A. Personal Statement

I received my graduate training in Special Education at Vanderbilt University, where I completed the M.S. and Ph.D. degrees with the support from the Early Childhood Special Education Doctoral Leadership Training Grant from the US Department of Education Office of Special Education (PI A. Kaiser), after which I completed two years of post-doctoral training at the Yale Child Study Center under the mentorship of Dr. Fred Volkmar. I am currently an associate research scientist at the Yale Child Study Center, where my research focuses on the identification and translation of evidence-based practices for children with developmental disabilities (including autism spectrum disorders, and Assistant Professor (in residence) and Research Director of the A.J. Pappanikou Center for Excellence in Developmental Disabilities, Education, Research, and Service University of Connecticut Health Center, where my research focuses on identifying supports and services to assist individuals with developmental disabilities achieve best outcomes across their lifespan. I am also currently directing the research aims of a IES/SBIR award to examine the effects of handheld technology for improving outcomes for children with autism in schools (PI R. Tedesco). I also have expertise in systematic review and meta-analytic methods, including work and training with the Cochrane Collaboration, which I plan to use to synthesize the most crucial research in order to discover what works best for whom under specific circumstances, to allow practitioners to make better informed decisions leading to better outcomes for children and families. This expertise has given me the opportunity to lead a systematic review, with colleagues from the World Health Organization, on a project that aims to translate research and knowledge from developed regions into practice standards, guidelines, and trainings that can be achieved in middle- and lower-income regions through the WHO mhGAP Programme.

B. Positions and Honors

Positions and Employment

1998-1999       Substitute teacher, training assistant, and volunteer, Division TEACCH, University of North Carolina at Chapel Hill, Chapel Hill, NC

1999-2000       Research Assistant, Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill, Chapel Hill, NC

2000-2004       Public school teacher for children with autism, Durham, NC and Chapel Hill, NC

2004-2008       Graduate research assistant, Peabody College at Vanderbilt University, Nashville, TN

2008-2010       Post-doctoral associate, Yale Child Study Center, New Haven, CT

2010-2012       Lecturer, Department of Special Education and Reading, Southern Connecticut State University, New Haven, CT

2010-2012       Coordinator of Research, Center of Excellence on Autism Spectrum Disorders, Southern Connecticut State University

2010-                Associate Research Scientist, Yale Child Study Center, New Haven, CT

2012 -               Assistant Professor, Community Medicine and Health Care; Research Director, A.J. Pappanikou Center for Excellence in Developmental Disabilities, Education, Research, and Service, University of Connecticut Health Center, Farmington, CT

Other Experience and Professional Memberships

2004-               Member, Council for Exceptional Children

2007-               Member, International Society for Autism Research

2009-               Member, International Association of Behavior Analysis

2009-               Doctoral-level Board Certified Behavior Analyst (Certificate #1-09-6700)

2009-               Editorial Board, Journal of Early Intervention

2010-               Member, American Psychological Association

2010-               Editorial Board, Journal of Autism and Developmental Disorders

2010-               Expert Advisor, World Health Organization

2012                Guest Editor, Journal of Autism and Developmental Disorders

2012                Editorial Board, Infants and Young Children

Honors

2000                Graduation with distinction from University of North Carolina at Chapel Hill

2004-2008     Leadership Training Fellowship, Office of Special Education and Programs, United States Department of Education

2008                Robert Gaylord-Ross Award (outstanding scholarly paper by a doctoral student in Special Education at Vanderbilt University)

2010                Early Career Publication Award, Division of Research, Council for Exceptional Children

C. Selected Peer-reviewed Publications (Selected from over 25 peer-reviewed publications)

Most relevant

1.   Reichow, B., Steiner, A. M., & Volkmar, F. (2012). Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, 2012, Issue 7. Art. No.: CD008511. DOI: 10.1002/14651858.CD008511.pub2.

Abstracted in: Laugeson, E. A. (2012). Review: Social skills groups may improve social competence in children and adolescents with autism spectrum disorder. Evidence-Based Mental Health.

2.   Reichow, B., Barton, E. E., Boyd, B. A., & Hume, K. (2012). Early intensive behavioral intervention for (EIBI) young children with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, 2012(10), CD009260. DOI:10.1002/14651858.CD009260.

