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Allie Wainer, PhD

Allie Wainer, PhD
Assistant Professor
Department of Psychiatry and Behavioral Sciences, RUSH Medical College
Faculty, Autism Assessment, Research, Treatment and Services Center
Faculty, Section of Population Behavioral Health
Education

Postdoctoral Research Fellowship, Rush University Medical Center
Clinical Psychology Internship, University of Colorado School of Medicine, 2015
PhD, Clinical Psychology, Michigan State University, 2015
MA, Clinical Psychology, Michigan State University, 2011
BA, Emory University, 2008 

Research Areas

autism spectrum disorder, neurodevelopmental disorders, parent-mediated intervention, telehealth, community-based research, dissemination and implementation science

Contact Info:

1645 W. Jackson Blvd.
Suite 607
Chicago, IL 60612
Phone: (312) 563-3520
allison_wainer@rush.edu
Links:
Biography

Allie Wainer, PhD is the assistant research director of the Autism Assessment, Research, Treatment and Services (AARTS) Center, and an Instructor of Psychiatry in the Section of Population Behavioral Health. Dr. Wainer is a clinical psychologist with extensive experience in developing and evaluating interventions and service delivery models for young children with autism spectrum disorder (ASD) and related neurodevelopmental disorders. Dr. Wainer’s scientific work has centered on identifying ways to support the transportation of effective intervention to the “real world” and increase access to high quality intervention. She has conducted studies to investigate ways to maximize the reach of trained professionals (e.g., via group based intervention models), enhance training for community-based service providers, and bring interventions directly to parents and families via telehealth and related technologies. Dr. Wainer has served as a trainer and consultant for evidence-based early interventions for ASD, including reciprocal imitation training (RIT) and Project ImPACT, and has worked with academic and community-based programs, both nationally and internationally, to implement these programs in a variety of formats and service delivery settings.  The ultimate goal of her work is to develop and disseminate effective interventions leading to meaningful and sustainable improvements for individuals with developmental disabilities and their families.

Honors and Activities

2016    Rare Disease Network Scholar’s Program Travel Award, RDCRN Certificate Program

2014    Young Investigator Award, Autism Speaks Toddler Treatment Network

2013    Student Research Fellowship, American Psychological Association, Division 12, Section IX

2013    International Studies Travel Award, Michigan State University

Publications

Peer-reviewed publications

1.      Ingersoll, B., Wainer, A., Berger, N.I., & Bonter, N. (2016). Comparison of a self-directed and therapist-assisted telehealth parent-mediated intervention for children with ASD: A pilot RCT. Journal of Autism and Developmental Disorders, 46, 2275-2284.

2.      Wainer, A., Hepburn, S., & Griffith, E. (2016). Remembering parents in parent-mediated early intervention: An approach to examining impact on parents and families. Autism.

3.      Pickard, K., Wainer, A., Bailey, K.M. & Ingersoll, B. (2016). A mixed-method evaluation of the feasibility and acceptability of a telehealth-based parent-mediated intervention for children with autism spectrum disorder. Autism, 20, 845-855.

4.      Malik S., Oliver C., Moss J., Ingersoll B., Stefanidou C., Wainer, A…McCleery, J. (2015). Pilot randomized controlled trial of the effects of reciprocal imitation training on children with autism.  Journal of Intellectual Disability Research. 59(9):793.

5.      Reaven, J., & Wainer, A. (2015). Issues in the treatment of psychopathology for individuals with autism spectrum disorder. International Review of Research in Developmental Disabilities.

6.      Wainer, A., & Ingersoll, B.  (2015). Increasing the dissemination of an evidence-based ASD intervention via a telehealth parent training program. Journal of Autism and Developmental Disorders, 45, 3877-3890.

7.      Ingersoll, B., & Wainer, A. (2013). Initial efficacy of Project ImPACT:  A parent-mediated social communication intervention for young children with ASD. Journal of Autism and Developmental Disorders, 43, 2943-2952.

