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Adrienne Perry

Associate Professor

Psychologist

Locations / Contact Info:

133B, Behavioural Science - BSB
Keele Campus
Phone: 416 736 2100 Ext. 33765

Email address(es):

perry@yorku.ca

Faculty & School/Dept.

Faculty of Health - Department of Psychology

Degrees

Ph. D. in Clinical-Developmental Psychology - 1990
York University
Toronto, ON

Honours B.A. in Psychology - 1978
McMaster University
Hamilton, ON

M.A. in Psychology (Developmental/Clinical Option) - 1984
York University
Toronto, ON

Biography

Dr. Perry is a Psychologist and an Associate Professor in the Department of Psychology, Faculty of Health, at YorkUniversity

 

Dr. Perry joined the York faculty in 2002.  She teaches graduate courses in the Clinical-Developmental program including: psychoeducational assessment, clinical assessment and diagnosis, supervision and consultation, and autism and developmental disorders. She supervises a large number of graduate students both academically and clinically.  Her research focus is in the area of autism and developmental disabilities including assessment/diagnosis, family issues, and intervention effectiveness, particularly intensive behavioural intervention. Dr. Perry practices as a scientist/practitioner, whereby her research, clinical practice, training & supervision, and policy work are all integrated.  She maintains a private practice in assessment and consultation and is a Board Certified Behavior Analyst. She is actively involved in Ontario-based organizations related to autism, developmental disabilities, and behaviour analysis. 

 

Dr. Perry  has also worked as a Psychologist and Coordinator of Research for the TRE-ADD program (Treatment, Research, and Education for Autism and Developmental Disorders) at Thistletown Regional Centre for 12 years, and continues to consult to the program.  In addition, Dr. Perry has consulted extensively to the provincial Ministry of Children and Youth Services regarding early intervention for children with autism and related matters.  She has served on various expert panels related to these controversial issues.

Selected Publications

 Books & Monographs:


Perry, A. & Condillac, R.A. (2003). Evidence-based practices for children and adolescents with Autism Spectrum Disorders: Review of the literature and practice guide. Toronto: Children's Mental Health Ontario.


Chapters:


Perry, A., Loh, A., Carter, M., Dunlap, G., Black, A., & Wells, K. (2011). Autism and related disabilities. In  I. Brown & M. Percy (Eds.). Developmental disabilities in Ontario 3rd ed. (pp. 337-359). Toronto, ON: OADD.


Perry, A., Dunlap, G., & Black, A. (2007). Autism and related disorders. In  I. Brown & M. Percy (Eds.). Intellectual and Developmental Disabilities (pp.189-203). Baltimore, MD: Paul H. Brookes.


Perry, A., & Black, A. (2003). Autism. In I. Brown & M. Percy (Eds.) Developmental disabilities in Ontario 2nd ed. (pp. 205-220). Toronto, ON: Front Porch Publishing/OADD.


Perry, A., & Black, A. (1999). Autism. In I. Brown & M. Percy (Eds.) Developmental disabilities in Ontario (pp. 281-293). Toronto, ON: OADD.


Perry, A., Sarlo-McGarvey, N., & Factor, D.C. (1993). Stress and family functioning in parents of girls with Rett syndrome. In  M. Nagler (Ed.), Perspectives on disability 2nd ed. (pp. 203-212). Palo Alto, CA: Health Markets Research.


Articles in Refereed Journals:


Shuster, J., Perry, A., Bebko, J., & Toplak, M. (submitted). Review of factor analytic studies examining symptoms of autism spectrum disorders. (revise & resubmit)


Blacklock, K., Weiss, O., Perry, A., & Freeman, N.L. (in press). Parents’ perception of progress versus actual progress in IBI. Journal on Developmental Disabilities. (revise & resubmit)


Whitehead, S., Blacklock, K., & Perry, A. . (in press). Inter-rater reliability of the YMQI. Journal on Developmental Disabilities.


Villeneuve, M., Chatenoud, C. , Minnes, P., Perry, A.,  Hutchinson, N.L., Frankel, E.B., Loh, A., Dionne, C., Weiss, J., Versnel, J., Isaacs, B. (in press). Interprofessional research on the inclusion of young children with Developmental Disabilities as they transition from preschool to elementary school. Canadian Journal of Education.  


Taheri, A., & Perry, A. (2012). Exploring the Proposed DSM-5 Criteria in a Clinical Sample. Journal of Autism and Developmental Disorders, 42, 1810-1817.


Flanagan, H.E., Perry, A., & Freeman, N.L. (2012). Effectiveness of large-scale, community-based intensive behavioural intervention: A waitlist comparison study exploring outcome and predictors. Research in Autism Spectrum Disorders, 6, 673-682.


Luthra, N., & Perry, A. (2011).  Knowledge as coping in parents of children with autism. Journal on Developmental Disabilities, 17(2), 79-82.


Levy, A.J., & Perry, A. (2011).  Outcomes in adolescents and adults with autism: A review of the literature. Research in Autism Spectrum Disorders, 5, 1271-1282.


