Tricia Vause, Ph.D.
Faculty of Social Sciences - Child and Youth Studies
Tricia Vause, Ph.D.
CRN - 350
Phone (905) 688-5550, Ext. 3559
Tricia Vause has a Ph.D. in Clinical Psychology, and is interested in behavioral assessment and treatment (including intensive behavioral intervention, IBI) for children and youth with autism spectrum disorders, as well as dual diagnosis of autism and anxiety disorders (including Obsessive Compulsive Disorder). She has worked at Medical/Counselling Centers, Residential Training Facilities, and School-Based Programs in both Canada and the United States conducting research and clinical work with the above populations. Currently, she is conducting a randomized controlled trial to explore Function-Based Group Cognitive-Behavior Therapy as a treatment for Obsessive Compulsive Disorder in children and youth with High Functioning Autism and Asperger’s Syndrome. This trial is funded by the Ontario Mental Health Foundation and the Ministry for Long-Term Care.
Research and Clinical Interests
- Function-Based Cognitive-Behavior Therapy for Obsessive Compulsive Disorder in Children with High Functioning Autism
- Intensive Behavioral Intervention for Children/Youth with Autism
- Discrimination Learning/Assessment of Basic Learning Abilities (ABLA) Test
- Parent Training and School Consultation
- Click here for information regarding treating Obsessive-Compulsive Behaviours in 7-12 year olds with High Functioning Autism
Peer-Reviewed Chapters Contributed To Books
Vause, T., Regher, K., Feldman, M., Griffiths, D., & Owen, F. (2009). Right to behavioral treatment for individuals with intellectual disabilities: Issues of punishment. In F. Owen and D. Griffiths (Eds.), Challenges to the Human Rights of People with Intellectual Disabilities. London and Philadelphia: Jessica Kingsley Publishers.
Martin, G. L., Yu, C. T., & Vause, T. (2004). Assessment of Basic Learning Abilities test: Recent research and future directions. In W. L. Williams (Ed.), Advances in developmental disabilities: Etiology, assessment, integration, and intervention (pp. 161-176). Reno, NV: Context Press.
Articles in Refereed Journals
Schwartzman, L., Vause, T., Martin, G. L., Yu, D. C. T., Campbell, L., & Danbrook, M. (2009). Predicting the learning ability of children with autism: The assessment of basic learning abilities versus parents’ predictions. Education and Training in Developmental Disabilities, 44, 271-279.
Martin, G. L., Thorsteinsson, J., Yu, C. T., Martin, T. L., & Vause, T. (2008). The ABLA test for predicting the learning abilities of persons with intellectual disabilities: A review. Behavior Modification, 32(2), 228-247.
Vause, T., Yu, D. C. T., Martin, G. L. (2007).The Assessment of Basic Learning Abilities. Test for persons with intellectual disability: A valuable clinical tool. Journal of Applied Research in Intellectual Disabilities, 20(5), 483-489.
Vause, T., Martin, G. L., Cornick, A., Harapiak, S., Yu, D. C. T., & Garinger, J. (2006, reprint). Training task assignments and aberrant behavior of persons with developmental disabilities. Journal on Developmental Disabilities (Special Anniversary Issue), 105-120.
Martin, G. L., Vause, T., & Schwartzman, L. (2005). Experimental studies of psychological interventions with athletes in competitions: Why so few? Behavior Modification, 29(4), 616-641.
Vause, T., Martin, G. L., Yu, C. T., Marion, C., & Sakko, G. (2005). Teaching equivalence relations to individuals with minimal verbal repertoires: Are visual and auditory-visual discriminations predictive of stimulus equivalence? Psychological Record, 55, 197-218.
Sakko, G., Martin, T. L., Vause, T., Martin, G. L., & Yu, C. T. (2004). A visual-visual nonidentity matching assessment is a worthwhile addition to the Assessment of Basic Learning Abilities test. American Journal on Mental Retardation, 109, 45-52.
Vause, T., Harapiak, S., Martin, G. L., & Yu, C. T. (2003). Predictive validity of auditory discriminations in persons with intellectual disabilities: Extending the ABLA test. Journal on Developmental Disabilities, 10, 21-34.
Wilczynski, S. M., Cowan, R., Wolf, K., Vause, T., Yetter, G., Lewis, L., Hayes, A., Meadows, J. R., Elliot, A., & Thompson, K. (2003). Project BEST-CASE: A model for structuring an intensive early childhood intervention program for children with Autism Spectrum Disorder. Proven Practice, 5, 23-36.
Marion, C., Vause, T., Harapiak, S., Martin, G. L., Yu, D. C. T., Sakko, G., & Walters, K. (2003). The hierarchical relationship between several visual and auditory discriminations and three verbal operants among individuals with developmental disabilities. The Analysis of Verbal Behavior, 19, 91-105.
Conyers, C., Doole, A., Vause, T., Harapiak, S., Yu, D., & Martin, G. L. (2002). Predicting the relative efficacy of three presentation methods for assessing preferences of persons with developmental disabilities. Journal of Applied Behavior Analysis, 35, 49-58.
Vause, T., Martin, G. L., & Yu, D. (2000). ABLA test performance, auditory matching, and communication ability. Journal on Developmental Disabilities, 7(2), 123-141.
Conyers, C., Martin, G. L., Yu, D., & Vause, T. (2000). Rapid training of a two-choice auditory-visual discrimination to persons with developmental disabilities. Journal on Developmental Disabilities, 7(2), 84-92.
Mulaire-Cloutier, C., Vause, T., Martin, G., & Yu, D. (2000). Choice, task performance, and happiness indicators with persons with severe developmental disabilities. International Journal of Practical Approaches to Disability, 24, 60-65.
Vause, T., Martin, G., Cornick, A., Harapiak, S., Chong, I., Yu, D., & Garinger, J. (2000). Training task assignments and aberrant behavior of persons with developmental disabilities. Journal on Developmental Disabilities, 7(2), 37-53.
Vause, T., Martin, G., & Yu, D. (1999). Aberrant behavior of persons with developmental disabilities as a function of the characteristics of training tasks. International Journal of Rehabilitation Research, 22, 1-5.