BRIEF VITAE
Amy Miller Wetherby
ADDRESS
Department of Communication Disorders
Florida State University
Tallahassee, Florida 32306‑7814
Phone: (850) 488‑4002; FAX: (850) 644-3644
email: awetherb@fsu.edu
EDUCATION
B.A. 1977 State University of New York at Buffalo
Communication Disorders and Sciences
Ph.D. 1982 University of California, Santa Barbara/San Francisco
Speech and Hearing Sciences
PROFESSIONAL POSITIONS
1993 - present Professor. Florida State University, Department of Communication Disorders, Tallahassee, Florida.
1992 -1996 Chair. Florida State University, Department of Communication Disorders, Tallahassee, Florida.
1988 ‑ 1993 Associate Professor. Florida State University, Department of Communication Disorders, Tallahassee, Florida.
1983‑1988 Assistant Professor. Florida State University, Department of Communication Disorders, Tallahassee, Florida.
1994 - present Executive Director. Florida State University Center for Autism and Related Disabilities, Tallahassee, Florida.
PROFESSIONAL CERTIFICATION
American Speech‑Language‑Hearing Association Certificate of Clinical Competence in Speech‑Language Pathology (1982‑Present)
Florida Department of Professional Regulation License in Speech-Language Pathology (1983‑Present)
RECENT HONORS AND AWARDS
Outstanding Clinical Achievement Award, Florida Association of Speech-Language Pathologists and Audiologists, 2002
Named Professorship, L.L. Schendel Professor of Communication Disorders, Florida State University, 2001
Fellow of the American Speech-Language Hearing Association, 1998
RECENT GRANTS
Principal Investigator, Subcontract from GeneticaLens for a Small Business Innovation Research Grant, National Institutes of Health, National Institute of Neurological Disorders and Stroke. “Creation of ASDRA (Autism Spectrum Disorders Risk Alert)”. (Project No. 1R43NS053046-01) Amount Funded: $74,770 for one year, October, 2005- August, 2006.
Principal Investigator, U.S. Department of Education, Office of Special Education and Rehabilitation Services, Field-Initiated Research grant. " FIRST WORDS Project: Early Indicators of Autism Spectrum Disorders in the Second and Third Year of Life". (Project No. H324C030112). Amount funded: $893,054 for 5 years, November, 2003- October, 2008.
Principal Investigator, U.S. Department of Education, Office of Special Education and Rehabilitation Services, Leadership Training grant. " Interdisciplinary Preparation of Leadership Personnel to Serve Children and Youth with Autism". (Project No. H325D020032). Amount funded: $798,675 for five years, August, 2002- July, 2007.
Principal Investigator, FL Department of Education grant, Florida State University Center for Autism and Related Disabilities. Amount Funded: $816,666 for one year, July, 2005-June 2006.
Co-Principal Investigator, U.S. Department of Education, Office of Special Education and Rehabilitation Services, Model Demonstration Project grant. "Early Social Interaction Project: Teaching Very Young Children with Autism Spectrum Disorders in Natural Environments ". (Project No. H324M010071). Amount funded: $697,916 for five years, August, 2001-July, 2006.
Co-Principal Investigator, U.S. Department of Education, Office of Special Education and Rehabilitation Services, Projects of National Significance grant. "Meeting the Challenge: Building Capacity of Early Care and Education Providers". (Project No. H325N010022). Amount funded: $594,087 for four years, August, 2001-July, 2005
Principal Investigator, U.S. Department of Education, Institute of Education Sciences, Field-Initiated Research grant. "Improving Early Identification of Young Children At-risk for Language and Reading Difficulties". (Project No. R305T010262). Amount funded: $1,237,948 for four years, March, 2001- February, 2005.
Principal Investigator, U.S. Department of Education, Office of Special Education and Rehabilitation Services, Model Demonstration Project grant. "FIRST WORDS Project ". (Project No. H324M980173). Amount funded: $598,400 for five years, October, 1998- September, 2003.
Principal Investigator, U.S. Department of Education, Office of Special Education and Rehabilitation Services, Personnel Preparation grant. "Graduate Interdisciplinary Preparation of Special Education Personnel to Serve Children and Youth with Autism ". (Project No. H029A70076). Amount funded: $487,792 for four years, October, 1997-September, 2000.
RECENT PUBLICATIONS
Wetherby, A., Watt, N., Morgan, L., & Shumway, S. (under revision). Social communication profiles of children with autism spectrum disorders in the second year of life.
