Kelly, A., Klaiman, C., Lai, M.C., Miller, M., Saulnier, C., Siper, P., Sohl, K., Warren, Z., and Wetherby, A. (2021). Rethinking ASD Assessment for Children During COVID-19 and Beyond. Autism Research. https://doi.org/10.1002/aur.2615
Wickstrom, J., Dell'Armo, K., Salzman, E., Hooker, J. L., Delehanty, A., Bishop, S., Tasse, M., Wetherby, A.M., Piergies, A., Damiano, D., Rauch, A., & Thurm, A. (2021). Systematic Review: Recommendations for Rehabilitation in ASD and ID from Clinical Practice Guidelines. Archives of Rehabilitation Research and Clinical Translation, 3(3), 100140. https://doi.org/10.1016/j.arrct.2021.100140
Bradshaw, J., McCracken, C., Lewis, M., Brane, N., Delehanty, A., Day, A., Federico, A., Klaiman, C., Saulnier, C., Klin, A., & Wetherby, A. (2021). Early Social Communication Development in Infants with Autism Spectrum Disorder. Child Development, 92, 2224–2234. https://doi.org/10.1111/cdev.13683
Wetherby, A., Guthrie, W., Lord, C., Woods, J., Petkova, E., Day, T., Pierce, K., Shumway, S., Thurm, A., & Ozonoff, S. (2021). Preliminary field-testing of the Early Screening for Autism and Communication Disorders. Autism, 25(7), 2112-2123. DOI: 10.1177/13623613211012526
Pileggi, M., Brane., Bradshaw, J., Delehanty, A., Day, T., McCracken, C., Stapel-Wax, J., & Wetherby, A.M. (2021). Early Observation of Red Flags in 12-month-old Infant Siblings Later Diagnosed with Autism Spectrum Disorder. American Journal of Speech-Language Pathology, 30(4), 1846-1855. https://doi.org/10.1044/2020_AJSLP-20-00165
Delehanty, A.D. and Wetherby, A.M. (2021). Rate of communicative gestures and developmental outcomes in toddlers with and without autism spectrum disorder during a home observation. American Journal of Speech-Language Pathology, 30(2), 649-662. https://doi.org/10.1044/2020_AJSLP-19-00206
Schrader, E., Delehanty, A.D., Casler, A., Petrie, E., Rivera, A., Harrison, K., Paterniti, T., Sebastiany, L., Nottke, C., Sohl, K., Levy, S.E., and Wetherby, A.M. (2020). Integrating a new online autism screening tool in primary care to lower the age of referral. Clinical Pediatrics, 59(3), 305-309. https://doi.org/10.1177/0009922819900947
Buckley, A., Hirtz, D.G., Oskoui, M., Armstrong, M.J., Batra, A., Bridgemohan, C., Coury, D., Dawson, G., Donley, D., Findling, R., Gaughan, T., Gloss, D., Gronseth, G., Kessler, R., Merillat, S.A., Michelson, D.J., Owens, J., Pringsheim, T.M., Sikich, L., Stahmer, A., Thurm, A., Tuchman, R., Warren, Z., Wetherby, A., Wiznitzer, M. & Ashwal, S. (2020). Practice guideline: Treatment for insomnia and disrupted sleep behavior in children and adolescents with autism spectrum disorder. Neurology, 94(9), 392-404. DOI: https://doi.org/10.1212/WNL.0000000000009033
Bradshaw, J., Trumbull, A., Stapel-Wax, J., Gillespie, S., George, N., Saulnier, C., Klaiman, C., Woods, J., Call, N., Klin, A. & Wetherby, A. (2020). Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder. Autism, 24(7), 1874-1884. https://doi.org/10.1177/1362361320928829
Morgan, L., Delehanty, A.D., Cleary Dillon, J. E., Schatschneider, C., & Wetherby, A.M. (2020). Measures of early social communication and vocabulary production to predict language outcomes at two and three years in late-talking toddlers. Early Childhood Research Quarterly, 51, 366-378. http://dx.doi.org/10.1016/j.ecresq.2019.12.005
Dow, D., Day, T.N., Kutta, T.J., Nottke, C., and Wetherby, A.M. (2020). Screening for autism spectrum disorder in a naturalistic home setting using the Systematic Observation of Red Flags (SORF) at 18-24 months. Autism Research, 13, 122-133. DOI: 10.1002/aur.2226
Hooker, J.L., Dow, D., Morgan, L., Schatschneider, C., & Wetherby, A.M. (2019). Psychometric analysis of the repetitive behavior scale-revised using confirmatory factor analysis in children with autism. Autism Research, 12, 1399-1410. http://dx.doi.org/10.1002/aur.2159
Dow, D., Morgan, L., Hooker, J.L., Michaels, M., Joiner, T., Woods, J.J., & Wetherby, A.M., (2019). Anxiety, depression, and the interpersonal theory of suicide in a community sample of adults with autism spectrum disorder. Archives of Suicide Research, 1-18. https://doi.org/10.1080/13811118.2019.1678537
Wetherby, A., Woods, J. Guthrie, W., Delehanty, A., Brown, J.A., Morgan, L., Holland, R.D., Schatschneider, C., & Lord, C. (2018). Changing developmental trajectories of toddlers with autism spectrum disorder: Strategies for bridging research to community practice. Journal of Speech, Language, Hearing Research, 61(11), 2615-2628. https://doi.org/10.1044/2018_JSLHR-L-RSAUT-18-0028
Chambers, N.J., de Vries, P.J., Delehanty, A.D., & Wetherby, A.M. (2018). Feasibility of utilizing Autism Navigator® for Primary Care in South Africa. Autism Research, 11(11), 1511-1521. https://doi.org/10.1002/aur.2018
Morgan, L., Hooker, J.L., Sparapani, N., Reinhardt, V., Schatschneider, C., Wetherby, A.M. (2018). Cluster Randomized Trial of the Classroom SCERTS Intervention for Elementary Students with Autism Spectrum Disorder. Journal of Consulting and Clinical Psychology, 86, 631-644. http://dx.doi.org/10.1037/ccp0000314
Delehanty, A.D., Stronach, S.T., Guthrie, W., Slate, E., & Wetherby, A.M. (2018). Verbal and nonverbal outcomes of toddlers with and without autism spectrum disorder, language delay, and global developmental delay. Autism & Developmental Language Impairments, 3, 1-19. http://dx.doi.org/10.1177/2396941518764764
Broder-Fingert, S., Carter, S., Pierce, K., Stone, W., Wetherby, A., Sheldrick, C., Smith, C., Bacon, E., James, S., Ibañez, L., Feinberg, E. (2018). Implementing Systems-Based Innovations to Improve Access to Early Screening, Diagnosis, and Treatment Services for Children with Autism Spectrum Disorder: an ASD PEDS Network Study. Autism. https://doi.org/10.1177/1362361318766238.
