|Title:||Post-doctoral Training in Special Education and Autism Research|
|Principal Investigator:||Hume, Kara||Awardee:||University of North Carolina, Chapel Hill|
|Program:||Postdoctoral Research Training Program in Special Education and Early Intervention [Program Details]|
|Award Period:||4 years (7/1/2016-6/30/2020)||Award Amount:||$682,884|
Co-Principal Investigators: Kara Hume and Brian Boyd
The University of North Carolina's postdoctoral research program will provide postdoctoral fellows with extensive research training in special education with a focus on the knowledge and skills needed to evaluate the efficacy of interventions and instructional practices for students with autism spectrum disorders (ASD). The overarching goal of this program is to prepare four fellows (with 2 years of training each) to conduct high-quality special education research related to children and youth with ASD.
The program will support fellows in developing the knowledge and technical skills related to (a) advanced statistical approaches for experimental research designs, (b) statistical analysis of single-case designs, and (c) application of implementation science. In collaboration with their mentors, fellows will design an Individualized Fellowship Plan to guide their training experiences. Training will consist of shared knowledge activities, situated learning and mentorship experiences, and central participatory activities. Shared knowledge activities will include didactic instruction and fellowship seminars. Some elements of this plan will be standard for all fellows (i.e., methodological seminar, professional development seminar, and courses in statistics and research design) and others will be based on the fellows' individual needs (e.g., specialized seminars and training workshops, courses in autism research or grant-writing, and short courses in statistical analyses). Situated learning experiences will provide fellows with opportunities to work on multiple research projects that match their interests. Research opportunities for the fellows currently include (but are not limited to) the following: (1) a randomized controlled trial to evaluate the efficacy of a home-based program to promote joint attention of infants and toddlers with ASD, (2) a randomized controlled trial to evaluate a school-based approach to promoting elementary school teachers' use of evidence-based practices for students with ASD, and (3) a research and development center to develop and evaluate a comprehensive treatment model for high school students with ASD. Lastly, fellows will engage in central participatory activities, which may include taking on independent responsibilities on a funded research project, preparing manuscripts for publication, writing grant proposals, and conducting their own research.
Related IES Project: Post-Doctoral Training in Special Education Research (R324B090005)
Odom, S., Morin, K., Savage, M., and Tomaszewski, B. (in press). Behavioral and Educational Interventions. In Fred Volkmar (Ed) Autism and Pervasive Developmental Disorders, 3rd Ed.
Journal article, monograph, or newsletter
Ganz, J. B., Morin, K., Foster, M. J., Vannest, K. J., Genc-Tosun, D., Gregori, E., and Gerow, S. (2017). High-Technology Augmentative and Alternative Communication for Individuals With Intellectual and Developmental Disabilities and Complex Communication Needs: A Meta-Analysis. Augmentative and Alternative Communication, 33(4), 224-238. doi:10.1080/07434617.2017.1373855
Hong, E. R., Gong, L., Ninci, J., Morin, K., Davis, J., Kawaminami, S., Shi, Y., and Noro, F. (2017). A Meta-Analysis of Single-Case Research on the Use of Tablet-Mediated Interventions for Persons With ASD. Research in Developmental Disabilities, 70, 198-214. doi:10.1016/j.ridd.2017.09.013
Hong, E. R., Kawaminami, S., Neely, L., Morin, K., Davis, J. L., and Gong, L. (2018). Tablet-Based Interventions for Individuals With ASD: Evidence of Generalization and Maintenance. Research in Developmental Disabilities, 79, 130-141. doi:10.1016/j.ridd.2018.01.014
Morin, K., Ganz, J.B., Gregori, E., Foster, M. J., Gerow, S., Genc, D., and Hong, E. R. (2018). A Systematic Quality Review of High-Tech AAC Interventions as an Evidence-Based Practice. Augmentative and Alternative Communication, 34(2), 104-117. doi:10.1080/07434618.2018.1458900
Savage, M. N., Taber-Doughty, T., Brodhead, M. T., and Bouck, E. C. (2018). Increasing Physical Activity for Adults With Autism Spectrum Disorder: Comparing In-Person and Technology Delivered Praise. Research in Developmental Disabilities, 73, 115-125.
Savage, M. N., and Bouck, E. C. (2017). Predictors of Risky Behavior and Offending for Adolescents with Mild Intellectual Disability. Intellectual and Developmental Disabilities, 55(3): 154-166. doi:10.1352/1934-9556-55.3.154