Melanie Pellecchia

Melanie Pellecchia
University of Pennsylvania | UP · Center for Mental Health

PhD

About

22
Publications
5,853
Reads
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382
Citations
Citations since 2017
12 Research Items
334 Citations
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Publications

Publications (22)
Article
Full-text available
PurposeParent coaching is a complex, psychosocial intervention with multiple core components. Clinicians’ use of these core components may be influenced by distinct factors; no research has examined whether clinician perceptions of parent coaching vary across core coaching components. This study aimed to examine the extent to which clinicians worki...
Article
Coaching caregivers of young children on the autism spectrum is a critical component of parent-mediated interventions. Little information is available about how providers implement parent coaching for children on the autism spectrum in publicly funded early intervention systems. This study evaluated providers’ use of parent coaching in an early int...
Article
Full-text available
As the rates of Autism Spectrum Disorder (ASD) increase and early screening efforts intensify, more toddlers with high likelihood of ASD are entering the United States' (US') publicly funded early intervention system. Early intervention service delivery for toddlers with ASD varies greatly based on state resources and regulations. Research recommen...
Article
Full-text available
Background Numerous studies have shown that racial/ethnic minority and under-resourced families face barriers that delay timely access to autism services. These barriers include lack of resources and information about autism, financial hardship, mistrust in the service system, cultural and language mismatch, and other factors that have yet to be id...
Article
Full-text available
This study examined the association between (1) beginning-of-the-year emotional exhaustion and use of three evidence-based practices (EBP) for children with autism spectrum disorder; and (2) use of these EBP and end-of-year emotional exhaustion among 46 kindergarden to 2nd grade autism support teachers participating in a randomized trial. Emotional...
Article
Objective: An organization’s implementation climate, or the extent to which use of an intervention is expected, supported, and rewarded by colleagues and supervisors, has been identified as critical to successful intervention implementation and outcomes. The effect of implementation climate has not been well studied in special education settings. T...
Article
Full-text available
The purpose of this review was to estimate the impact of parent engagement strategies tested with underrepresented families of young children with social, emotional, or behavioral disorders, and describe the combinations in which these strategies are commonly used together. We conducted a systematic review using the PracticeWise Engagement Coding S...
Preprint
BACKGROUND Efficacious psychiatric treatments are not consistently deployed in community practice, and clinical outcomes are attenuated compared with those achieved in clinical trials. A major focus for mental health services research is to develop effective and cost-effective strategies that increase the use of evidence-based assessment, preventio...
Article
Full-text available
Background Efficacious psychiatric treatments are not consistently deployed in community practice, and clinical outcomes are attenuated compared with those achieved in clinical trials. A major focus for mental health services research is to develop effective and cost-effective strategies that increase the use of evidence-based assessment, preventio...
Article
Full-text available
Community–academic partnerships(CAPs) are a critical component of implementing and sustaining evidence‐based practices (EBPs) in community settings; however, the approaches used and mechanisms of change within CAPs have not been rigorously studied. The first step to advancing the science of CAP is to operationally define and contextualize the appro...
Article
BACKGROUND: We examined racial/ethnic disparities in school-based behavioral health service use for children with psychiatric disorders. METHODS: Medicaid claims data were used to compare the behavioral healthcare service use of 23,601 children aged 5-17 years by psychiatric disorder (autism, attention deficit hyperactivity disorder [ADHD], conduct...
Article
Full-text available
Background The number of children diagnosed with autism has rapidly outpaced the capacities of many public school systems to serve them, especially under-resourced, urban school districts. The intensive nature of evidence-based autism interventions, which rely heavily on one-to-one delivery, has caused schools to turn to computer-assisted intervent...
Article
Full-text available
This study compared in-school and out-of-school behavioral health service use and associated expenditures among children of different ages and with different psychiatric disorders. Medicaid claims from one city provided a sample of 24,271 children aged 5–17 years with psychiatric disorders who received one or more Medicaid-funded behavioral health...
Article
Full-text available
This study evaluated the association of fidelity to each of the components of the Strategies for Teaching based on Autism Research (STAR) program, a comprehensive treatment package for children with autism that includes discrete trial training, pivotal response training, and teaching in functional routines, on outcomes for 191 students ages 5-8 yea...
Article
Full-text available
This study examined the extent to which clinical and demographic characteristics predicted outcome for children with autism spectrum disorder. Participants included 152 students with autism spectrum disorder in 53 kindergarten-through-second-grade autism support classrooms in a large urban public school district. Associations between child characte...
Chapter
Classroom-based interventions for students on the Autism Spectrum vary widely in philosophy and evidence-based. This chapter describes the Developmental and Behavioral philosophies that inform intervention and dissemination researchers and how they understand the structural and functional differences in behavior: and subsequently, how interventions...
Conference Paper
Background: Although interventions based on the principles of applied behavior analysis have been repeatedly cited as evidence-based for individuals with autism, significant discrepancies in outcome are evident within the literature. That is, in most studies evaluating intervention outcomes for students with ASD, some students make significant prog...
Article
This study's primary goal was to evaluate the use of performance feedback procedures delivered to a classroom team to increase daily data collection. Performance feedback (PFB) was delivered to four classroom teams responsible for the daily collection of data representing student performance during prescribed instructional activities. Using a multi...
Article
Full-text available
Research and services continue to expand to community-based programs serving individuals diagnosed with autism. A focus of great interest in those efforts is that of language acquisition and functional usage. For the purpose of this evaluation, language acquisition interventions are grouped into two broad categories, contrived and naturalistic. Con...
Article
Full-text available
To assess the degree to which a mand repertoire that was taught to children with autism would generalize from adults to peers, three preschool-aged children diagnosed with Autism were first taught to mand with adult instructors, and then were tested for generalization across three subsequent phases that involved parents, siblings, and peers. Limite...

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