Project Activities
In collaboration with their mentors, fellows designed an Individualized Fellowship Plan to guide their training experiences. Training consisted of shared knowledge activities, situated learning and mentorship experiences, and central participatory activities. Shared knowledge activities included didactic instruction and fellowship seminars, some of which were standard for all fellows (methodological seminar, professional development seminar, and courses in statistics and research design) and others that were based on the fellows' individual needs (such as specialized seminars and training workshops, courses in autism research or grant-writing, and short courses in statistical analyses). Situated learning experiences provided fellows with opportunities to work on multiple research projects that matched their interests. Research opportunities for the fellows included (but were 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 engaged in central participatory activities; for example, taking on independent responsibilities on a funded research project, preparing manuscripts for publication, writing grant proposals, and conducting their own research.
People and institutions involved
IES program contact(s)
Project contributors
Completed fellows
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
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.
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
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