Publications

To learn more, please visit Dr. Kramer’s most current collection of publications on PubMed/NCBI.

You can also visit Dr. Kramer’s Google Scholar page.

Featured publications in the YELL Lab’s two interrelated research areas (YELL Lab collaborators, students, and staff in bold):

Outcome Assessment

Schwartz, A.E., Kramer, J.M., & Longo, A. L. Patient-reported outcome measures for young people with develompental disabilities: Incorporation of design features to reduce cognitive demands. Developmental Medicine and Child Neurology. doi: 10.1111/dmcn.13617 [ePub ahead of print] Here.

Kramer, J. & Schwartz, A. (2017). Reﬁning the Pediatric Evaluation of Disability Inventory–Patient-Reported Outcome (PEDI-PRO) item candidates: Interpretation of a self-reported outcome measure of functional performance by young people with neurodevelopmental disabilities. Developmental Medicine and Child Neurology. 59; 1083-1088 doi: 10.1111/dmcn.13482. Here

Kramer, J.M. & Schwartz, A. (2017). Reducing barriers to patient-reported outcome measures for people with cognitive impairments. Archives of Physical Medicine & Rehabilitation, 98(8), 1705-1715. Here

Coster, W. J., Kramer, J. M., Tian, F., Dooley, M., Liljenquist, K., Kao, Y. C., & Ni, P. (2016). Evaluating the appropriateness of a new computer-administered measure of adaptive function for children and youth with autism spectrum disorders. Autism, 20(1), 14-25. Here

Kramer, J. M., Liljenquist, K., & Coster, W. J. (2015). Validity, reliability, and usability of the Pediatric Evaluation of Disability Inventory‐Computer Adaptive Test for autism spectrum disorders. Developmental Medicine & Child Neurology. 58(3), 255-261 Here

Kramer, J. M., Liljenquist, K., Ni, P., & Coster, W. J. (2015). Examining differential responses of youth with and without autism on a measure of everyday activity performance. Quality of Life Research, 24(12), 2993-3000. Here

Kramer, J. Coster, W., Kao, Y., Snow, A., Orsmond, G., & Moed, R. (2012). A new approach to the measurement of adaptive behavior: The development of the PEDI-CAT for children and youth with autism spectrum disorders. Physical and Occupational Therapy in Pediatrics, 32(1), 34-37. Here

Kramer, J., Walker, R., Cohn, E., Mermelstein, M., Olsen, S., O’Brien, J., & Bowyer, P. (2012). Striving for shared understandings: Therapists’ perspectives of the benefits and dilemmas of using a child self-assessment. OTJR: Occupation, Participation, and Health, 32(1), s48-s58. Here

Kramer, J. (2010). Using mixed methods to establish the social validity of a self- report assessment: An illustration using the Child Occupational Self Assessment (COSA). Journal of Mixed Methods Research,5(1), 72-76. Here

Kramer, J., Kielhofner, G., & Smith, E. V. Jr. (2010). Validity Evidence for the Child Occupational Self Assessment (COSA). American Journal of Occupational Therapy, 64, 621-632. Here

Kramer, J., Smith, E.V. Jr., & Kielhofner, G. (2009). Rating scale use by children with disabilities on a self report of everyday activities. Archives of Physical Medicine and Rehabilitation Research, 90(12), 2047-2053. Here

Community-Based Intervention

Kramer, J. M., Helfrich, C., Levin, M., Hwang, I. T., Samuel, P. S., Carrellas, A., … & Kolaczyk, E. D. (2018). Initial evaluation of the effects of an environmental‐focused problem‐solving intervention for transition‐age young people with developmental disabilities: Project TEAM. Developmental Medicine & Child Neurology. doi: 10.111/dmcn.13715 [epub ahead of print]. Here.

Kramer, J., Hwang, I., Helfrich, C., Samuel, P., Carralles, A., & the YELL Youth Research Team (in press). Evaluating the social validity of Project TEAM: A problem-solving intervention to teach transition age youth with developmental disabilities to resolve environmental barriers. International Journal of Disability, Development, & Education. Here.

Schwartz, A.E. & Kramer, J.M. (2017). “I just had to be flexible and show good patience”: management of interactional approaches to enact mentoring roles by peer mentors with developmental disabilities. Disability & Rehabilitation. doi: 10.1080/09638288.2017.1334835 [epub ahead of print]. Here

Kramer, J. M., Ryan, C. T., Moore, R., & Schwartz, A. (2017). Feasibility of electronic peer mentoring for transition‐age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications. Journal of Applied Research in Intellectual Disabilities. 31(1), e188-129 Here

Kramer, J., Hwang, I., Levin, M., Acevedo-Garcia, D., & Rosenfeld, L. (2018). Identifying environmental barriers to participation: Usability of a health-literacy informed problem identification approach for parents of young children with developmental disabilities. Child: Care, Health, and Development, 44, 249-259. doi: 10.1111/cch.12542.

Ryan, C. T., Kramer, J. M., & Cohn, E. S. (2016). Exploring the self-disclosure process in peer mentoring relationships for transition-age youth with developmental disabilities. Intellectual and Developmental Disabilities, 54(4), 245-259. Here

Levin, M. R., & Kramer, J. M. (2015). Key elements supporting goal attainment for transition-age young adults: A case illustration from Project TEAM. Inclusion, 3, 145-161. Here

Kramer, J. (2015). Identifying and evaluating the therapeutic strategies used during a manualized self- advocacy intervention for transition- age youth. OTJR: Occupation, Participation, and Health, 35 (1), 23-33. Here

Kramer, J. M., Roemer, K., Liljenquist, K., Shin, J., & Hart, S. (2014) Formative evaluation of Project TEAM (Teens making Environment and Activity Modifications). Intellectual/Developmental Disability, 52(4), 258-272. Here

Kramer, J., Barth, Y., Curtis, K., Livingston, K., O’Neil, M., Smith, Z., Vallier, S., & Wolfe, A. (2013). Involving youth with disabilities in the development and evaluation of a new advocacy training: Project TEAM. Disability and Rehabilitation, 35(7), 614- 622. Here

Kramer, J., Olsen, S., Mermelstein, M., Bacalls, A., & Liljenquist, K. (2012). Youth with disabilities’ perspectives of the environment and participation: A qualitative meta- synthesis. Child: Care, Health, and Development, 38 (6), 763-777. Here

Participatory Action Research

Kramer, J., Hwang, I., Helfrich, C., Samuel, P., Carralles, A., & the YELL Youth Research Team (in press). Evaluating the social validity of Project TEAM: A problem-solving intervention to teach transition age youth with developmental disabilities to resolve environmental barriers. International Journal of Disability, Development, & Education. Here.

Kramer, J. M., Kramer, J. C., Garcia- Iriarte, E., & Hammel, J. (2011). Following through to the end: The Use of Inclusive Strategies to Analyze and Interpret Data in Participatory Action Research with Individuals with Intellectual Disabilities. Journal of Applied Research in Intellectual Disabilities, 24, 263-273. Here

Garcia-Iriarte, E., Kramer, J.C., & Kramer, J.M. (2008). “Who Did What?”: A Participatory Action Research Project to Increase Group Capacity for Advocacy. Journal of Applied Research in Intellectual Disabilities,22(1), 10-22. Here