Title

Assistant Professor

Contact Information

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Office: 340-A MCKB
Department:
CPSE
0

Brief Biography

My current career comes after 25 years of a previous career teaching business and accounting and raising a family.

I am a Utah native, but found a new second home in Philadelphia before coming to BYU.

Teaching Interests

School Psychology and Autism

Research Interests

Autism, Disabilities, ADHD, Interdisciplinary Treatment and Support, Gifted and Talented, Models of Service Delivery

Awards

School Psychology Professor of the Year

2016 BYU School Psychology Graduating Cohort

2013 - 2016

School Psychology Professor of the Year

BYU School Psychology Program, 2015 Graduating Cohort

2014 - 2015

Selected Publications

Teaching multi-step math skills to students with disabilities via video prompting (2016)

Authors: Gabrielsen, Terisa P; Kellems, Ryan O; Frandsen, K.; Hansen, Blake Darrell; Clarke, B.

Publication Type: Journal Article, Academic Journal

The Use of Visual Organizers: Supporting Executive Functioning and Academics (2015)

Authors: Kellems, Ryan O; Gabrielsen, Terisa P; Williams, Caroline

Publication Type: Book, Chapter/ Section in Scholarly Book

Publisher: Springer

City: New York

Country: United States

ISBN: 978-3319208718

Editors: Cardon, T.A.

The Autism Fast Start Checklist (2015)

Authors: Gabrielsen, Terisa P; Dyches, Tina T; Stevens, Ashley

Publication Type: Other

Publisher: Autism Council of Utah

City: Salt Lake City

Country: USA

Identifying Autism in a Brief Observation (2015)

Authors: Gabrielsen, Terisa P; Farley, Megan; Speer, Leslie; Villalobos, Michele; Courtney, Baker; Miller, Judith

Publication Type: Journal Article, Academic Journal

Publisher: American Academy of Pediatrics

ISSN: Print, 0031-4005; Online, 1098-4275

Abstract: click to view

BACKGROUND: Pediatricians, neurologists, and geneticists are important sources for autism surveillance, screening, and referrals, but practical time constraints limit the clinical utility of behavioral observations. We analyzed behaviors under favorable conditions (ie, video of autism evaluations reviewed by experts) to determine what is optimally observable within 10-minute samples, asked for referral impressions, and compared these to formal screening and developmental testing results. METHODS: Participants (n = 42, aged 15 to 33 months) were typically developing controls and children who screened positive during universal autism screening within a large community pediatric practice. Diagnostic evaluations were performed after screening to determine group status (autism, language delay, or typical). Licensed psychologists with toddler and autism expertise, unaware of diagnostic status, analyzed two 10-minute video samples of participants’ autism evaluations, measuring 5 behaviors: Responding, Initiating, Vocalizing, Play, and Response to Name. Raters were asked for autism referral impressions based solely on individual 10-minute observations. RESULTS: Children who had autism showed more typical behavior (89% of the time) than atypical behavior (11%) overall. Expert raters missed 39% of cases in the autism group as needing autism referrals based on brief but highly focused observations. Significant differences in cognitive and adaptive development existed among groups, with receptive language skills differentiating the 3 groups. CONCLUSIONS: Brief clinical observations may not provide enough information about atypical behaviors to reliably detect autism risk. High prevalence of typical behaviors in brief samples may distort clinical impressions of atypical behaviors. Formal screening tools and general developmental testing provide critical data for accurate referrals.

Pathway for the Approach to Managing Behaviors in Children with Autism Spectrum Disorder (ASD)/Developmental Disorders. (2014)

Authors: Gabrielsen, Terisa P; Miller, Judith; Friedlaender, Eron

Publication Type: Website

Publisher: Children's Hospital of Philadelphia

City: Philadelphia, PA

Country: USA

URL: www.chop.edu/pathways/shared-pathways/autism-spectrum-developmental-disorder/

Editors: Aileen Schast, PhD and Jane Lavell, MD

Abstract: click to view

This interactive, online resource provides a pathway for clinicians seeking information on how to prepare for medical visits with patients who have autism spectrum disorders using a three-tiered system of preparation and responses.

