Samuel Odom
Associated IES Content
Grant
AFIRM for Paraeducators: Paraeducators' Use of Evidence-Based Practices to Increase Goal Attainment for Students with Autism
The purpose of this project is to conduct a pilot study to test the promise of the AFIRM (Autism Focused Intervention Resources and Modules) for Paraeducators (AFP) program for increasing the use and fidelity of evidence-based practices (EBPs) among paraeducators and the goal attainment of elementary-aged students with autism. The increases in the prevalence of autism diagnoses and the number of paraeducators providing instruction in special education has created a need for preparing t...
Federal funding program:
Award number:
R324A230140
Grant
Observer Impression Scale of Preschool Children's Peer Social Competence
Observer Impression Scale of Preschool Children's Peer Social Competence
Federal funding program:
Award number:
R305A220241
Grant
Project EXPRESS: EXamining interventions to PRomote Executive functioning and Social Skills
The purpose of this efficacy study is to evaluate the comparative efficacy of two interventions for middle school students on the autism spectrum. Students with autism have challenges related to social skills and executive functioning that impact educational outcomes, yet there is limited evidence about effective school-based programs addressing these core areas of need for pre-adolescents with autism. The proposed study will address this need by evaluating an intervention that targets socia...
Federal funding program:
Award number:
R324A210163
FY2018
FY2018 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Efficacy Follow-Up Study of the CSESA Model
The purpose of this project is to determine the longer-term outcomes for high school students with autism spectrum disorders (ASD) who participated in an efficacy study of a comprehensive treatment model developed by the IES-funded Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA). Compared to other high school students with disabilities, students with ASD have significantly more difficulty with daily living activities, a lower sense of self direction, fewer p...
Federal funding program:
Award number:
R324A180091
FY2017
FY2017 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Supporting Paraprofessionals' Use of Evidence-Based Practices for Students with Autism Spectrum Disorders
The purpose of this project is to develop the Supporting paraprofessionals-Teachers use of Evidence-based practices with Learners having Autism (STELA) program, a professional development intervention targeting the knowledge and skills that paraprofessionals need to implement evidence-based practices (EBPs) for students with autism spectrum disorder (ASD). Increasingly, paraprofessionals have the responsibility of delivering instruction and intervention to students with ASD under the supervi...
Federal funding program:
Award number:
R324A170028
FY2016
FY2016 Single-Session Peer Review Panel
FY2016
FY2016 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Promoting System-Wide Implementation of Evidence-Based Practice for Students with Severe Disabilities through Multi-Tier Professional Development
The Principal Investigator (PI) will conduct a program of research for improving the instructional strategies of paraprofessionals working with students with severe disabilities, and will participate in activities to develop expertise in randomized controlled trials with growth modeling, single-case designs, and grant writing. Previous research has identified three key features of professional development that promote fidelity; professional development must include effective training strateg...
Federal funding program:
Award number:
R324B160009
FY2015
FY2015 Early Intervention and Early Childhood Education Peer Review Panel
Grant
An Efficacy Study of the School-based National Professional Development Center on Autism Spectrum Disorders Model (NPDC)
This project assessed the efficacy of a widely used professional development model that promotes program quality, teachers' use of evidence-based practices (EBPs), and positive outcomes for elementary school students with autism spectrum disorder (ASD). The study responds to a national need to prepare teachers to implement effective, research-based educational programs to improve behavioral, social, and academic outcomes for students with ASD.
Federal funding program:
Award number:
R324A150047
FY2014
FY2014 Early Intervention and Early Childhood Education Peer Review Panel
FY2013
FY2013 Single-Session Peer Review Panel
Grant
Joint Attention Mediated Learning Intervention for Toddlers with Autism Spectrum Disorders and Their Families
The prevalence of autism spectrum disorders (ASD) has grown dramatically in recent years, with advances in early identification now resulting in an influx of toddlers to the early intervention system. Although early intervention providers are required to implement evidence-based practices for this population, few models are available that target social communication, the core difficulty in ASD, at the preverbal stage when neurological development is most malleable. The proposed project direc...
Federal funding program:
Award number:
R324A120291
Grant
Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA)
According to the Centers for Disease Control and Prevention, approximately 1 in 88 children have an autism spectrum disorder (ASD). Autism is a pervasive disorder affecting multiple developmental outcomes (e.g., behavior, communication, cognitive skills). The heterogeneity of abilities poses a significant challenge for schools in determining how best to meet the needs of each child within the least restrictive environment. The research to date suggests that despite some mitigation in the sev...
Federal funding program:
Award number:
R324C120006
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
Grant
Post-Doctoral Training in Special Education Research
This postdoctoral program trained six postdoctoral fellows in the development and evaluation of interventions for children and youth with autism spectrum disorders (ASD) and other special educational needs. The program was housed in the Frank Porter Graham Child Development Institute, an interdisciplinary research center with faculty from early childhood education/early intervention, psychology, special education, speech and communication disorders, epidemiology, pediatrics, and public health.
Federal funding program:
Award number:
R324B090005
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
Grant
Comparison of Two Comprehensive Treatment Models for Preschool-Aged Children With Autism Spectrum Disorders and Their Families
Prevalence rates for Autism Spectrum Disorders (ASD) have risen in the last decade. According to the Centers for Disease Control and Prevention, one in 150 children has an ASD. This increase has created pressure on local school systems to provide effective treatment and services for children with such disorders. To date, few studies have been conducted to evaluate the effects of school-based interventions that address the multiple needs of children with ASD.
Federal funding program:
Award number:
R324B070219
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
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