Stronach, S.T. & Wetherby, A.M. (2017). Observed and parent-report measures of social communication in toddlers with and without autism spectrum disorder across race/ethnicity. American Journal of Speech-Language Pathology, 26, 355-368. https://doi.org/10.1044/2016_AJSLP-15-0089.
Dow, D., Guthrie, W., Stronach, S.T., & Wetherby, A.M. (2017). Psychometric analysis of the Systematic Observation of Red Flags for autism spectrum disorder in toddlers. Autism, 21, 301-309. https://doi.org/10.1177/1362361316636760
Chambers, N., Wetherby, A.M., Stronach, S.T., Njongwe, N., Kauchali, S., & Grinker, R. (2017). Early detection of autism spectrum disorder in young isiZulu-speaking children in South Africa. Autism: 21, 518-526. https://doi.org/10.1177/1362361316651196.
Sparapani, N., Morgan, L., Reinhardt, V., Schatschneider, C., & Wetherby, A. (2016). Evaluation of classroom active engagement in elementary students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46, 782-796. http://dx.doi.org/10.1007/s10803-015-2615-2
Chambers, N., Stronach, S.T., & Wetherby, A.M. (2016). Performance of South African Children on the Communication and Symbolic Behavior Scales-Developmental Profile (CSBS-DP). International Journal of Language and Communication Disorders, 51, 265-275. http://dx.doi.org/10.1111/1460-6984.12203
Zwaigenbaum, L., Bauman, M., Choueiri, R., Fein, D., Kasari, C., Pierce, K., Stone, W., Yirmiya, N., Estes, A., Hansen, R., McPartland, J., Natowicz, M., Buie, T., Carter, A., Davis, P., Granpeesheh, D., Mailoux, Z., Newschaffer, C., Robins, D., Roley, S., Wagner, S., & Wetherby, A. (2015). Early identification and interventions for autism spectrum disorder: Executive summary. Pediatrics, 136, S1-S9. http://dx.doi.org/10.1542/peds.2014-3667B
Zwaigenbaum, L., Bauman, M., Stone, W., Yirmiya, N., Estes, A., Hansen, R., McPartland, J., Natowicz, M., Choueiri, R., Fein, D., Kasari, C., Pierce, K., Buie, T., Carter, A., Davis, P., Granpeesheh, D., Mailoux, Z., Newschaffer, C., Robins, D., Roley, S., Wagner, S., & Wetherby, A. (2015). Early identification of autism spectrum disorder: Recommendations for Practice and Research. Pediatrics, 136, S10-S40. http://dx.doi.org/10.1542/peds.2014-3667C
Zwaigenbaum, L., Bauman, M., Fein, D., Pierce, K., Buie, T., Davis, P., Newschaffer, C., Robins, D., Wetherby, A., Choueiri, R., Kasari, C., Stone, W., Yirmiya, N., Estes, A., Hansen, R., McPartland, J., Natowicz, M., Carter, A., Granpeesheh, D., Mailoux, Z., Roley, S., & Wagner, S. (2015). Early screening of autism spectrum disorder: Recommendations for Practice and Research. Pediatrics, 136, S41-S59. http://dx.doi.org/10.1542/peds.2014-3667D
Zwaigenbaum, L., Bauman, M., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D., Mailoux, Z., Roley, S., Wagner, S., Fein, D., Pierce, K., Buie, T., Davis, P., Newschaffer, C., Robins, D., Wetherby, A., Stone, W., Yirmiya, N., Estes, A., Hansen, R., McPartland, J., & Natowicz, M., (2015). Early intervention for children with autism spectrum disorder under 3 years of age: Recommendations for Practice and Research. Pediatrics, 136, S60-S81. http://dx.doi.org/10.1542/peds.2014-3667E
Esler, A.N., Hus Bal, V., Guthrie, W., Ellis Weismer, S., Wetherby, A.M., & Lord, C.E. (2015). The Autism Diagnostic Observation Schedule, Toddler Module: Standardized severity scores. Journal of Autism and Developmental Disorders, 1-17. http://dx.doi.org/10.1007/s10803-015-2432-7
Schreibman, L., Dawson, G., Stahmer, A., Landa, R., Rogers, S., McGee, G., Kasari, C., Ingersoll, B., Kaiser, A., Bruinsma, Y., McNerney, E., Wetherby, A. & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2411-2428. http://dx.doi.org/10.1007/s10803-015-2407-8
Klin, A., Wetherby, A., Woods, J., Saulnier, C., Stapel-Wax, J., Klaiman, C., Jones, W., Rubin, E., Scahill, L., Call, N., Bearss, K., Gunter, C., Courtemanche, C., Lemieux, A., Cox, J., Mandell, D., Van Decar, J., Miller, R., & Shireman, C. L. (2015). Toward innovative, cost-effective, and systemic solutions to improve outcomes and well-being of military families affected by ASD. The Yale Journal of Biology and Medicine, 88(1), 73-79. PMID: 25745376
Swineford, L., Thurm, A., Baird, G., Wetherby, A., & Swedo, D. (2014). Social (pragmatic) communication disorder: a research review of this new DSM-5 diagnostic category. Journal of Neurodevelopmental Disorders, 6, 41. http://dx.doi.org/10.1186/1866-1955-6-41
Reinhardt, V., Wetherby, A., Schatschneider, C. & Lord, C. (2014). Examination of sex differences in a large sample of young children with autism spectrum disorder and typical development. Journal of Autism and Developmental Disorders, 45, 697-706. http://dx.doi.org/10.1007/s10803-014-2223-6
Wetherby, A., Guthrie, W., Woods, J., Schatschneider, C., Holland, R., Morgan, L. & Lord, C. (2014). Parent-implemented social intervention for toddlers with autism: An RCT. Pediatrics, 134, 1084-1093. http://dx.doi.org/10.1542/peds.2014-0757
Kasari, C., Lawton, K., Shih, W., Landa, R., Lord, C., Orlich, F., King, B., Wetherby, A., & Senturk, D. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134, e72-e79. http://dx.doi.org/10.1542/peds.2013-3229
Stronach, S. & Wetherby, A. (2014). Examining restricted and repetitive behaviors in young children with autism spectrum disorder during two observational contexts. Autism: The International Journal of Research and Practice, 18, 127-136. http://dx.doi.org/10.1177/1362361312463616
Siller, M., Morgan, L., Turner-Brown, L., Baggett, K., Baranek, G., Brian, J., Bryson, S., Carter, A., Crais, E., Estes, A., Kasari, C., Landa, R., Lord, C., Messinger, D., Mundy, P., Odom, S., Resnick, J., Roberts, W., Rogers, S., Schertz, H., Smith, I., Stone, W., Watson, L., Wetherby, A., Yoder, P., & Zwaigenbaum, L. (2013). Designing studies to evaluate parent-mediated interventions for toddlers with autism spectrum disorder. Journal of Early Intervention, 35, 355-377. http://dx.doi.org/10.1177/1053815114542507
