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Jessica Suhrheinrich, Ph.D.

Jessica Suhrheinrich, Ph.D. is an Assistant Professor Special Education at San Diego State University and an Investigator with the Child and Adolescent Services Research Center. Broadly, her research aims to improve community-based services for children with autism spectrum disorder (ASD). Her clinical experience includes developing and supervising home and school-based programs for children with ASD and training therapists and parents to implement behavioral interventions. Prior to attending graduate school in psychology, Dr. Suhrheinrich was also a classroom teacher.  This experience shaped her interest in improving the quality of educational programming for children with ASD and increasing teacher access to training in evidence-based interventions.

With her colleagues, Dr. Suhrheinrich adapted an EBP for ASD for use by classroom teachers and paraprofessionals and has been funded through the Institute of Educational Sciences (IES R324A130349) to evaluate the effectiveness of the adapted program. She was also funded through the NIMH (R21/R33 097033) as co-PI on a project evaluating the effect of a training intervention for agency supervisors targeting coaching and fidelity assessment practices.

Dr. Suhrheinrich has recently received an NIMH career development award (K01MH109574) to support additional training in implementation science.  The project will explore current implementation practices within school districts, drawing from a statewide survey and focus group data from special education personnel across organizational levels. Data will be used to adapt a leadership intervention for mid-level leaders in special education and a pilot test will evaluate fidelity, feasibility and acceptability of the intervention. 

Education

Ph.D., Experimental Psychology University of California, San Diego 2010

M.A., Experimental Psychology University of California, San Diego 2005

B.A., Psychology Earlham College 2000 

Selected Publications:

 

  • Suhrheinrich, J. &Chan, J. (in press). Enhancing in-service coaching with immediate video feedback. Journal of Special Education Technology.
  • Stahmer, A.C., Suhrheinrich, J., Rieth, S. (2016). A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching. Journal of the American Academy of Special Education Professionals. 
  • Suhrheinrich, J. (2014).A sustainable model for training teachers to use pivotal response training. Autism: International Journal of Science and Practice. doi: 10.1177/1362361314552200 
  • Rieth, S., Stahmer, A.C., Schreibman, L., & Suhrheinrich, J.(2014). Examination ofthe prevalence of overselectivity in children with ASD. Journal of Applied Behavior Analysis. 48, 71-84. 
  • Rieth, S., Stahmer, A.C., Suhrheinrich, J., & Schreibman, L., Kennedy, J., & Ross, B. (2013).Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention. Focus on Autism and Other Developmental Disabilities. 
  • Suhrheinrich, J., Stahmer, A. C., Reed, S., & Schreibman, L., Reisinger, E. & Mandell, D. (2013). Implementation challenges in translating pivotal response training into community settings. Journal of Autism and Developmental Disorders,43,2970-2976. doi: 10.1007/s10803-013-1826-7 
  • Reed, S., Stahmer, A.C., Suhrheinrich, J.,& Schreibman, L. (2013). Stimulus overselectivity in typical Development: Implications for teaching children with autism. Journal of Autism and Developmental Disorders, 43(6). 
  • Stahmer, A. C., Suhrheinrich, J., Reed, S., & Schreibman, L. (2012). What works for you? Using teacher feedback to inform adaptations of an evidence-based practice for classroom use. Autism Research and Treatment. Article ID 709861 
  • Suhrheinrich, J. (2011).  Training teachers to use pivotal response training with children with autism: Coaching as a critical component.  Teacher Education and Special Education, 34 (4), 339-349. 
  • Stahmer, A. C., Suhrheinrich, J., Reed, S., Bolduc, C., Schreibman, L. (2010).  Pivotal response teaching in the classroom setting.  Preventing School Failure, 54 (4) 265-274. 
  • Suhrheinrich, J., Stahmer, A. C., Schreibman, L. (2007).  A preliminary assessment of teachers’ implementation of pivotal response training.  Journal of Speech, Language Pathology and Applied Behavior Analysis, 2 (1), 8-20.
  • Stahmer, A.C., Suhrheinrich, J., & Mandell, D. (2016).  The importance of characterizing intervention for individuals with autism. Autism: International Journal of Science and Practice, 20:386-387,doi:10.1177/1362361316637503 
  • Suhrheinrich, J., Hall, L. J., Reed, S., Stahmer, A. C., & Schreibman, L. (2014). Evidence-based intervention for autism. In L. Wilkenson(Ed.) Autism Spectrum Disorders in Children and Adolescents: Evidence-based Assessment and Intervention in Schools. American Psychological Association Press. 
  • Schreibman, L., Suhrheinrich, J., Stahmer, A.C. & Reed, S. (2012).  Translating evidence-based practice from the laboratory to the classroom: The development of classroom pivotal response teaching.  In P. Mundy and A. Mastergeorge (Eds.) Educational Interventions for Students with Autism.
  • Schreibman, L., Stahmer, A. C., Suhrheinrich, J. (2009).  Enhancing generalization of treatment effects via pivotal response training and the individualization of treatment protocols.  In C. Whalen (Ed.) Real Life, Real Progress for Children with Autism Spectrum Disorders: Strategies for Successful Generalization, Baltimore, MD: Paul H. Brookes Publishing Co.
  • Stahmer, A.C., Suhrheinrich, J., Reed, S., Bolduc, C., Schreibman, L. (2011).  Classroom Pivotal Response Teaching for Children with Autism. New York, NY: Guilford Press.

Jessica Suhrheinrich

 

Jessica Suhrheinrich, Ph.D.

Assistant Professor
Department of Special Education
College of Education, SDSU
5500 Campanile Dr.
San Diego, CA 92182-1170
jsuhrheinrich@mail.sdsu.edu

Office Location:  NE-95
Office Phone: 619-594-2135

 


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