Jessica Suhrheinrich, Ph.D.

Jessica Suhrheinrich, Ph.D.
  • Associate Professor
  • Special Education

Contact

Dr. Jessica Suhrheinrich is an associate professor of 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 individuals with autism. Dr. Suhrheinrich’s current work integrates implementation science and leadership development to increase the use of evidence-based practices for autism. Additionally, she is the Director of Research and Evaluation for the California Autism Professional Training and Information Network (CAPTAIN) and the Co-Director of the San Diego Leadership and Education in Neurodevelopmental Disabilities (LEND) training program. 

  • 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., Root, B.V., Melgarejo, M., Dickson, K., Vejnoska, S., & Rieth, S. R. (2021). Exploring differences and disparities in school-based services received by students with autism: A systematic review. Research in Autism Spectrum Disorders.

  • Suhrheinrich, J., Melgarejo, M., Root, B., Aarons, G.A., & Brookman-Frazee, L. (2021). Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation. Autism. 

  • Dickson, K., & Suhrheinrich, J., (2021) Concordance between community supervisor and provider ratings of fidelity: Examination of multi-level predictors and outcomes. Journal of Child and Family Studies.

  • Suhrheinrich, J., Schetter, P., England, A., Melgarejo, M., Nahmias, A.S., Dean, M. & Yasuda, P. (2020). Statewide interagency collaboration to support evidence-based practice scale up: The California autism professional training and information network (CAPTAIN). Evidence-based Practice in Child & Adolescent Mental Health.

  • Ledoux, M., Suhrheinrich, J. & Kraemer, B. (2020).  Video modeling: efficacy and fidelity of implementation with high school educators. Behavior Analysis in Practice.

  • Suhrheinrich, J., Rieth, S. R., Dickson, K. S., & Stahmer, A. C. (2020). Exploring Associations Between Inner-Context Factors and Implementation Outcomes. Exceptional Children, 86(2), 155–173. https://doi.org/10.1177/0014402919881354

  • Odom, S.L., Hall, L.J., & Suhrheinrich, J. (2019) Implementation Science, Behavior Analysis, and Supporting Evidence-based Practices for Individuals with Autism, European Journal of Behavior Analysis, DOI: 10.1080/15021149.2019.1641952

  • Suhrheinrich, J., Rieth, S.R., Dickson, K., Roesch, S., & Stahmer, A.C. (2019). Classroom pivotal response teaching: Teacher training outcomes of a community efficacy trial. Teacher Education and Special Education. https://doi.org/10.1177/0888406419850876

  • Stahmer, A.C., Suhrheinrich, J., Roesch, S., Zeedyk, S.M., Wang, T., Chan, N., Lee, H.S. (2019). Evaluating key intervention components: The relationship between fidelity and child response. Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2019.04.003

  • Stadnick, N., Meza, R., Suhrheinrich, J., Aarons, G.A., Brookman-Frazee, L., Lyon, A.R., Mandell, D.S., & Locke, J. (2019). Leadership profiles associated with the implementation of behavioral health evidence-based practices in schools. Autism https://doi.org/10.1177/1362361319834398

  • Suhrheinrich, J., Dickson, K., Chan, N., Chan, J., Wang, T., & Stahmer, A.C. (2019). Fidelity assessment in community programs: An approach to validating simplified methodology.  Behavior Analysis in Practice. https://doi.org/10.1007/s40617-019-00337-6

  • Brookman-Frazee, L., Chlebowski, C., Suhrheinrich, J., Finn, N., Dickson, K.S., Aarons, G.A., Stahmer, A.C. (2019).  Characterizing implementation processes and influences in community effectiveness trials: Applying the EPIS framework to two large-scale autism trials. Administration and Policy in Mental Health and Mental Health Services Research. 10.1007/s10488-019-00931-4

  • Maddox, B. B., Rump, K. M., Stahmer, A. C., Suhrheinrich, J., Rieth, S. R., Nahmias, A. S., Nuske, H. J., Reisinger, E. M, Crabbe, S. R., Bronstein, B., & Mandell, D. S. (2019). Concordance between a U.S. educational autism classification and the autism diagnostic observation schedule. Journal of Clinical Child and Adolescent Psychology. Advance online publication. doi:10.1080/15374416.2019.1567345

  • Stahmer, A.C., Suhrheinrich, J., Schetter, P., & McGee Hassrick, E. (2018). Exploring multi-level system factors facilitating educator training and implementation of evidence-based practices (EBP): A study protocol. Implementation Science. https://doi.org/10.1186/s13012-017-0698-1

  • Suhrheinrich, J. & Chan, J. (2017). Exploring the effect of immediate video feedback on coaching. Journal of Special Education Technology, 32, 47-53. doi: 10.1177/0162643416681163^

  • Suhrheinrich, J., Dickson, K.S., Rieth, S.R., Lau, A.F.*, & Stahmer, A.C. (2016). Exploring the relationship between classroom type and teacher fidelity of implementation. International Electronic Journal of Elementary Education. 9, 1-20.^

  • Suhrheinrich, J. (2015). A sustainable model for training teachers to use pivotal response training. Autism: International Journal of Science and Practice, 19. doi: 10.1177/1362361314552200

  • 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

  • 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.

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