Guthrie, W., Swineford, L., Nottke, C., & Wetherby, A. (2013). Early diagnosis of autism spectrum disorder: Stability and change in clinical diagnosis and presentation. Journal of Childhood Psychology and Psychiatry, 54, 582-590. http://dx.doi.org/10.1111/jcpp.12008
Guthrie, W., Swineford, L., Wetherby, A., & Lord, C. (2013). Comparison of DSM-IV and DSM-5 factor structure models for toddlers with autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 52, 797-805. http://dx.doi.org/10.1016/j.jaac.2013.05.004
Plumb, A. & Wetherby, A. (2013). Vocalization development in toddlers with autism spectrum disorders. Journal of Speech, Language, Hearing Research, 56, 721-734. http://dx.doi.org/10.1044/1092-4388(2012/11-0104)
Barber, A., Wetherby, A., & Chambers, N. (2012). Brief report: Repetitive behaviors in young children with autism spectrum disorder and developmentally similar peers: A follow up to Watt et al. (2008). Journal of Autism and Developmental Disorders, 42, 2006-2012. http://dx.doi.org/10.1007/s10803-011-1434-3
Grinker, R., Chambers, N., Njongwe, N., Lagman, A., Guthrie, W., Stronach, S., Richard, B., Kauchali, S., Killian, B., Chhagan, M., Yucel, F., Kudumu, M., Barker-Cummings, C., Grether, J., & Wetherby, A. (2012). “Communities” in community engagement: Lessons from autism research in South Africa and South Korea. Autism Research, 5, 201-210. http://dx.doi.org/10.1002/aur.1229
Swedo, S., Baird, G., Cook, E., Happe, F., Harris, J., Kaufmann, W., King, B., Lord, C., Piven, J., Rogers, S., Spence, S., Wetherby, A., Wright, H. (2012). Commentary from the DSM-5 Workgroup on Neurodevelopmental Disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 51, 347-349. http://dx.doi.org/10.1016/j.jaac.2012.02.013
Shumway, S. & Wetherby, A. (2009). Communicative acts of children with autism spectrum disorders in the second year of life. Journal of Speech, Language, Hearing Research, 52, 1139-1156. http://dx.doi.org/10.1044/1092-4388(2009/07-0280)
Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R., Rice, M., Stoel-Gammon, C., Wetherby, A., & Yoder, P. (2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, Hearing Research, 52, 643-652. http://dx.doi.org/10.1044/1092-4388(2009/08-0136)
Morgan, L., Wetherby, A., & Barber, A. (2008). Repetitive and stereotyped movements in children with autism spectrum disorders late in the second year of life. Journal of Childhood Psychology and Psychiatry, 49, 826-837. http://dx.doi.org/10.1111/j.1469-7610.2008.01904.x
Wetherby, A., Brosnan-Maddox, S., Peace, V., & Newton, L. (2008). Validation of the Infant-Toddler Checklist as a broadband screener for autism spectrum disorders from 9 to 24 months of age. Autism, 12 (5), 455-479. http://dx.doi.org/10.1177/1362361308094501
Watt, N., Wetherby, A., Barber, A., & Morgan, L. (2008) Repetitive and stereotyped behaviors in children with autism spectrum disorders in the second year of life. Journal of Autism and Developmental Disorders, 38, 1518-1533. http://dx.doi.org/10.1007/s10803-007-0532-8
Wetherby, A., Watt, N., Morgan, L., & Shumway, S. (2007). Social communication profiles of children with autism spectrum disorders in the second year of life. Journal of Autism and Developmental Disorders, 37, 960-975. http://dx.doi.org/10.1007/s10803-006-0237-4
Watt, N., Wetherby, A., & Shumway, S. (2006). Prelinguistic predictors of language outcome at three years of age. Journal of Speech, Language, & Hearing Research, 49, 1224-1237.
Wetherby, A. & Woods, J. (2006). Effectiveness of early intervention for children with autism spectrum disorders beginning in the second year of life. Topics in Early Childhood Special Education, 26(2), 67-82.
Wetherby, A., Woods, J., Allen, L., Cleary, J., Dickinson, H., & Lord, C. (2004). Early indicators of autism spectrum disorders in the second year of life. Journal of Autism and Developmental Disorders, 34, 473-493. http://dx.doi.org/10.1007/s10803-004-2544-y
Prizant, B., Wetherby, A., Rubin, E., Laurent, A. (2003). The SCERTS Model: A transactional, family-centered approach to enhancing communication and socioemotional abilities of children with autism spectrum disorder. Infants and Young Children, 16, 296-316. http://dx.doi.org/10.1097/00001163-200310000-00004
Woods, J. & Wetherby, A. (2003). Early identification and intervention for infants and toddlers at-risk for autism spectrum disorders. Language, Speech, and Hearing Services in Schools. 34, 180-193. http://dx.doi.org/10.1044/0161-1461(2003/015)
Wetherby, A., Goldstein, H., Cleary, J., Allen, L., & Kublin, K. (2003). Early identification of children with communication delays: Concurrent and Predictive Validity of the CSBS Developmental Profile. Infants and Young Children, 16, 161-174.
Sjolander, M., Trautman, L., & Wetherby, A. (2003). A comparison of narrative structure between Swedish-speaking and English-speaking preschoolers. Contemporary Issues in Communication Sciences and Disorders, 30, 136-145. http://dx.doi.org/10.1044/cicsd_30_F_136
Wetherby, A., Allen, L., Cleary, J., Kublin, K., & Goldstein, H. (2002). Validity and reliability of the Communication and Symbolic Behavior Scales Developmental Profile with very young children. Journal of Speech, Language, & Hearing Research, 45, 1202-1219. http://dx.doi.org/10.1044/1092-4388(2002/097)
Wetherby, A. & Prizant, B. (1993). Profiling communication and symbolic abilities in young children. Journal of Childhood Communication Disorders, 15, 23-32.