VanAdel, J.M., Dunn Geier, J., Perry, A., & Reitzel, J. (2011).  Credible knowledge: A pilot evaluation of a modified GRADE method using parent-implemented interventions for children with autism. BMC Health Services Research, 11, 60-79.


Hassan, N., & Perry, A.  (2011).  Brief report:  Exploring the characteristics of children with a diagnosis of PDD-NOS. Journal on Developmental Disabilities, 17(1), 68-71.


Perry, A., Cummings, A., Dunn Geier, J., Freeman, N.L., Hughes, S., Managan, T., Reitzel, J., & Williams, J. (2011). Predictors of outcome for children receiving Intensive Behavioral Intervention in a large, community-based program. Research in Autism Spectrum Disorders, 5, 592-603.


Weiss, O., Perry, A. & Wells (2010).  Brief Report: Maladaptive behaviour in autism. Journal on Developmental Disabilities, 16(2), 69-71.


Blacklock, K., & Perry, A.  (2010). Testing the application of benchmarks for children in Ontario’s IBI program: Six case studies. Journal on Developmental Disabilities, 16(2), 33-43.


Perry, A., & Condillac, R.A. (2010). The TRE-ADD Preschool Parent Training Program: Program evaluation of an innovative service delivery model. Journal on Developmental Disabilities, 16(2), 8-16.


Freeman, N.L., & Perry, A. (2010). Outcomes of Intensive Behavioural Intervention in the Toronto Preschool Autism Service. Journal on Developmental Disabilities, 16(2), 17-32.


Shine, R. & Perry, A. (2010). Brief Report: The relationship between parental stress and intervention outcome of children with autism. Journal on Developmental Disabilities, 16(2), 64-66.


Solish, A., Perry, A., & Minnes, P. (2010).  Participation of children with and without disabilities in social, recreational, and leisure activities. Journal of Applied Research in Disabilities, 23, 226-236.


Wells, K., Condillac, R.A., Perry, A., & Factor, D.C. (2009). Comparison of three adaptive behaviour measures in autism in relation to cognitive level and severity of autism. Journal on Developmental Disabilities, 15(3), 55-63.


Perry, A., Flanagan, H.E., Dunn Geier, J., & Freeman, N.L. (2009). The Vineland Adaptive Behavior Scales in young  children with autism spectrum disorders at different cognitive levels. Journal of Autism and Developmental Disorders, 39, 1066-1078.


Perry, A. Cummings, A., Dunn Geier, J., Freeman, N., Hughes, S., LaRose, L., Managhan, T., Reitzel, J., & Williams, J. (2008). Effectiveness of Intensive Behavioral Intervention in a large, community-based program. Research in Autism Spectrum Disorders, 2, 621-642.


Solish, A. & Perry, A. (2008). The role of parent involvement in child outcome in IBI. Research in Autism Spectrum Disorders, 2, 728-738.


Levy, A., & Perry, A. (2007). Transition of children with autism from IBI into the school system. Journal on Developmental Disabilities Special Issue: Transitions, 14, 1-10.


Penn, H.E., Prichard, E.A., & Perry, A. (2007). The reliability and validity of a pilot version of the York Measure of Quality of Intensive Behavioural Intervention. Journal on Developmental Disabilities, 13(3), 149-166.


Perry, A., Prichard, E.A., & Penn, H.E. (2006).  Indicators of quality teaching in Intensive Behavioral Intervention: A survey of parents and professionals. Behavioral Interventions, 21, 85-96.


Perry, A., Condillac, R.A., Freeman, N.L., Dunn Geier, J., & Belair, J. (2005). Multi-site study of the Childhood Autism Rating Scale (CARS) in five clinical groups of young children. Journal of Autism and Developmental Disorders, 35, 625-634.


Perry, A. (2004). A model of stress in families of children with developmental disabilities: Clinical and research applications. Journal on Developmental Disabilities, Special Issue: Families, 11(1), 1-16.


Perry, A., Harris, K., & Minnes, P.(2004). Family environments and family harmony: A comparison across severity, age, and type of Developmental Disability. Journal on Developmental Disabilities, Special Issue: Families, 11(1), 17-29.


Smith, T.L., & Perry, A. (2004). A sibling support group for brothers and sisters of children with autism. Journal on Developmental Disabilities, Special Issue: Families, 11(1), 77-88. 

Other Research Outputs

York System of Quality Assurance (YSQA)

Perry, A., Koudys, J., & Sheese, K. (2008). The York System of Quality Assurance for Intensive Behavioural Intervention programs. Unpublished Manual, York University.

York Measure of Quality of IBI (YMQI)

Perry, A., Prichard, E.A., & Penn, H.E. (2008). The York Measure of Quality of Intensive Behavioural Intervention. Unpublished Manual, York University.

