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NAME
Tristram Harry Smith
eRA COMMONS USER NAME
THSMITH
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POSITION TITLE
Assistant Professor of Pediatrics
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EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing, and include postdoctoral training.)
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INSTITUTION AND LOCATION
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DEGREE
(if applicable)
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YEAR(s)
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FIELD OF STUDY
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Yale University (New Haven, CT)
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B.A.
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1983
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Psychology
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University of California, Los Angeles
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M.A.
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1985
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Psychology
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University of California, Los Angeles
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Ph.D.
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1990
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Psychology
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•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. [20th 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. [15th 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