Prizant, B. & Wetherby, A. (1993). Communication and language assessment for young children. Infants and Young Children, 5, 20-34.
Ogletree, B., Wetherby, A. & Westling, D. (1992). A profile of the prelinguistic intentional communicative behaviors of children with profound mental retardation. American Journal on Mental Retardation, 97, 186-196.
Wetherby, A. & Rodriguez, G. (1992). Measurement of communicative intentions in normal children during structured and unstructured contexts. Journal of Speech and Hearing Research, 35, 130-138.
Prizant, B. & Wetherby, A. (1990). Toward an integrated view of early language, communication and socioemotional development. Topics in Language Disorders, 10, 1-16.
Wetherby, A. (1989). Language intervention for autistic children: A look at where we have come in the past 25 years. Canadian Journal of Speech-Language Pathology and Audiology, 13, 15-28.
Wetherby, A., Yonclas, D., & Bryan, A. (1989). Communicative profiles of handicapped preschool children: Implications for early identification. Journal of Speech and Hearing Disorders, 54, 148-158.
Prizant, B. & Wetherby, A. (1988). Providing services to children with autism (0-2 years). Topics in Language Disorders, 9, 1-23.
Wetherby, A., Cain, D., Yonclas, D., & Walker, V. (1988). Analysis of intentional communication of normal children from the prelinguistic to the multiword stage. Journal of Speech and Hearing Research, 31, 240-252.
Prizant, B. & Wetherby, A. (1987). Communicative intent: A framework for understanding social-communicative behavior in autism. Journal of the American Academy of Child Psychiatry, 26, 472-479.
Wetherby, A. (1986). Ontogeny of communicative functions in autism. Journal of Autism and Developmental Disorders, 16, 295-316.
Wetherby, A. & Prutting, C. (1984). Profiles of communicative and cognitive-social abilities in autistic children. Journal of Speech and Hearing Research, 27, 364-377.
Wetherby, A. (1984). Possible neurolinguistic breakdown in autistic children. Topics in Language Disorders, 4, 19-33.
Wetherby, A. & Gaines, R. B. (1982). Cognition and language development in autism. Journal of Speech and Hearing Disorders, 47, 63-70.
Wetherby, A., Koegel, R. & Mendel, M. (1981). Central auditory nervous system dysfunction in echolalic autistic individuals. Journal of Speech and Hearing Research, 24, 420-429.
This article is reprinted in D. Arnst and J. Katz (Eds.), (1982). Central Auditory Assessment: The SSW Test Development and Clinical Use. San Diego: College-Hill Press.
Director of the FSU, College of Medicine, Autism Institute
Executive Director of the FSU, College of Medicine, Center for Autism and Related Disabilities
I am a Distinguished Research Professor in the Department of Clinical Sciences and Director of the Autism Institute in the College of Medicine at Florida State University (FSU). I am a Fellow of the American Speech-Language-Hearing Association with over 40 years of clinical experience. I am Executive Director of the FSU Center for Autism and Related Disabilities. I served on the National Academy of Sciences Committee for Educational Interventions for Children with Autism. I also served on the DSM-5 Neurodevelopmental Workgroup of the American Psychiatric Association, which revised the diagnostic criteria for Autism Spectrum Disorder (ASD) and other developmental disorders for the DSM-5. I am Project Director of the FIRST WORDS Project, a longitudinal research investigation on early detection of communication delay and ASD, funded by the US DOED, NIH, and CDC. I was Principal Investigator (PI) of two randomized controlled trials (RCT), an efficacy study of the Early Social Interaction (ESI) model to teach parents of toddlers with ASD how to embed intervention strategies in their everyday activities funded by NIMH and another efficacy study training teachers to support communication of students with ASD in the classroom funded by US DOED. I was PI at FSU for a collaborative research site in the Autism Intervention Research Network on Behavior Health (AIR-B) funded by HHS, HRSA.
I bring unique research and clinical expertise infusing technology to improve early detection and parent-implemented early intervention. I have extensive experience developing and implementing screening tools for ASD and communication delays in large population-based samples of children 9-24 months of age, which has culminated in the development of Baby Navigator. I also have experience directing multisite RCTs. I am lead investigator of a randomized controlled trial that is part of the Emory Autism Center of Excellence to test the efficacy of teaching parents of infants with early signs of ASD how to embed evidence-based intervention strategies into everyday activities. I am co-developer of Autism Navigator®, an innovative collection of online tools and courses designed to bridge the gap between science and community practice using a highly interactive web platform with extensive video footage to illustrate effective evidence-based practice. I am PI on an Autism Center of Excellence ACTION Network to blend clinical effectiveness and implementation research designs to study individual and combined effects of 2 evidence-based interventions in real world settings. I am also PI on a new collaborative research project to implement an effectiveness RCT of Mobile Coaching with the ESI model for parents of toddlers with ASD identified at 18 months. The overarching goal of the collective efforts of my research is to build the capacity of healthcare and education systems to improve early detection and provide access to cost-efficient early intervention that is feasible for far-reaching community implementation.
State University of New York at Buffalo, NY, B.A., Communication Disorders and Sciences
University of California, Santa Barbara/San Francisco, CA, Ph.D., Speech and Hearing Sciences
1998 - Fellow of the American Speech-Language Hearing Association
2001 - Laurel Schendel Professor of Communication Disorders, FSU
2010 - Distinguished Research Professor, FSU
2014 - Guardian of the Flame Award Recipient, FSU
2015 - Trailblazer Award, The Oasis Center for Women & Girls, Tallahassee, Florida
2016 - 2016 Lectureship Award in Recognition of Contribution to the Field of Developmental and
Behavioral Pediatrics, Society for Developmental & Behavioral Pediatrics
2018 - Honors of the American Speech-Language Hearing Association
2019 - Florida TaxWatch Productivity Award for innovation to improve services and save money for FL
2019 - International Society for Autism Research Fellow
1999-2001 -- National Academy of Sciences, Steering Committee for Educational Interventions for Autistic Children, Invited committee member to plan workshops and write a report of findings and conclusions. Washington, D.C.
2004-2005 -- American Speech-Language-Hearing Association, Chair, Ad Hoc Committee on ASD to develop practice parameters for speech-language pathologists.