For further information, please contact perrylab@yorku.ca

 

Awards

Directors’ Award of Excellence - 2000

Award for Excellence in Research - 2005

Amethyst Award - 2001

Graduate Teaching Award - 2007

Award for Excellence in Research in Applied Behaviour Analys - 2007

June Callwood "Inspiring Hope" Award - 2010

Thistletown Regional Centre, Lifetime Achievement Award - 2012

Supervision

Currently available to supervise graduate students: Yes

Currently taking on work-study students, Graduate Assistants or Volunteers: Yes

Available to supervise undergraduate thesis projects: Yes

Current Research

 

Effectiveness of Intensive Behavioural Intervention (IBI) for Children with Autism

  • Provincial retrospective study of effectiveness of IBI
  • Outcomes for children in TPAS
  • Predictors of outcomes in provincial IBI study
  • Tracking developmental trajectories in IBI using the ABLLS
  • Wait-list controlled study
  • Follow-up of children previously receiving IBI
  • Over 6 study
  • Prospective study

Measuring Quality of IBI Treatment

  • Survey of parents & professionals regarding aspects of quality of IBI
  • York Measure of Quality of Intensive Behavioural Intervention
  • York System of Quality Assurance
  • Pilot Study of a Benchmark Approach
  • Literature analysis of treatment factors involved in IBI effectiveness

Evaluation of Treatments and Interventions

  • Examining factors predicting PECS and other communication outcomes from a community summer camp
  • Evaluation of the TRE-ADD Parent Training Program
  • Program Evaluation TRE-ADD Residential Services
  • Program Evaluation of TRE-ADD Family Services
  • Transition of children from IBI to the school system
  • Outcomes in adolescents & adults with autism and intellectual disability

Evaluation of Autism Diagnostic & Developmental Measures and Concepts

  • Vineland in children with autism of different cognitive levels
  • New Vineland-II compared to old Vineland Adaptive Behavior Scales
  • Maladaptive Behavior in autism as measured by the Maladaptive domain of the Vineland-II
  • Subgroups of children with PDDs
  • PDD-NOS study
  • Sex differences in developmental and diagnostic characteristics of autism
  • Factor analysis of the Childhood Autism Rating Scale (CARS) in two age groups
  • CARS in five diagnostic groups of young children
  • Validity of the PDD Behavior Inventory
  • The persistence of early developmental indicators in preschoolers with cognitive delays
  • Comparison of three adaptive behaviour measures in autism in relation to cognitive level and severity of autism·       

Families of Children with Autism and Developmental Disabilities

  • Perry model of family stress in families of children with developmental disabilities
  • Factors related to parent involvement in IBI: parent & therapist perspectives
  • Examining family stress as predictor of children’s outcomes in IBI
  • Role of culture in impact of autism on families
  • Concordance between standardized testing and parent report in ESL vs English-speaking families
  • Emotional intelligence in parents of children with autism
  • Individual and family coping in parents of children with autism
  • Predicting positive outcomes for parents of children with autism
  • Madres raising children with developmental disabilities
  • Career orientation of siblings of children with autism
  • Psychosocial outcomes of siblings of children with autism
  • Coping and supports as moderators of distress in parents of children with developmental delays

Social Inclusion and Participation

  • Activity participation of children with autism, developmental disabilities, and typically developing children
  • Social inclusion of preschool children with delays and disabilities (HELPS Inc)

GO4KIDDS Projects

  • Survey of Health, Wellbeing, and Social Inclusion of children with severe developmental disabilities across Canada and that of their parents
  • Family Quality of Life in parents of children with severe developmental disabilities
  • Social inclusion of children with severe developmental disabilities in educational and community settings
  • Healthcare and service system needs of youth with severe developmental disabilities across Canada

Research Projects

GO4KIDDS (www.go4kidds.ca)
Great Outcomes for Kids Impacted by Severe Developmental Disabilities, or GO4KIDDS, is a university based research study funded by the Canadian Institutes of Health Research (CIHR) through the Bright Futures for Children with Disabilities initiative. The main objective of the study if to provide a better understanding of the health, well-being and social inclusion of school-aged children with severe developmental disabilities and their families. Our multidisciplinary team has developed innovative methodological approaches to provide much needed research about these children and their families. Through various surveys, interviews, observation and case studies, we plan to develop new knowledge that will have clear and direct implications for decisions made by families, service providers and policy makers. For more info visit: www.go4kidds.ca
Role: Principal Investigator
Year Funded: 2009
Duration: 5
Funded by: Canadian Institutes of Health Research

HELPS Inc (www.helpsinc.ca)
Health, Education and Learning Practices Promoting Social Inclusion or Children with Developmental Disabilities, or HELPS Inc, is part of the Bright Futures for Kids with Disabilities initiative which is funded through a partnership between the Canadian Institutes of Health Research (CIHR) and the Bloorview Children’s Hospital Foundation. The project will explore the challenges and successes that parents, healthcare professionals and educators experience in helping preschoolers with developmental delays and disabilities transition into elementary school. Our team will conduct research that is responsive to the inclusion needs of preschoolers with developmental delays and disabilities as they transition into school, the needs of their families, and the need for knowledge transfer and collaboration among parents, healthcare providers and educators.
Role: CoInvestigator
Year Funded: 2009
Duration: 5
Funded by: Canadian Institutes of Health Research

 


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