Watt, N., Wetherby, A., & Shumway, S. (under revision). Prelinguistic predictors of language outcome at three years of age. Journal of Speech, Language, & Hearing Research.
Hayden, D., Wetherby, A., Cleary, J. and Prizant, B. (in preparation). Early Motor Control Scales. Baltimore, MD: Paul H. Brookes Publishing.
Wetherby, A. (in press). Understanding and measuring social communication in children with autism spectrum disorders. In T. Charman & W. Stone (Eds.), Social and Communication Development in Autism Spectrum Disorders: Early Identification, Diagnosis, and Intervention. N.Y.: Guilford Publications.
Siegel-Causey, E. and Wetherby, A. (in press). Nonsymbolic communication. In M. Snell (Ed.), Instruction of students with severe disabilities (Sixth edition). Upper Saddle River, NJ: Merrill/Prentice Hall.
Prizant, B., Wetherby, A., Rubin, E., Laurent, A., & Rydell, P. (2006). The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders. Baltimore, MD: Paul H. Brookes Publishing.
Prizant, B. and Wetherby, A., (2005). Critical issues for enhancing communication abilities for persons with autism spectrum disorders. In F. Volkmar, Paul, R., Klin, A. & Cohen, D. (Eds.), Handbook of autism and pervasive developmental disorders (Third edition). New York, N.Y.: John Wiley & Sons.
Wetherby, A. and Prizant, B. (2005). Enhancing language and communication development in autism: Assessment and intervention guidelines. In D. Zager (Ed.), Autism Spectrum Disorders: Identification, Education, and Treatment (Third edition). Mahwah, NJ: Lawrence Erlbaum.
Wetherby, A., Woods, J., Allen, L., Cleary, J., Dickinson, H., & Lord, C. (2004). Early indicators of autism spectrum disorders in the second year of life. Journal of Autism and Developmental Disorders, 34, 473-493.
Prizant, B., Wetherby, A., Rubin, E., Laurent, A. (2003). THE SCERTS MODEL: A transactional, family-centered approach to enhancing communication and socioemotional abilities of children with autism spectrum disorder. Infants and Young Children, 16, 296-316.
Woods, J. & Wetherby, A. (2003). Early identification and intervention for infants and toddlers at-risk for autism spectrum disorders. Language, Speech, and Hearing Services in Schools. 34, 180-193.
Prizant, B., Wetherby, A., Rubin, E., Laurent, A. (2003). THE SCERTS MODEL: Enhancing communication and socioemotional abilities of children with autism spectrum disorder. Jenison Autism Journal, 14 (4), 2-19.
Sjolander, M., Trautman, L., & Wetherby, A. (2003). A comparison of narrative structure between Swedish-speaking and English-speaking preschoolers. Contemporary Issues in Communication Sciences and Disorders, 30, 136-145.
Wetherby, A. and Prizant, B. (2002). Communication and Symbolic Behavior Scales- Developmental Profile (First Normed Edition). Baltimore, MD: Paul H. Brookes Publishing.
Wetherby, A. (2002). Communication and language disorders in infants, toddlers, and preschool children. In G. Shames & N. Anderson (Eds.), Human communication disorders: An introduction (6th edition). NY, NY: Allyn & Bacon.
Wetherby, A., Allen, L., Cleary, J., Kublin, K., & Goldstein, H. (2002). Validity and reliability of the Communication and Symbolic Behavior Scales Developmental Profile with very young children. Journal of Speech, Language, & Hearing Research, 45, 1202-1219.
National Research Council (2001). Educating children with autism. Committee on Educational Interventions for children with autism. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. (Committee chair: Lord, C.; Committee members: Bristol-Power, M., Cafiero, J., Filipek, P., Gallagher, J., Harris, S., Leslie, A., McGee, G., Odom, S., Rogers, S., Volkmar, F., & Wetherby, A.)
Wetherby, A., Prizant, B., & Schuler, A. (2000). Understanding the nature of the communication and language impairments. In A. Wetherby & B. Prizant (Eds.), Autism spectrum disorders: A transactional developmental perspective. Baltimore, MD: Paul H. Brookes Publishing.
Prizant, B., Wetherby, A., & Rydell, P. (2000). Issues in enhancing communication and related abilities for young children with autism spectrum disorders: A developmental transactional perspective. In A. Wetherby & B. Prizant (Eds.), Autism spectrum disorders: A transactional developmental perspective. Baltimore, MD: Paul H. Brookes.
