Professor
Autism & Developmental Disabilities Program
Coordinator
Director, Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA)
Office:
Scarfe Office Block 2323

Education:

University of Wisconsin-Madison

Awards:

2008, Fellow, International Society for Augmentative and Alternative Communication
2005, Board Certified Behaviour Analyst (BCBA) Credential
2004, Recipient, Killam Faculty Teaching Prize in the Faculty of Education, UBC
2004, Fellow, American Speech-Language-Hearing Association

Selected Publications:

Books

Beukelman, D., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.) Baltimore: Paul H. Brookes.

Mirenda, P., & Iacono, T. (Eds.) (2009). Autism spectrum disorders and AAC. Baltimore: Paul H. Brookes.

Refereed Journal Articles

Mirenda, P. (in press). Revisiting the mosaic of supports required for including people with intellectual or developmental disabilities in their communities. Augmentative and Alternative Communication.

Duku,E., Vaillancourt, T.,  Szatmari, P., Georgiades, S., Zwaigenbaum, L., Smith, I., Bryson, S., Fombonne, P., Mirenda, P., Roberts, W., Volden, J., Waddell, C., Thompson, A., Bennett, T.,  & the Pathways in ASD Study Team. (2013). Investigating the measurement properties of the Social Responsiveness Scale in preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43, 860-868.

Georgiades, S., Szatmari, P., Boyle, M., Hanna, S., Duku, E., Zwaigenbaum, L., Bryson, S., Fombonne, E., Volden, J., Mirenda, P., Smith, I., Roberts, W., Vaillancourt, T., Waddell, C., Bennett, T., Thompson, A., & the Pathways in ASD Study Team (2013). Investigating phenotypic heterogeneity in children with autism spectrum disorder: A factor mixture modelling approach. Journal of Child Psychology and Psychiatry, 54, 206-215.

Stock, R., Mirenda, P., & Smith, I. (2013). Comparison of community-based verbal behavior and pivotal response treatment programs for young children with autism. Research in Autism Spectrum Disorders, 7,  1168-1181.

Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E.,  Szatmari, P., Bryson, S.,  Roberts, W., Smith, I., Vaillancourt, T., Volden, J., Waddell, C., Zwaigenbaum, L., Georgiades, S., Duku, E., Thompson, A., and the Pathways in ASD Study Team (2012). Comparing early language development in monolingual- and bilingual-exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 890-897.

Patterson, S., Smith, V., & Mirenda, P. (2012). A systematic review of training programs for parents of children with autism spectrum disorders: Single subject contributions. Autism: International Journal of Research and Practice, 16, 498-522.

Petersen, J., Marinova-Todd, S., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1499-1503.

Rinald, K., & Mirenda, P. (2012). Effectiveness of a modified rapid toilet training workshop for parents of children with developmental disabilities. Research in Developmental Disabilities, 33, 933-943.

Jull, S., & Mirenda, P. (2011). Parents as play date facilitators for preschoolers with autism. Journal of Positive Behavior Interventions, 13, 17-30.

Trottier, N., Kamp, L., & Mirenda, P. (2011). Effects of peer-mediated instruction to teach use of speech-generating devices to school-age children with autism spectrum disorder in social game routines. Augmentative and Alternative Communication, 27, 26-39.

Volden, J., Smith, I. M., Szatmari, P., Bryson, S., Fombonne, E., Mirenda, P., Roberts, W., Vaillancourt, T., Waddell, C., Zwaigenbaum, L., Georgiades, S., Duku, E., Thompson, A., and the Pathways in ASD Study Team (2011). Using the Preschool Language Scale, Fourth Edition to characterize language in preschoolers with ASD. American Journal of Speech-Language Pathology, 20, 200-208.

Bopp, K., & Mirenda, P. (2010). Prelinguistic predictors of language development in children with autism spectrum disorders over 4-5 years. Journal of Child Language, 37, 1-19.

Kleeberger, V., & Mirenda, P. (2010). Teaching generalized imitation skills to a preschooler with autism using video modeling. Journal of Positive Behavior Interventions, 21, 116-127.

Mirenda, P., Smith, I., Vaillancourt, T., Duku, E., Georgiades, S., Szatmari, P., Bryson, S., Fombonne, E., Roberts,, W., Smith, I., Volden, J., Waddell, C., Zwaigenbaum, L., & the Pathways in ASD Study Team. (2010). Validating the Repetitive Behavior Scale-Revised in young children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 40, 1521-1530.

Prest, J., Mirenda, P., & Mercier, D. (2010). Using symbol-supported writing software with students with Down syndrome: An exploratory study. Journal of Special Education Technology, 25(2), 1-12.

Prest, J., Mirenda, P., & Mercier, D. (2010). Effects of word prediction on the written output of students with Down syndrome. Down Syndrome Research & Practice, doi:10.3104/reports.2133, 1-10.

Wu, Y-P., Mirenda, P., Hwang, H-P., & Chen, M-C. (2010). Assessment and treatment of stereotypic vocalizations in a Taiwanese adolescent with autism: A case study. International Journal of Special Education, 25(3), 160-167.

Zaidman-Zait, A., Mirenda, P., Zumbo, B., Wellington, S., Kalynchuk, K., & Dua, V. (2010). An item response theory analysis of the Parenting Stress Index-Short Form among mothers of children with autism. Journal of Child Psychology and Psychiatry, 51, 1269-1277.

Bopp, K., Mirenda, P., & Zumbo, B. (2009). Behavior predictors of language development over two years in children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 52, 1106-1120.

Research Projects:

Autism Spectrum Disorders: Pathways to Better Diagnosis and Outcomes: 
The goal of this project is to describe the heterogeneous developmental pathways of various outcomes in a large, cross-Canadian cohort of preschool children with autism, and to identify the inter-relationships among potential mediators and moderators associated with better outcomes. The current study is following 400 children with autism and their families from the time of diagnosis (around age 3) to age 11.

Autism Research Training (ART) Program: The goal of this program is to recruit and train outstanding researchers in the field of autism, in disciplines such as genetics, brain imaging, epidemiology, neurology, psychiatry, psychology, education, and others

Genomic Influences in Developmental Trajectories in Children with Autism Spectrum Disorders: This study is part of a larger project called NeuroDevNet  The purpose of the study is to find genes that may cause or increase the risk of autism spectrum disorder (ASD). Understanding which genes are involved in ASD may help improve diagnosis and intervention planning and may also help to develop new treatments for people with ASD.

Courses Taught:

EPSE 411 Augmentative and Alternative Communication for Individuals with Severe Speech and/or Physical Impairments
EPSE 449 Education of Students with Autism
EPSE 574 Principles of Applied Analysis
EPSE 575 Seminar in Instructional Methods for Persons with Significant Learning Challenges
EPSE 576 Assessment and Positive Behavioural Support in School and Community Settings
EPSE 549 Seminar in Autism