2008-2013 -- American Psychiatric Association, Neurodevelopmental Disorders Work Group of the Task Force on the Diagnostic and Statistical Manual of Mental Disorders- Fifth Edition (DSM-5).
2012-present -- American Academy of Neurology, Invited member of the Guidelines for Behavioral Treatment of Autism Spectrum Disorders Panel.
1. My first line of research has focused on the development of communication and language abilities in the 2nd year of life and early detection of language and communication delays. I developed and documented the validity of the Communication and Symbolic Behavior Scales, a naturalistic standardized assessment tool of social communication in children 8 to 24 months of age. This research has contributed significantly to differentiating children who are late in talking because they are late bloomers from those with persisting language delays or autism by identifying a collection of prelinguistic predictors of later social communication and language outcomes. This has culminated in a new screening tool to identify children with autism and communication disorders early.
2. My second line of research has identified early red flags of ASD in the 2nd year of life. We created profiles of social communication and repetitive behaviors that differentiate toddlers with ASD, developmental delay in which ASD has been ruled out, and typical development. This research has identified specific red flags of ASD based on observational measures in clinical and home contexts and has important implications for improving early detection of ASD in infants and toddlers.
3. I have also focused on developmental trajectories of a longitudinal sample of children screened in primary care settings for communication delay and ASD. I serve as Director of the FIRST WORDS Project that has screened over 25,000 children from primary care in Florida over the past 15 years. We have invited over 3,000 children for a communication evaluation in the 2nd year of life and about 1,000 children for follow-up diagnostic evaluation at 2-5 years of age. With this unique community-based sample, we have documented the validity of parent report and observation screening tools and the stability and change in diagnostic symptoms based on the DSM-5. This research has documented early symptomatology of ASD in a large primary care sample and provided support for the 2-factor structure of ASD in the DSM-5 for toddlers.
4. We have evaluated and documented the effectiveness of the ESI treatment model, a parent-implemented intervention for toddlers with ASD. Our first randomized controlled trial showed differential treatment effects on not only changing strategies used by parents but also on children’s outcomes on social communication, language, and adaptive behavior. These findings offer evidence supporting a cost-efficient and community-viable early intervention approach that can be implemented in natural environments.
5. My most recent research uses implementation science to engage families and professionals in early detection of communication disorders and ASD. We have conducted a series of focus groups to get input from very diverse families and community stakeholders. At the request of Florida State University, we developed a small business spin-off to deploy a collection of web-based courses and tools, with information on language development (https://babynavigator.com) and autism (https://autismnavigator.com). This research is ongoing with publications summarizing what we have learned from community stakeholders and findings on diverse cultures in low resource settings. We are deploying the online courses and screening tool for communication delay and ASD in two NIH-funded studies to recruit a new community-based sample at 9-18 months of age. This research has important implications for mobilizing community systems to reduce the age of detection and disparities in access to early intervention in the US and globally.
Guthrie, W., Wetherby, A.M., Woods, J., Schatschneider, C., Holland, R.D., Morgan, L. & Lord, C.E. (in press). The Earlier the Better: An RCT of Treatment Timing Effects for Toddlers on the Autism Spectrum. Autism.
Delehanty, A.D., Hooker, J. L., and Wetherby, A. M. (in press). Verbal Responsiveness in Parents of Toddlers with and without Autism During a Home Observation. Journal of Autism and Developmental Disorders.
Day, T.N., Mazefsky, C.A., & Wetherby, A.M. (2022). Characterizing Difficulties with Emotion Regulation in Toddlers with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 96, 101992. https://doi.org/10.1016/j.rasd.2022.101992
Zwaigenbaum, L., Bishop, S., Stone, W.L., Ibanez, L., Halladay, A., Goldman, S., Kelly, A., Klaiman, C., Lai, M.C., Miller, M., Saulnier, C., Siper, P., Sohl, K., Warren, Z., and Wetherby, A. (2021). Rethinking ASD Assessment for Children During COVID-19 and Beyond. Autism Research. https://doi.org/10.1002/aur.2615
Wickstrom, J., Dell'Armo, K., Salzman, E., Hooker, J. L., Delehanty, A., Bishop, S., Tasse, M., Wetherby, A.M., Piergies, A., Damiano, D., Rauch, A., & Thurm, A. (2021). Systematic Review: Recommendations for Rehabilitation in ASD and ID from Clinical Practice Guidelines. Archives of Rehabilitation Research and Clinical Translation, 3(3), 100140. https://doi.org/10.1016/j.arrct.2021.100140
Bradshaw, J., McCracken, C., Lewis, M., Brane, N., Delehanty, A., Day, A., Federico, A., Klaiman, C., Saulnier, C., Klin, A., & Wetherby, A. (2021). Early Social Communication Development in Infants with Autism Spectrum Disorder. Child Development, 92, 2224–2234. https://doi.org/10.1111/cdev.13683
