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Grace Gengoux, Ph.D., BCBA-D

Grace Gengoux
Email Address: 
Phone Number: 

(650)723-5511 

Position(s): 

Clinical Assistant Professor, Stanford School of Medicine

Faculty Program(s): 

Psy.D.

Teaching and/or Research Emphasis and Interest Areas: 

Lifespan Development, Behavioral Treatments, Autism and Developmental Disabilities

Education: 

Ph.D., Counseling/Clinical/School Psychology, University of California, Santa Barbara (2008)
M.A., Counseling Psychology, University of California, Santa Barbara (2004)
B.A., Psychology, Claremont McKenna College (2002)

Biography: 

Dr. Grace Gengoux is a Clinical Assistant Professor in the Department of Psychiatry and Behavioral Sciences at Stanford University. She is a licensed clinical psychologist and Board Certified Behavior Analyst (BCBA-D) with expertise in the clinical evaluation and behavioral treatment of children with Autism Spectrum Disorders (ASD). Dr. Gengoux completed her internship and postdoctoral fellowship at the Yale Child Study Center. Dr. Gengoux has specialized training in Pivotal Response Treatment (PRT) for children with ASD and conducts clinical research and treatment on this topic. She has conducted research evaluating the effects of PRT on the social-communication competence of young children with autism, co-authored several papers and chapters on naturalistic behavioral treatments for autism, and regularly presents research at national and international conferences. At Stanford, Dr. Gengoux is continuing to develop a program of treatment services, clinical training, and applied research related to naturalistic behavioral treatments for children with autism and their families. She has a particular interest in evidence-based strategies for supporting friendship development for children with ASD. Dr. Gengoux teaches the Lifespan Development course for PAU PsyD students. 

Websites and Other Relevant Links: 
Selected Publications: 

Selected Book Chapters:

Koegel, L. K., Koegel, R. L., Fredeen, R. M., & Gengoux, G. W. (2008).  Naturalistic behavioral approaches to treatment.  In K. Chawarska, A. Klin, & F. R. Volkmar (Eds.) Autism spectrum disorders in infants and toddlers:  Diagnosis, assessment, and treatment (pp. 207-242).  New York, NY: Guilford Press.

Werner, G. A., Vismara, L. A., Koegel, R. L., Koegel, L. K. (2006).  Play dates, social interactions, and friendships.  In R. L., Koegel & L. K. Koegel (Eds.) Pivotal Response Treatments for autism: Communication, social and academic development (pp. 199-213).  Baltimore, MD:  Paul H. Brooks.

Selected Articles:

Steiner, A.M., Gengoux, G.W., Klin, A., & Chawarska, K. (2013). Pivotal Response Treatment for infants at-risk for autism spectrum disorders: A pilot study. Journal of Autism and Developmental Disorders, 43, 91-102.

Macari, S.L., Campbell, D., Gengoux, G.W., Saulnier, C.A., Klin, A.J., & Chawarska, K. (2012). Predicting developmental status from 12 to 24 months in infants at risk for Autism Spectrum Disorder: A preliminary report.Journal of Autism and Developmental Disorders, 42(12), 2636-2647.

Koegel, R. L., Werner, G. A., Vismara, L. A., & Koegel, L. K. (2005).  The effectiveness of contextually supported play date interactions between children with autism and typically developing peers.  Research and Practice for Persons with Severe Disabilities, 30, 93-102.

Gollan, T.H., Montoya, R., & Werner, G., (2002). Semantic and letter fluency in Spanish-English bilinguals.Neuropsychology, 16, 562-576. 

 
 
 

Contact

1791 Arastradero Road
Palo Alto, CA 94304

Phone: (800) 818-6136 Fax: (650) 433-3888

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