Prizant, B., Wetherby, A. and Roberts, J. (2000). Communication disorders in infants and toddlers. In C. Zeanah (Ed.), Handbook of infant mental health (Second edition). New York, N.Y.: Guilford Press.
Wetherby, A., Prizant, B. & Hutchinson, T. (1998). Communicative, social-affective, and symbolic profiles of young children with autism and pervasive developmental disorder, American Journal of Speech-Language Pathology, 7, 79-91.
Prizant, B. M. & Wetherby, A. M. (1998). Understanding the continuum of discrete-trial traditional behavioral to social-pragmatic developmental approaches in communication enhancement for young children with autism/PDD. Seminars in Speech and Language, 19, 329-353.
Kublin, K. S., Wetherby, A. M., Crais, E. R., and Prizant, B. M. (1998). Using dynamic assessment within collaborative contexts. The transition from intentional to symbolic communication. In A. M. Wetherby, S. F. Warren, and J. Reichle (Eds.), Transitions in prelinguistic communication: Preintentional to intentional and presymbolic to symbolic. Baltimore, MD: Paul H. Brookes Publishing.
Wetherby, A., Alexander, D., & Prizant, B. (1998). The ontogeny and role of repair strategies. In A.M. Wetherby, S. F. Warren, and J. Reichle (Eds.), Transitions in prelinguistic communication: Preintentional to intentional and presymbolic to symbolic. Baltimore, MD: Paul H. Brookes Publishing.
Wetherby, A., Reichle, J., and Pierce, P., (1998). The transition to symbolic communication. In A.M. Wetherby, S. F. Warren, and J. Reichle (Eds.), Transitions in prelinguistic communication: Preintentional to intentional and presymbolic to symbolic. Baltimore, MD: Paul H. Brookes Publishing.
Wetherby, A.M., Warren, S., and Reichle, J. (1998). Introduction to transitions in prelinguistic communication. In A.M. Wetherby, S. F. Warren, and J. Reichle (Eds.), Transitions in prelinguistic communication: preintentional to intentional and presymbolic to symbolic. Baltimore, MD: Paul H. Brookes Publishing.
Alexander, D., Wetherby, A. and Prizant, B. (1997). The emergence of repair strategies in infants and toddlers. Seminars in Speech and Language, 18, 197-212).
Wetherby, A., Schuler, A., and Prizant, B. (1997). Enhancing language and communication development: Theoretical foundations. In D. Cohen & F. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (Second edition). New York, N.Y.: John Wiley & Sons.
Schuler, A., Prizant, B., and Wetherby, A. (1997). Enhancing language and communication development: Prelanguage and augmentative approaches. In D. Cohen & F. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (Second edition). New York, N.Y.: John Wiley & Sons.
Prizant, B., Schuler, A., and Wetherby, A., (1997). Enhancing language and communication development: Language approaches. In D. Cohen & F. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (Second edition). New York, N.Y.: John Wiley & Sons.
Wetherby, A. and Prizant, B. (1997). Communication, language, and speech disorders in young children. In S. Greenspan, J. Osofsky, and S. Wieder (eds.), Handbook of child and adolescent psychiatry. N.Y.: John Wiley & Sons.
Wetherby, A. and Prizant, B. (1996). Toward earlier identification of communication and language problems in infants and young children. In S. J. Meisels & E. Fenichel (Eds.), New visions for the developmental assessment of infants and young children. Washington, D.C.: Zero to Three/ National Center for Infants, Toddlers, & Families.
Prizant, B., Wetherby, A. and Rydell, P. (1994). Implications of facilitated communication for education and communication enhancement practices for persons with autism. In H. Shane (Ed.), Facilitated communication: The clinical and social phenomenon. San Diego, CA: Singular Publishing Group.
Wetherby, A. and Prizant, B. (1993). Communication and Symbolic Behavior Scales - Normed Edition. Baltimore, MD: Paul H. Brookes Publishing.
Prizant, B., Wetherby, A. and Roberts, J. (1993). Communication disorders in infants and toddlers. In C. Zeanah (Ed.), Handbook of infant mental health. New York, N.Y.: Guilford Press.
Prizant, B. and Wetherby, A. (1993). Communication in preschool autistic children. In E. Schopler, M. Van Bourgondien, and M. Bristol (Eds.), Preschool issues in autism. New York, N.Y.: Plenum Press.