Cathy L. Guttentag, PhD, is a clinical child psychologist evaluating and treating infants, toddlers, and children for autism spectrum disorder and related concerns. She takes a developmental approach to evaluating children, considering all aspects of the child’s development, medical history, family history, culture, and community/school functioning to provide diagnoses and intervention recommendations, along with follow-up care and consultation.
Guttentag joined McGovern Medical School at UTHealth Houston as a faculty member in 2001. She’s an associate professor in the Department of Pediatrics. Her clinical experience includes assessing and working with children impacted by trauma and abuse/neglect, including those in CPS custody, diagnosing dyslexia and related learning disabilities, providing social skills intervention for preschool-age children, and teaching in elementary and childcare settings.
In addition to her clinical work, Guttentag conducts research and professional development training in early responsive parenting and improving the quality of center-based childcare for children at risk.
Guttentag grew up in Newton, Massachusetts. Outside of work, she enjoys reading, traveling, and spending time with her daughter.
Assessment of infants and toddlers, autism spectrum disorder and other developmental disabilities, parent-child attachment, adoption and foster care.
Interventions to improve quality of childcare; responsive parenting; inclusion of children with disabilities in early childhood programs.
Crawford, A., Vaughn, K., Guttentag, C., Varghese, C., Oh, Y., & Zucker, T. (2021). “Doing what I can, but I got no magic wand.” A snapshot of early childhood educator experiences and efforts to ensure quality during the COVID-19 pandemic. Early Childhood Education Journal, 49:829-840. https://doi.org/10.1007/s10643-021-01215-z
Crawford, A., Varghese, C., Oh, Y., Guttentag, C., Zucker, T., Landry, S., & Cummins, R. (2021): An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers, Early Education and Development, DOI: 10.1080/10409289.2021.1961427
Knight, D. S., Landry, S. H., Zucker, T. A., Merz, E. C., Guttentag, C. L. & Taylor, H. B. (2019). Cost-effectiveness of early childhood interventions to enhance preschool: Evidence from a randomized experiment in Head Start centers enrolling historically underserved populations. Journal of Policy Analysis and Management, 38(4), 891-917. DOI: 10.1002/pam.22145.
Landry, S.H., Zucker, T.A., Williams, J.M., Merz, E.C., Guttentag, C.L., & Taylor, H.B. Improving school readiness of high-risk preschoolers: Combining high quality instructional strategies with responsive training for teachers and parents. Early Childhood Research Quarterly, 40, 38-51. (2017).
Guttentag, C.L. Using live coaching and video feedback to teach responsive parenting skills: Experience from the PALS project (2014). Journal of Applied Research on Children: Informing Policy for Children at Risk: Vol. 5: Iss. 1, Article 5. Available at: http://digitalcommons.library.tmc.edu/childrenatrisk/vol5/iss1/5.
Guttentag, C.L., Landry, S.H., Williams, J.M., Baggett, K.M., Noria, C.W., Borkowski, J.G., Swank, P.R., Farris, J.R., Crawford, A., Lanzi, R.G., Carta, J.J., Warren, S.F., & Ramey, S.L. (2014). My Baby & Me: Effects of an early, comprehensive parenting intervention on at-risk mothers and their children. Developmental Psychology, 50(5), 1482-1496 doi:10.1037/a0035682.
Landry, S. H., Taylor, H. Guttentag, C., & Smith, K. E. (2008). Responsive parenting: Closing the learning gap for children with early developmental problems. Review of Research in Mental Retardation, 36, 27-60.
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Certification
Texas State Board of Examiners of Psychologists
Professional Membership
Houston Psychological Association
Society for Research in Child Development
Zero to Three