8.      Wainer, A., & Ingersoll, B. (2013). Intervention fidelity: An essential component for understanding ASD parent training research and practice. Clinical Psychology: Science and Practice, 20, 335-357. DOI 10.1111/cpsp.12045.

9.      Wainer, A., Block, N., Donnellan, B., & Ingersoll, B. (2013). The broader autism phenotype and friendships in non-clinical dyads. Journal of Autism and Developmental Disorders, 43, 2418-2425.  DOI 10.1007/s10803-013-1789-8.

10.  Wainer, A., & Ingersoll, B. (2013). Disseminating ASD interventions:  A pilot study of a distance learning program for parents and professionals. Journal of Autism and Developmental Disorders, 43, 11-24. DOI 10.1007/s10803-012-1538-4.

11.  Ingersoll, B., & Wainer, A. (2013). Pilot study of a school-based parent training program for preschoolers with ASD. Autism, 17, 434-448.  DOI: 10.1177/1362361311427155.

12.  Wainer, A., Ingersoll, B., Hopwood, C. (2011). The structure and nature of the broader autism phenotype in college students. Journal of Psychopathology and Behavioral Assessment, 33, 459-469.

13.  Ingersoll, B., Hopwood, C., Wainer, A., & Donnellan, M.B. (2011). A comparison of three self-report measures of the broader autism phenotype in a non-clinical sample. Journal of Autism and Developmental Disorders, 41, 1646 – 1657.

14.  Wainer, A., & Ingersoll, B. (2011). The use of innovative computer technology for teaching social-communication to individuals with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 96-107.

Book Chapters

  1. Ingersoll, B. & Wainer, A. (2014).  The broader autism phenotype.  In F. Volkmar, A., Klin, R. Paul, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders, 4th Edition. New York, NY:  Wiley.
  2. Ingersoll, B. & Wainer, A. (2013).  Using distance learning technology to increase dissemination of evidence-based practice in ASD.  In K. Boser, M. Goodman, & S. Wayland (Eds.), Technology tools for students with autism: Innovations that enhance independence and learning.  Baltimore, MD:  Brookes Publishing.
  3. Walton, K., Wainer, A., Berger, N., & Ingersoll, B. (2013).  Peer and adult socialization.  In S. Goldstein and J. Naglieri (Eds.), Interventions for autism spectrum disorders: Translating science into practice.   New York, NY: Springer.
  4. Wainer, A. & Ingersoll, B.  (2013). Generalization and maintenance. In F. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders.  New York, NY: Springer.
  5. Ingersoll, B. & Wainer, A. (2012).  The role of parents in school based curriculums.  In P. Mundy and A. Mastergeorge (Eds.), Autism for Educators, Volume 1, Empirically Supported Educational Interventions for School Age Children with Autism.  New York: Jossey-Bass.
Grants

Ongoing research support

Phelan-McDermid Syndrome Foundation, Phelan-McDermid Syndrome Foundation Training Fellowship
2016 – 2017
The goal of this fellowship is to provide training in skills necessary for developing and disseminating acceptable and effective interventions for increasing social learning and communication in children with neurodevelopmental disorders.
Role: Fellow PI

Scientific Leadership Council Rush University Medical Center, Cohn Fellowship Award
2016 – 2017
The goal of this fellowship is to offer protected time to engage in grant writing and other research-related activities.
Role: Cohn Scholar

AARTS Center Pilot Research Award
2015 – 2017
The goal of this award is to conduct a pilot study of a stepped-care telehealth intervention program for parents of young children with ASD.

Autism Speaks, Dennis Weatherstone Memorial Fellowship ($56,000)                          
2011 – 2013
Using an internet-based program to teach a naturalistic intervention to parents of children with ASD.
The goal of this program was to examine the feasibility and effectiveness of a telehealth program to introduce a naturalistic imitation intervention to parents of children with ASD.
Role: Student PI