Patrick Leytham, PhD, RBT
School of Education
- Ph.D. in Autism and Reading Strategies, University of Nevada, Las Vegas, 2013
- M.Ed. in Autism and Intellectual Disabilities, University of Nevada, Las Vegas, 2008
- B.A. in Special Education Generalist Resource, cum laude, University of Nevada, Las Vegas, 2007
- SIM Professional Developer (2015), University of Kansas
- Teaching English as a Second Language (TESL) Endorsement (2009), NOVA Southeastern University
- Nevada Autism Endorsement (2008), UNLV
Licensure / Board Certifications
- Special Education Teaching License (2007), Nevada Department of Education
- Leytham, P. A., Tate, J., & Summers, A. (2015). Self-Advocacy Strategy instruction for adjudicated youth by undergraduate students. This study was conducted in a detention center and sought to identify the utility of providing a varied practicum experience for pre-service special educators. Results suggest a positive increase in teacher sentiments, attitudes, and concerns regarding their ability to teach.
- Leytham, P. A., & Hunter, B. (2015). Teaching social skills to a home-schooled child with ASD: A case study. An exploratory case study that looked at how the subject would react to a published social skills curriculum. Preliminary results indicate the subject was able to acquire and generalize the skills learned.
- Dawson, S., Leytham, P. A., & Rasmussen, C. (2015). Down Syndrome family education night: Second year follow-up. Data compared from prior participants and current participants in regards to their perceptions on working with children with DS and exceptionalities.
- Leytham, P. A., Cardon, T., Cote, D., & Porter, S. (2014). Improving conversation skills via interactive whiteboards for middle-school students with ASD. Eight students in two campuses participated in a multiple-probe design study to evaluate the effectiveness of interactive whiteboards on the conversation skills of middle-school students with autism.
- Leytham, P. A., Williams, N., & Zagrodnick, J. (2014-2015). CAPES! Parental education and support program. Parents of children who attend the CAPES! physical activity sessions received guided instruction on topics that were relevant to them. Pre- and post-tests determined whether or not the training was effective and if parents have increased their self-efficacy and awareness of disabilities.
- Leytham, P. A., Dawson, S., & Rasmussen, C. (2014). Down Syndrome family education night: Changing perceptions of preservice education majors through service learning. Pre-service educators were involved with preparing activities for the event and learning about children with DS. Pre- and post-measures indicate improved understanding of working with children with exceptionalities.
- Leytham, P. A., Hart, T., & Runolfson, M. (2014). Changing perspectives of pre-service educators through service learning in a juvenile detention center. Participants provided volunteering hours to adjudicated youth wherein they helped the youth complete credit recovery packets. Results suggest a significant increase in the number of credits earned, as well as improved perceptions of working with at-risk youth.
- Leytham, P. A., Mayhew, J., & Alexander, M. (2013). Pre-service teacher perceptions towards the inclusion of students with disabilities. An experimental design that assessed whether or not differences existed between students as they completed coursework that included either special education majors or special and general education majors. No significant difference was identified between the two courses.
Grants and Funding
- Leytham, P. A. (2014). The Hall Endowment Award of $2,500 grant was awarded to provide monetary assistance for the adjudicated youth whom I was working with.
- Leytham, P. A. (2014). The Hemingway Excellence Award of $975 was provided to attend and receive the SIM Professional Developer certification that was then used to teach adjudicated youth the Self-Advocacy Strategy.
- Zagrodnick, J., Williams, N., & Leytham, P. A. (2014). The Hemingway Collaborative Award of $2000 was awarded to provide monetary assistance for the Children's Adaptive Physical Education Society! program.
- Mayhew, J., & Leytham, P. A. (2014). Project PRIME. A USOE Personnel Preparation grant was awarded in the amount of $59,298 per fiscal year 2015 and fiscal year 2016. This grant provides funding to teach and license Masters level students in the field of Special Education.
- Nguyen, N., Lyons, C., Gelfer, J., Leytham, P., Nelson, L., Krasch, D., & O'Hara, K. (in press). Modelling and bibliotherapy as tools to enhance pro-social interactions during English language arts lessons with first graders. Early Child Development and Care. First published online 18 June 2015.
- Nguyen, N. N., Leytham, P., Whitby, P. S., & Gelfer, J. I. (2015). Reading comprehension and autism in the primary general education classroom. The Reading Teacher, 69, 71-76.
- Leytham, P. A., Pierce, T., Baker, J., Miller, S., & Tandy, D. (2014). Evaluation of the nonverbal reading approach for two 12 to 13-year-old students with ASD. Research in Autism Spectrum Disorders, 9, 68-76.
- Council for Exceptional Children
- Division on Autism and Developmental Disabilities of CEC
- Teacher Education Division of CEC
- 2016-Present: School of Education, Assistant Professor, Touro University Nevada
- 2013-2015: Teacher Education Department, Assistant Professor, Weber State University
- 2011-2012: Department of Educational and Clinical Studies, Adjunct Faculty, University of Nevada, Las Vegas
- 2011-Present: Education Department, Adjunct Faculty, College of Southern Nevada
- 2010-2011: Teacher Education Department, Adjunct Faulty, Sierra Nevada College
- 2007-2013: Special Education Teacher, Clark County School District