Treatment of comorbid selective mutism and procedural anxiety in pediatric common variable immunodeficiency disease: A case study. (2013)

Authors: Welkom, Josie; Gabrielsen, Terisa P; Robins, Paul

Publication Type: Journal Article, Academic Journal

Publisher: APA DIvision 54, Society of

City: Washington, DC

Country: USA

Volume: 1

Issue: 2

Page Numbers: 129-136

Editors: Jennifer Schroff Pendley and W. Douglas Tynan

Abstract: click to view

The purpose of this case report is to describe the conceptualization and treatment of comorbid anxiety diagnoses, selective mutism, and procedural anxiety in a young female presenting to a pediatric family therapy clinic with common variable immunodeficiency disease (CVID) and behavioral concerns. Treatment included a comprehensive interview assessing domains of functioning. Treatment plans for both selective mutism and procedural anxiety were informed by behavior learning theories. In collaboration with parents and teachers, evidence-based interventions were implemented concurrently across the clinic, home, and school settings to facilitate generalization. Over the course of 8 sessions, coping skills were successfully employed in the home setting to decrease procedural anxiety. Behavioral techniques implemented by clinician, parents, and the patient’s teacher to reinforce functional communication resulted in the reestablishment of speech in the school setting. Comorbid treatment of anxiety disorders proved successful and was effectively applied within an academic medical setting in a child with CVID. Application of evidence-based interventions informed by behavioral learning theories brought about improvements in both functional communication and procedural anxiety. Close collaboration among pediatric psychologists, school personnel, and parents was critical to achieving positive treatment outcomes across multiple settings. (PsycINFO Database Record (c) 2013 APA, all rights reserved)

The Each Child Study: Comprehensive autism spectrum disorders screening in a pediatric setting (2011)

Authors: Miller, Judith; Gabrielsen, Terisa P; Villalobos, Michele; Segura, Brandon; Wahmhoff, Natalie; Carbone, Paul

Publication Type: Journal Article, Academic Journal

Publisher: American Academy of Pediatrics

City: Elk Grove, Illinois

Country: USA

Volume: 127

Issue: 5

Page Numbers: 866-871

URL: http://pediatrics.aappublications.org/content/127/5/866?sso=1&sso_redirect_count=1&nfstatus=401&nftoken=00000000-0000-0000-0000-000000000000&nfstatusdescription=ERROR%3a+No+local+token

Editors: Lewis First, MD

Abstract: click to view

OBJECTIVE: The goal of this study was to investigate the feasibility and outcome of a systematic autism screening process for all toddlers (aged 14–30 months) in a large, community-based pediatric practice. METHODS: All toddlers who presented to the clinic during the 6-month screening period were eligible. We used 2 screening questionnaires and allowed physicians to refer directly to capture as many children as possible. Receptionists and medical assistants distributed and collected screening questionnaires; research staff did all scoring and follow-up, either by telephone or in person when indicated. RESULTS: We obtained a high rate of screening (80% of eligible children). Of the 796 children screened, 3 had already been diagnosed with an autism spectrum disorder (ASD); an additional 10 children who showed signs of early ASD that warranted further evaluation or intervention were identified. Formal screening measures identified more children with ASD than did clinical judgment or caregiver concerns; however, no single method (ie, questionnaire, caregiver concerns, provider concerns) identified all children with signs of early ASD. We had excellent participation from racially and ethnically diverse families, including Spanish-speaking families. Thirty-two percent of the children who were screened did not present for a well-child visit during the study period and were screened at a sick visit, follow-up visit, or injection appointment. CONCLUSIONS: A partnership between pediatricians and autism specialists resulted in effective, systematic autism screening. Future studies should examine how to create effective systems of care.