Wetherby, A., Guthrie, W., Lord, C., Woods, J., Petkova, E., Day, T., Pierce, K., Shumway, S., Thurm, A., & Ozonoff, S. (2021). Preliminary field-testing of the Early Screening for Autism and Communication Disorders. Autism, 25(7), 2112-2123. DOI: 10.1177/13623613211012526
Pileggi, M., Brane., Bradshaw, J., Delehanty, A., Day, T., McCracken, C., Stapel-Wax, J., & Wetherby, A.M. (2021). Early Observation of Red Flags in 12-month-old Infant Siblings Later Diagnosed with Autism Spectrum Disorder. American Journal of Speech-Language Pathology, 30(4), 1846-1855. https://doi.org/10.1044/2020_AJSLP-20-00165
Delehanty, A.D. and Wetherby, A.M. (2021). Rate of communicative gestures and developmental outcomes in toddlers with and without autism spectrum disorder during a home observation. American Journal of Speech-Language Pathology, 30(2), 649-662. https://doi.org/10.1044/2020_AJSLP-19-00206
Schrader, E., Delehanty, A.D., Casler, A., Petrie, E., Rivera, A., Harrison, K., Paterniti, T., Sebastiany, L., Nottke, C., Sohl, K., Levy, S.E., and Wetherby, A.M. (2020). Integrating a new online autism screening tool in primary care to lower the age of referral. Clinical Pediatrics, 59(3), 305-309. https://doi.org/10.1177/0009922819900947
Buckley, A., Hirtz, D.G., Oskoui, M., Armstrong, M.J., Batra, A., Bridgemohan, C., Coury, D., Dawson, G., Donley, D., Findling, R., Gaughan, T., Gloss, D., Gronseth, G., Kessler, R., Merillat, S.A., Michelson, D.J., Owens, J., Pringsheim, T.M., Sikich, L., Stahmer, A., Thurm, A., Tuchman, R., Warren, Z., Wetherby, A., Wiznitzer, M. & Ashwal, S. (2020). Practice guideline: Treatment for insomnia and disrupted sleep behavior in children and adolescents with autism spectrum disorder. Neurology, 94(9), 392-404. DOI: https://doi.org/10.1212/WNL.0000000000009033
Bradshaw, J., Trumbull, A., Stapel-Wax, J., Gillespie, S., George, N., Saulnier, C., Klaiman, C., Woods, J., Call, N., Klin, A. & Wetherby, A. (2020). Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder. Autism, 24(7), 1874-1884. https://doi.org/10.1177/1362361320928829
Morgan, L., Delehanty, A.D., Cleary Dillon, J. E., Schatschneider, C., & Wetherby, A.M. (2020). Measures of early social communication and vocabulary production to predict language outcomes at two and three years in late-talking toddlers. Early Childhood Research Quarterly, 51, 366-378. http://dx.doi.org/10.1016/j.ecresq.2019.12.005
Dow, D., Day, T.N., Kutta, T.J., Nottke, C., and Wetherby, A.M. (2020). Screening for autism spectrum disorder in a naturalistic home setting using the Systematic Observation of Red Flags (SORF) at 18-24 months. Autism Research, 13, 122-133. DOI: 10.1002/aur.2226
Hooker, J.L., Dow, D., Morgan, L., Schatschneider, C., & Wetherby, A.M. (2019). Psychometric analysis of the repetitive behavior scale-revised using confirmatory factor analysis in children with autism. Autism Research, 12, 1399-1410. http://dx.doi.org/10.1002/aur.2159
Dow, D., Morgan, L., Hooker, J.L., Michaels, M., Joiner, T., Woods, J.J., & Wetherby, A.M., (2019). Anxiety, depression, and the interpersonal theory of suicide in a community sample of adults with autism spectrum disorder. Archives of Suicide Research, 1-18. https://doi.org/10.1080/13811118.2019.1678537
Wetherby, A., Woods, J. Guthrie, W., Delehanty, A., Brown, J.A., Morgan, L., Holland, R.D., Schatschneider, C., & Lord, C. (2018). Changing developmental trajectories of toddlers with autism spectrum disorder: Strategies for bridging research to community practice. Journal of Speech, Language, Hearing Research, 61(11), 2615-2628. https://doi.org/10.1044/2018_JSLHR-L-RSAUT-18-0028
Chambers, N.J., de Vries, P.J., Delehanty, A.D., & Wetherby, A.M. (2018). Feasibility of utilizing Autism Navigator® for Primary Care in South Africa. Autism Research, 11(11), 1511-1521. https://doi.org/10.1002/aur.2018
Morgan, L., Hooker, J.L., Sparapani, N., Reinhardt, V., Schatschneider, C., Wetherby, A.M. (2018). Cluster Randomized Trial of the Classroom SCERTS Intervention for Elementary Students with Autism Spectrum Disorder. Journal of Consulting and Clinical Psychology, 86, 631-644. http://dx.doi.org/10.1037/ccp0000314
Delehanty, A.D., Stronach, S.T., Guthrie, W., Slate, E., & Wetherby, A.M. (2018). Verbal and nonverbal outcomes of toddlers with and without autism spectrum disorder, language delay, and global developmental delay. Autism & Developmental Language Impairments, 3, 1-19. http://dx.doi.org/10.1177/2396941518764764
Broder-Fingert, S., Carter, S., Pierce, K., Stone, W., Wetherby, A., Sheldrick, C., Smith, C., Bacon, E., James, S., Ibañez, L., Feinberg, E. (2018). Implementing Systems-Based Innovations to Improve Access to Early Screening, Diagnosis, and Treatment Services for Children with Autism Spectrum Disorder: an ASD PEDS Network Study. Autism. https://doi.org/10.1177/1362361318766238.
Stronach, S.T. & Wetherby, A.M. (2017). Observed and parent-report measures of social communication in toddlers with and without autism spectrum disorder across race/ethnicity. American Journal of Speech-Language Pathology, 26, 355-368. https://doi.org/10.1044/2016_AJSLP-15-0089.
Dow, D., Guthrie, W., Stronach, S.T., & Wetherby, A.M. (2017). Psychometric analysis of the Systematic Observation of Red Flags for autism spectrum disorder in toddlers. Autism, 21, 301-309. https://doi.org/10.1177/1362361316636760
Chambers, N., Wetherby, A.M., Stronach, S.T., Njongwe, N., Kauchali, S., & Grinker, R. (2017). Early detection of autism spectrum disorder in young isiZulu-speaking children in South Africa. Autism: 21, 518-526. https://doi.org/10.1177/1362361316651196.