3.   McPartland, J. C., Reichow, B., & Volkmar, F. R. (2012). Sensitivity and specificity of proposed DSM-5 diagnostic criteria for autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 51(4), 368-383.

4.   Reichow, B., & Volkmar, F. R. (2010). Best-evidence synthesis of social skills interventions for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(2), 149-166.

Commentary: Carter, M. (2011). Many social skills interventions for individuals with ASD have some supporting evidence, but this review is illustrative rather than comprehensive. Evidence-Based Communication Assessment and Intervention, 5(2), 67-69.

5.   Reichow, B., & Wolery, M. (2009). Comprehensive synthesis of early intensive behavioral interventions for young children with autism based on the UCLA Young Autism Project model. Journal of Autism and Developmental Disorders, 39(1), 23-41.

Abstracted in: Dragoo, K. (2012). Research to practice: Comprehensive synthesis of early intensive behavioral interventions for young children with autism based on the UCLA Young Autism Project model. Structured Abstract No. 83, September 2012. National Dissemination Center for Children with Disabilities.

Additional recent publications of importance to the field (in chronological order)

1.   Reichow, B., Salamack, S., Paul, R., Volkmar, F. R., & Klin, A. (2008). Pragmatic assessment in autism spectrum disorders: A comparison of a standard measure with parent report. Communication Disorders Quarterly, 29, 169-176.

2.   Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of an evaluative method for determining the strength of research evidence in autism. Journal of Autism and Developmental Disorders, 38, 1311-1319.

3.   Reichow, B., Barton, E. E., Good, L., & Wolery, M. (2009). Effects of wearing a pressure vest on engagement of a child with developmental disabilities. Journal of Autism and Developmental Disorders, 39, 1218-1221.

4.   Reichow, B., & Wolery, M. (2009). Comparison of conducting simultaneous prompting with everyday probes and every-fourth-day probes. Topics in Early Childhood Special Education, 29, 79-89.

5.   Reichow, B., & Volkmar, F. R. (2010). Best-evidence synthesis of social skills interventions for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(2), 149-166.

6.   Reichow, B., & Wolery, M. (2011). Comparison of progressive time delay with instructive feedback and progressive time delay without instructive feedback for children with autism spectrum disorders. Journal of Applied Behavior Analysis, 44(2), 327-340.

7.   Wolery, M., Busick, M., Reichow, B., & Barton, E. E. (2010). Comparison of overlap methods for quantitatively synthesizing single subject data. Journal of Special Education, 44(1), 18-28.

8.   Reichow, B. (2012). Overview of reviews: Early intensive behavioral interventions for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(4), 512-520.

9.   Reichow, B., Halpern, J., Steinhoff, T., Letsinger, N., Naples, A., & Volkmar, F. R. (2012). Characteristics and quality of autism websites. Journal of Autism and Developmental Disorders, 42(6), 1263-1274

10. Volkmar, F. R., Reichow, B., & McPartland, J. C. (2012). Classification of autism and related conditions: Progress, challenges, and opportunities. Dialogues in Clinical Neuroscience, 14(3), 229-238.

D. Research Support

Ongoing Research Support

ED-IES-11-R-0015                                         Tedesco (PI)                                                        07/01/11-06/30/13                                                                  

iPrompt to improve teaching students with ASD

The goal of this project is to improve the functionality and applicability of the iPrompts application for use in educational settings by teachers of students with autism spectrum disorders.

Role: Consultant

US Department of Education                       Eren (PI)                                                                07/01/10-06/30/12

Center of Excellence on Autism Spectrum Disorders

The goal of this project is to develop a statewide resource center of evidence-based practices for individuals teaching children with autism spectrum disorders.

Role: Co-Investigator

Completed Research Support

ED-IES-10-R-0008                                         Tedesco (PI)                                                        07/01/10-12/31/10

Handheld technology to assist students with autism spectrum disorder

The goal of this project was to test the feasibility of using the iPrompts application by teachers of students with autism spectrum disorders in authentic educational settings.

Role: Consultant

Graduate Research Award, Organization for Autism Research                                            08/01/05-7/31/06

The effects of carpet squares and duration on the behavior of children with autism during circle time in inclusive preschool classrooms.

The goal of this project was to investigate two environmental modifications thought to increase attention of children with autism spectrum disorders during an inclusive preschool circle-time activity.

Role: PI (Co-P.I.: E. Barton)