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. Fellows received training in randomized controlled trials as well as quasi-experimental and single-case experimental designs. The fellowship centered on two or more projects led by the mentoring faculty, which included (a) an evaluation of comprehensive treatment models for children with ASD, (b) development of interventions for young children with ASD, (c) development of a literacy-based response-to-intervention model, (d) an evaluation of a school readiness program for English language learners, and (e) evaluations of professional development programs.

Postdoctoral Fellows

Fettig, Angel (ORCID)
Fleury, Veronica (ORCID)
Pierce, Nigel
Plavnick, Joshua (ORCID)
Schultz, Tia
Wong, Connie

As of 2020, Dr. Fettig was an associate professor at the University of Washington, Dr. Fleury was an assistant professor at Florida State University, Dr. Pierce was an assistant professor at North Carolina Central University, Dr. Plavnick was an associate professor at Michigan State University, Dr. Schultz was an associate professor at the University of Wisconsin-Whitewater, and Dr. Wong was an assistant professor at California State University, Northridge.

Products and Publications

Book chapter

Hume, K., Wong, C., Plavnick, J., and Schultz, T. (2014). Use of Visual Supports With Young Children With Autism Spectrum Disorders. In P. Sturmey, J. Tarbox, and J.L. Matson (Eds.), Handbook of Early Intervention and Autism Spectrum Disorders (pp. 293–313). New York: Springer. doi:10.1007/978-1-4939-0401-3_15

Odom, S., and Fettig, A. (2013). Evidence-Based Practice on Response to Intervention in Early Childhood. In V. Buysse, and E. Peisner-Feinberg (Eds.), Handbook of Response to Intervention (RTI) in Early Childhood (pp. 433–446). Baltimore: Brookes.

Odom, S.L., Fluery, V., Fox, L., Hedges, S., Pierce, N., and Sreckovic, M. (2016). Educational Issues: Autism Spectrum Disorder. In C. McDougle (Ed.), Primer on Autism Spectrum Disorder (pp. 387–412). New York: Oxford University Press.

Wong, C., and Turner-Brown, L. (2013). Preschool Curricula. In F. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 2347–2354). New York: Springer Publishing. doi:10.1007/978-1-4419-1698-3

Journal article, monograph, or newsletter

Ferreri, S.F., and Plavnick, J.B. (2011). A Functional Analysis of Gestural Behaviors Emitted by Young Children With Severe Developmental Disabilities. The Analysis of Verbal Behavior, 27(1): 185–190.

Fettig, A., and Ostrosky, M.M. (2011). Collaborating With Parents in Reducing Children's Challenging Behaviors: Linking Functional Assessment to Intervention. doi:10.1155/2011/835941

Fleury, V.P. (2015). Engaging Children With Autism in Shared Book Reading: Strategies for Parents Young Exceptional Children. Young Exceptional Children, 18(1): 3–16. doi:10.1177/1096250613505098

Fleury, V.P., Herriott-Miramontez, S., Hudson, R., and Schwartz, I. (2014). Promoting Active Participation in Book Reading for Preschoolers With Autism Spectrum Disorder: A Preliminary Study. Child Language Teaching and Therapy, 30: 273–288 doi:10.1177/0265659013514069

Fleury, V.P., Thompson, J.L., and Wong, C. (2015). Learning how to be a Student: An Overview of Instructional Practices Targeting School Readiness Skills for Preschoolers With Autism Spectrum Disorder. Behavior Modification, 39(1): 69-97. doi:10.1177/0145445514551384

Herman, K.C., Borden, L.A., Brooks, C.M., Schultz, T.R., Strawsine, M., Hsu, C., and Reinke, W.M. (2011). Enhancing Family Engagement in Interventions for Mental Health Problems in Youth. Residential Treatment for Children and Youth, 28(2): 102–119. doi:10.1080/0886571X.2011.569434

Hume, K., Plavnick, J.B., and Odom, S.L. (2012). Promoting Task Accuracy and Independence in Students With Autism Across Educational Setting Through the Use of Individual Work Systems. Journal of Autism and Developmental Disorders, 42(10): 2084–2099. doi:10.1007/s10803-012-1457-4?

LaForett, D.R., Fettig, A., Peisner-Feinberg, E.S., and Buysse, V. (2012). Recognition and Response for Dual Language Learners: Instructional Adaptations for Young Dual Language Learners. Young Exceptional Children Monograph Series, 14: 115–132.

Meadan, H., Ostrosky, M., Triplett, B., Michna, A., and Fettig, A. (2011). Using Visual Supports With Young Children With Autism Spectrum Disorder. Teaching Exceptional Children, 43(6): 28–35.

Plavnick, J.B., and Ferreri, S.J. (2011). Establishing Verbal Repertoires in Children With Autism Using Function-Based Video Modeling. Journal of Applied Behavior Analysis, 44(4): 747–766. doi:10.1901/jaba.2011.44-747

Santos, R.M., Fettig, A., and Shaffer, L. (2012). Helping Families Connect Early Literacy With Social-Emotional Development. Young Children, 67(2): 88–93.

Santos, R.M., Jeans, L., McCollum, J., Fettig, A., and Quesenberry, A. (2011). Perspectives of Roles During Parent-Child Interactions of Filipino Immigrant Mothers. Early Childhood Development and Care, 181(6): 809–826. doi:10.1080/03004430.2010.491262

Santos, R.M., Ostrosky, M., Yates, T., Fettig, A., Cheatham, G., and Shaffer, L. (2011). Practices in Assessing Young Children's Social-Emotional Competence: It's More Than Just Completing a Checklist. Young Exceptional Children Monograph Series N. 13: Gathering Information to Make Informed Decisions: 111–132.

Schultz, T., Schmidt, C., and Stichter, J.P. (2011). A Review of Parent Education Programs for Parents of Children With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 26(2): 96–104. doi:10.1177/1088357610397346

Schultz, T.R., Stichter, J.P., Herzog, M.J., McGhee, S.D., and Lierheimer, K. (2012). Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents With ASD. Autism Research and Treatment, 2012: 1–10. doi:10.1155/2012/681465?

Nongovernment report, issue brief, or practice guide

Wong, C., Odom, S.L., Hume, K. Cox, A.W., Fettig, A., Kucharczyk, S., Brock, M.E., Plavnick, J.B., Fleury, V.P., and Schultz, T.R. (2014). Evidence-Based Practices for Children, Youth, and Young Adults With Autism Spectrum Disorder. Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.