My research is focused on the development, evaluation, and dissemination of evidence-based assessments and intervention practices for children with autism spectrum disorder and other developmental or learning disabilities. A major interest is knowledge translation and strategies to both translate research into community practice, and to reduce the use of ineffective or harmful practices. I am also interested in informing understanding of deviance and delay observed in developmental disabilities in terms of social cognitive development and academic achievement such as literacy and how this may inform the development of interventions in the future. Finally, I am interested in how best to support families, schools, and professionals to inform multi-tiered interventions with the ultimate aim of improving the lives of people living with a developmental disability.
Sulek, R., Trembath, D., & Paynter, J., Simpson, K., & Keen, D. (In Press). Dynamics of Staffing and Their Impact on Service Delivery in ASD Early-Intervention. Research in Developmental Disabilities.
Keen, D., Paynter, J., Simpson, K., Sulek, R., & Trembath, D. (In Press). Implementing structured consultation with autism early intervention practitioners. Journal of Intellectual and Developmental Disabilitie
Paynter, J., Davies, M. & Beamish, W. (In Press). Recognising the “Forgotten Man”: Fathers’ experiences in caring for a young child with autism spectrum disorder. Journal of Intellectual and Developmental Disabilities
Paynter, J., Keen., D., & Rose, V. (In Press). Systematic review documents limited empirical support for the practical application of the ToM model of ASD. Invited commentary, Evidence-Based Communication and Interventions
Pepperall, T., Paynter, J., & Gilmore, L. (In Press). Social support and coping strategies in parents raising a child with autism spectrum disorder. Early Child Development and Care.
Taylor, L., Valsamma, E., Mayberry, M, Midford, S., Paynter, J., Quarmby, L., Smith, T., Williams, K., Whitehouse, A. (In Press). Brief Report: An Exploratory Study of the Diagnostic Reliability for Autism Spectrum Disorder. Journal of Autism and Developmental Disorders.
Westerveld, M. F., Paynter, J., Trembath, D., Webster, A. A., & Roberts, J. (In Press). The emergent literacy skills of preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders.
Paynter, J., Ferguson, S., Fordyce, K., Joosten, A., Paku, S., Stephens, M., Trembath, D., & Keen, D. (2017).Utilisation of evidence-based practices by ASD early intervention service providers. Autism, 2, 167-180,
Taylor, L. J., Eapen, V., Mayberry, M. T., Midford, S., Paynter, J., Quarmby, L., Smith, T., Williams, K., & Whitehouse, A. J. O. (2016). Diagnostic evaluation for autism spectrum disorder: A survey of health professionals in Australia. BMJ Open, 6, e012517.
Paynter, J., Westerveld, M., & Trembath, D. Reading assessment in children with autism spectrum disorder. (2016). Journal of Psychologists and Counsellors in Schools, 26, 205-217.
Keen, D., Paynter, J., Trembath, D., & Simpson, K. Translating research to practice in prelinguistic communication. (2016). In D. Keen, H. Meadan, N. Brady, & J. Halle (Eds). Prelinguistic communication in autism spectrum disorders. Springer. pp. 231-250.
Pritchard, M. A., de Dassel, T., Beller, E., Begossian, F., Russo, S., Johnston, L., Paynter, J., & Scott, (2016). Autism in toddlers born very preterm. Pediatrics, 137 (2), e20151949.
Rose, V., Trembath, D., Keen, D., & Paynter, J. (2016). The proportion of minimally-verbal children with ASD in a community-based early intervention program. Journal of Intellectual Disability Research, 60 (5), 464-477
Trembath, D., Paynter, J., Keen, D., & Ecker, U. (2016). Attention: Myth follows!” Facilitated communication, parent and professional attitudes towards evidence-based practice, and the power of misinformation. Evidence-Based Communication Assessment and Intervention, 9, 113-126.
Westerveld, M., Paynter, J., & Trembath, D. (2016). Reading instruction for children with ASD: Getting the story straight. Journal of Clinical Practice in Speech Language Pathology, 18, 80-83.
Westerveld, M, Trembath, T., & Paynter, J. (2016). A systematic review of the literature on emergent literacy skills of preschool children with autism Spectrum disorder. The Journal of Special Education, 50, 37-48.
Yang, S., Paynter, J., Gilmore, L. (2016). Vineland Adaptive Behavior Scales - II Profile of Young Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 46, 64-73.
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