Sparapani, N., Morgan, L., Reinhardt, V., Schatschneider, C., & Wetherby, A. (2016). Evaluation of classroom active engagement in elementary students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46, 782-796. http://dx.doi.org/10.1007/s10803-015-2615-2
Chambers, N., Stronach, S.T., & Wetherby, A.M. (2016). Performance of South African Children on the Communication and Symbolic Behavior Scales-Developmental Profile (CSBS-DP). International Journal of Language and Communication Disorders, 51, 265-275. http://dx.doi.org/10.1111/1460-6984.12203
Zwaigenbaum, L., Bauman, M., Choueiri, R., Fein, D., Kasari, C., Pierce, K., Stone, W., Yirmiya, N., Estes, A., Hansen, R., McPartland, J., Natowicz, M., Buie, T., Carter, A., Davis, P., Granpeesheh, D., Mailoux, Z., Newschaffer, C., Robins, D., Roley, S., Wagner, S., & Wetherby, A. (2015). Early identification and interventions for autism spectrum disorder: Executive summary. Pediatrics, 136, S1-S9. http://dx.doi.org/10.1542/peds.2014-3667B
Zwaigenbaum, L., Bauman, M., Stone, W., Yirmiya, N., Estes, A., Hansen, R., McPartland, J., Natowicz, M., Choueiri, R., Fein, D., Kasari, C., Pierce, K., Buie, T., Carter, A., Davis, P., Granpeesheh, D., Mailoux, Z., Newschaffer, C., Robins, D., Roley, S., Wagner, S., & Wetherby, A. (2015). Early identification of autism spectrum disorder: Recommendations for Practice and Research. Pediatrics, 136, S10-S40. http://dx.doi.org/10.1542/peds.2014-3667C
Zwaigenbaum, L., Bauman, M., Fein, D., Pierce, K., Buie, T., Davis, P., Newschaffer, C., Robins, D., Wetherby, A., Choueiri, R., Kasari, C., Stone, W., Yirmiya, N., Estes, A., Hansen, R., McPartland, J., Natowicz, M., Carter, A., Granpeesheh, D., Mailoux, Z., Roley, S., & Wagner, S. (2015). Early screening of autism spectrum disorder: Recommendations for Practice and Research. Pediatrics, 136, S41-S59. http://dx.doi.org/10.1542/peds.2014-3667D
Zwaigenbaum, L., Bauman, M., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D., Mailoux, Z., Roley, S., Wagner, S., Fein, D., Pierce, K., Buie, T., Davis, P., Newschaffer, C., Robins, D., Wetherby, A., Stone, W., Yirmiya, N., Estes, A., Hansen, R., McPartland, J., & Natowicz, M., (2015). Early intervention for children with autism spectrum disorder under 3 years of age: Recommendations for Practice and Research. Pediatrics, 136, S60-S81. http://dx.doi.org/10.1542/peds.2014-3667E
Esler, A.N., Hus Bal, V., Guthrie, W., Ellis Weismer, S., Wetherby, A.M., & Lord, C.E. (2015). The Autism Diagnostic Observation Schedule, Toddler Module: Standardized severity scores. Journal of Autism and Developmental Disorders, 1-17. http://dx.doi.org/10.1007/s10803-015-2432-7
Schreibman, L., Dawson, G., Stahmer, A., Landa, R., Rogers, S., McGee, G., Kasari, C., Ingersoll, B., Kaiser, A., Bruinsma, Y., McNerney, E., Wetherby, A. & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2411-2428. http://dx.doi.org/10.1007/s10803-015-2407-8
Klin, A., Wetherby, A., Woods, J., Saulnier, C., Stapel-Wax, J., Klaiman, C., Jones, W., Rubin, E., Scahill, L., Call, N., Bearss, K., Gunter, C., Courtemanche, C., Lemieux, A., Cox, J., Mandell, D., Van Decar, J., Miller, R., & Shireman, C. L. (2015). Toward innovative, cost-effective, and systemic solutions to improve outcomes and well-being of military families affected by ASD. The Yale Journal of Biology and Medicine, 88(1), 73-79. PMID: 25745376
Swineford, L., Thurm, A., Baird, G., Wetherby, A., & Swedo, D. (2014). Social (pragmatic) communication disorder: a research review of this new DSM-5 diagnostic category. Journal of Neurodevelopmental Disorders, 6, 41. http://dx.doi.org/10.1186/1866-1955-6-41
Reinhardt, V., Wetherby, A., Schatschneider, C. & Lord, C. (2014). Examination of sex differences in a large sample of young children with autism spectrum disorder and typical development. Journal of Autism and Developmental Disorders, 45, 697-706. http://dx.doi.org/10.1007/s10803-014-2223-6
Wetherby, A., Guthrie, W., Woods, J., Schatschneider, C., Holland, R., Morgan, L. & Lord, C. (2014). Parent-implemented social intervention for toddlers with autism: An RCT. Pediatrics, 134, 1084-1093. http://dx.doi.org/10.1542/peds.2014-0757
Kasari, C., Lawton, K., Shih, W., Landa, R., Lord, C., Orlich, F., King, B., Wetherby, A., & Senturk, D. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134, e72-e79. http://dx.doi.org/10.1542/peds.2013-3229
Stronach, S. & Wetherby, A. (2014). Examining restricted and repetitive behaviors in young children with autism spectrum disorder during two observational contexts. Autism: The International Journal of Research and Practice, 18, 127-136. http://dx.doi.org/10.1177/1362361312463616
Siller, M., Morgan, L., Turner-Brown, L., Baggett, K., Baranek, G., Brian, J., Bryson, S., Carter, A., Crais, E., Estes, A., Kasari, C., Landa, R., Lord, C., Messinger, D., Mundy, P., Odom, S., Resnick, J., Roberts, W., Rogers, S., Schertz, H., Smith, I., Stone, W., Watson, L., Wetherby, A., Yoder, P., & Zwaigenbaum, L. (2013). Designing studies to evaluate parent-mediated interventions for toddlers with autism spectrum disorder. Journal of Early Intervention, 35, 355-377. http://dx.doi.org/10.1177/1053815114542507
Guthrie, W., Swineford, L., Nottke, C., & Wetherby, A. (2013). Early diagnosis of autism spectrum disorder: Stability and change in clinical diagnosis and presentation. Journal of Childhood Psychology and Psychiatry, 54, 582-590. http://dx.doi.org/10.1111/jcpp.12008
Guthrie, W., Swineford, L., Wetherby, A., & Lord, C. (2013). Comparison of DSM-IV and DSM-5 factor structure models for toddlers with autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 52, 797-805. http://dx.doi.org/10.1016/j.jaac.2013.05.004
Plumb, A. & Wetherby, A. (2013). Vocalization development in toddlers with autism spectrum disorders. Journal of Speech, Language, Hearing Research, 56, 721-734. http://dx.doi.org/10.1044/1092-4388(2012/11-0104)
Barber, A., Wetherby, A., & Chambers, N. (2012). Brief report: Repetitive behaviors in young children with autism spectrum disorder and developmentally similar peers: A follow up to Watt et al. (2008). Journal of Autism and Developmental Disorders, 42, 2006-2012. http://dx.doi.org/10.1007/s10803-011-1434-3
Grinker, R., Chambers, N., Njongwe, N., Lagman, A., Guthrie, W., Stronach, S., Richard, B., Kauchali, S., Killian, B., Chhagan, M., Yucel, F., Kudumu, M., Barker-Cummings, C., Grether, J., & Wetherby, A. (2012). “Communities” in community engagement: Lessons from autism research in South Africa and South Korea. Autism Research, 5, 201-210. http://dx.doi.org/10.1002/aur.1229
Swedo, S., Baird, G., Cook, E., Happe, F., Harris, J., Kaufmann, W., King, B., Lord, C., Piven, J., Rogers, S., Spence, S., Wetherby, A., Wright, H. (2012). Commentary from the DSM-5 Workgroup on Neurodevelopmental Disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 51, 347-349. http://dx.doi.org/10.1016/j.jaac.2012.02.013
Shumway, S. & Wetherby, A. (2009). Communicative acts of children with autism spectrum disorders in the second year of life. Journal of Speech, Language, Hearing Research, 52, 1139-1156. http://dx.doi.org/10.1044/1092-4388(2009/07-0280)
Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R., Rice, M., Stoel-Gammon, C., Wetherby, A., & Yoder, P. (2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, Hearing Research, 52, 643-652. http://dx.doi.org/10.1044/1092-4388(2009/08-0136)
Morgan, L., Wetherby, A., & Barber, A. (2008). Repetitive and stereotyped movements in children with autism spectrum disorders late in the second year of life. Journal of Childhood Psychology and Psychiatry, 49, 826-837. http://dx.doi.org/10.1111/j.1469-7610.2008.01904.x
Wetherby, A., Brosnan-Maddox, S., Peace, V., & Newton, L. (2008). Validation of the Infant-Toddler Checklist as a broadband screener for autism spectrum disorders from 9 to 24 months of age. Autism, 12 (5), 455-479. http://dx.doi.org/10.1177/1362361308094501
Watt, N., Wetherby, A., Barber, A., & Morgan, L. (2008) Repetitive and stereotyped behaviors in children with autism spectrum disorders in the second year of life. Journal of Autism and Developmental Disorders, 38, 1518-1533. http://dx.doi.org/10.1007/s10803-007-0532-8
Wetherby, A., Watt, N., Morgan, L., & Shumway, S. (2007). Social communication profiles of children with autism spectrum disorders in the second year of life. Journal of Autism and Developmental Disorders, 37, 960-975. http://dx.doi.org/10.1007/s10803-006-0237-4
Watt, N., Wetherby, A., & Shumway, S. (2006). Prelinguistic predictors of language outcome at three years of age. Journal of Speech, Language, & Hearing Research, 49, 1224-1237.
