Linda Watson
Associated IES Content
Grant
Efficacy of a Parent-Mediated Intervention for One-Year-Olds at Risk for Autism
Early intervention with children with autism may promote better long-term outcomes and preempt more serious consequences associated with this disorder. There is little research about the efficacy of interventions with infants and toddlers who, at this point, have not yet demonstrated all of their autism diagnostic symptoms. The purpose of this project is to assess the efficacy of an early intervention program called Adaptive Responsive Teaching with one year olds most at risk for autism spec...
Federal funding program:
Award number:
R324A100305
FY2018
FY2018 Special Education Peer Review Panel
FY2017
FY2017 Special Education Peer Review Panel
FY2013
FY2013 Special Education Peer Review Panel
FY2016
FY2016 Special Education Peer Review Panel
FY2015
FY2015 Special Education Peer Review Panel
Grant
Making Professional Development Work for Preschool Classroom Teams Serving Students with ASD: Adapting a PD Model Using Normalization Process Theory
This project aims to develop and test an adapted professional development (PD) model to be used with the Advancing Social-communication And Play (ASAP) intervention, which is an intervention that focuses on improving early social communication and play skills of preschool children with autism spectrum disorder (ASD). Research suggests that current PD models may not sufficiently improve educator practice and student outcomes or lead to sustained implementation. To address this, the project wi...
Federal funding program:
Award number:
R324A200188
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
Grant
Social Communication and Symbolic Play Intervention for Preschoolers With Autism
Deficits in social-communicative functioning are core diagnostic features of autism. Joint attention and symbolic play are theoretically posited to be pivotal skills that constitute the early foundations for social-communicative development. Researchers have found that the quality and quantity of young children's social communicative behaviors is highly predictive of long-term developmental and functional outcomes. Few school-based interventions have been developed and tested that target th...
Federal funding program:
Award number:
R324B070056
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