Sarah Rieth, Ph.D.

Email

Primary Email: [email protected]

Phone/Fax

Primary Phone: 619-594-0932
Fax: 619-594-5921

Building/Location

Lamden Hall - 407
Mail Code: 4502

Education

• Ph.D. Experimental Psychology, University of California, San Diego
• M.A. Experimental Psychology, University of California, San Diego
• B.S. Psychology, University of California, San Diego
• B.A. Linguistics, University of California, San Diego

Interests

• Autism Spectrum Disorders, Early Social Communication Intervention and Prevention; Parent-Mediated Intervention, Building Community Capacity in Evidence-Based Practices, Supporting Effective Dissemination and Implementation

Courses

Courses Currently Taught

• CFD 792: Clinical Field Experience

Courses Previously Taught

• CFD 671: Positive Behavior Support (now Seminar in Supporting Early Childhood Mental Health)
• CSP 623: Eco-behavioral Assessment and Intervention
• SPED 676: Applied Behavior Analysis 

Publications

• Stahmer, A.C., Suhrheinrich, J., & Rieth, S.R. (in press). A pilot examination of the adapted protocol for classroom pivotal response teaching. Journal of the American Academy of Special Education Professionals.
  
  
• Rieth, S.R., Stahmer, A.C., Suhrheinrich, J., & Schreibman, L. (2015). Examination of the prevalence of overselectivity in children with ASD. Journal of Applied Behavior Analysis, 48, 71-84. 
  
  
• Stahmer, A. C., Rieth, S.R., Lee, E., Reisinger, E., Connell, J. E., & Mandell, D. (2015). Training teachers to use evidence-based practices for autism: The issue of fidelity of implementation. Psychology in the Schools, 52, 181-195. doi:10.1002/pits.21815. 
  
  
• Rieth, S.R., Stahmer, A.C., Suhrheinrich, J., Schreibman, L., Kennedy, J., & Ross, B. (2014). Identifying critical elements of treatment: Examining the use of turn taking in autism intervention. Focus on Autism and Other Developmental Disabilities,  29, 168-179. doi: 10.1177/1088357613513792. 
  
  
• Suhrheinrich, J., Stahmer, A. C., *Reed, S.R., Schreibman, L., Reisinger, E., & Mandell, D. S. (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.R., 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, 1249-1257. doi: 10.1007/s10803-012-1658-x
  
  
• Stahmer, A. C., Suhrheinrich, J., Reed, S.R., & Schreibman, L. (2012). What works for you? Using teacher feedback to inform adaptations of pivotal response training for classroom use. Autism Research and Treatment. doi: 10.1155/2012/709861
  
  
• Brookman-Frazee, L., Stahmer, A. C., Lewis, K., Feder, J. D., & Reed, S.R. (2012). Building a research-community collaborative to improve community care for infants and toddlers at-risk for autism spectrum disorders. Journal of Community Psychology, 40, 715-734.
  
  
• Stahmer, A. C., Suhrheinrich, J., Reed, S.R., Bolduc, C., & Schreibman, L.  (2011). Classroom Pivotal Response Teaching for Children with Autism.  New York: Guilford Press.
  
  
• Stahmer, A.C., Brookman-Frazee, L., Lee, E., Searcy, K., & Reed, S.R. (2011). Parent and multidisciplinary provider perspectives on earliest intervention for children at risk for autism spectrum disorders. Infants & Young Children, 4, 1-20.
   
• Stahmer, A. C., Suhrheinrich, J., Reed, S.R., Bolduc, C., & Schreibman, L. (2010). Pivotal response teaching in the classroom setting. Preventing School Failure, 54, 265-274.
  
  
• *Rieth previously published under maiden name of Reed