Wetherby, A. & Woods, J. (2006). Effectiveness of early intervention for children with autism spectrum disorders beginning in the second year of life. Topics in Early Childhood Special Education, 26(2), 67-82.
Wetherby, A., Woods, J., Allen, L., Cleary, J., Dickinson, H., & Lord, C. (2004). Early indicators of autism spectrum disorders in the second year of life. Journal of Autism and Developmental Disorders, 34, 473-493. http://dx.doi.org/10.1007/s10803-004-2544-y
Prizant, B., Wetherby, A., Rubin, E., Laurent, A. (2003). The SCERTS Model: A transactional, family-centered approach to enhancing communication and socioemotional abilities of children with autism spectrum disorder. Infants and Young Children, 16, 296-316. http://dx.doi.org/10.1097/00001163-200310000-00004
Woods, J. & Wetherby, A. (2003). Early identification and intervention for infants and toddlers at-risk for autism spectrum disorders. Language, Speech, and Hearing Services in Schools. 34, 180-193. http://dx.doi.org/10.1044/0161-1461(2003/015)
Wetherby, A., Goldstein, H., Cleary, J., Allen, L., & Kublin, K. (2003). Early identification of children with communication delays: Concurrent and Predictive Validity of the CSBS Developmental Profile. Infants and Young Children, 16, 161-174.
Sjolander, M., Trautman, L., & Wetherby, A. (2003). A comparison of narrative structure between Swedish-speaking and English-speaking preschoolers. Contemporary Issues in Communication Sciences and Disorders, 30, 136-145. http://dx.doi.org/10.1044/cicsd_30_F_136
Wetherby, A., Allen, L., Cleary, J., Kublin, K., & Goldstein, H. (2002). Validity and reliability of the Communication and Symbolic Behavior Scales Developmental Profile with very young children. Journal of Speech, Language, & Hearing Research, 45, 1202-1219. http://dx.doi.org/10.1044/1092-4388(2002/097)
Wetherby, A. & Prizant, B. (1993). Profiling communication and symbolic abilities in young children. Journal of Childhood Communication Disorders, 15, 23-32.
Prizant, B. & Wetherby, A. (1993). Communication and language assessment for young children. Infants and Young Children, 5, 20-34.
Ogletree, B., Wetherby, A. & Westling, D. (1992). A profile of the prelinguistic intentional communicative behaviors of children with profound mental retardation. American Journal on Mental Retardation, 97, 186-196.
Wetherby, A. & Rodriguez, G. (1992). Measurement of communicative intentions in normal children during structured and unstructured contexts. Journal of Speech and Hearing Research, 35, 130-138.
Prizant, B. & Wetherby, A. (1990). Toward an integrated view of early language, communication and socioemotional development. Topics in Language Disorders, 10, 1-16.
Wetherby, A. (1989). Language intervention for autistic children: A look at where we have come in the past 25 years. Canadian Journal of Speech-Language Pathology and Audiology, 13, 15-28.
Wetherby, A., Yonclas, D., & Bryan, A. (1989). Communicative profiles of handicapped preschool children: Implications for early identification. Journal of Speech and Hearing Disorders, 54, 148-158.
Prizant, B. & Wetherby, A. (1988). Providing services to children with autism (0-2 years). Topics in Language Disorders, 9, 1-23.
Wetherby, A., Cain, D., Yonclas, D., & Walker, V. (1988). Analysis of intentional communication of normal children from the prelinguistic to the multiword stage. Journal of Speech and Hearing Research, 31, 240-252.
Prizant, B. & Wetherby, A. (1987). Communicative intent: A framework for understanding social-communicative behavior in autism. Journal of the American Academy of Child Psychiatry, 26, 472-479.
Wetherby, A. (1986). Ontogeny of communicative functions in autism. Journal of Autism and Developmental Disorders, 16, 295-316.
Wetherby, A. & Prutting, C. (1984). Profiles of communicative and cognitive-social abilities in autistic children. Journal of Speech and Hearing Research, 27, 364-377.
Wetherby, A. (1984). Possible neurolinguistic breakdown in autistic children. Topics in Language Disorders, 4, 19-33.
Wetherby, A. & Gaines, R. B. (1982). Cognition and language development in autism. Journal of Speech and Hearing Disorders, 47, 63-70.
Wetherby, A., Koegel, R. & Mendel, M. (1981). Central auditory nervous system dysfunction in echolalic autistic individuals. Journal of Speech and Hearing Research, 24, 420-429.
This article is reprinted in D. Arnst and J. Katz (Eds.), (1982). Central Auditory Assessment: The SSW Test Development and Clinical Use. San Diego: College-Hill Press.