Supporting Teachers in Evidence-Based Practices using Practice-Based Coaching (STEP2)
STEP2 is a professional development program that incorporates behavioral skills training and practice-based coaching to support special education teachers in addressing challenging behavior. Current studies evaluate STEP2 on teacher use of functional behavior assessments, teacher implementation of function-based interventions, and teacher coaching of paraprofessionals. Funded by the Clifford B. Kinley Trust and the Purdue Research Foundation.
Coaching Early Childhood Providers
The purpose of this project is to prepare effective coaches who use best practices in supporting early childhood teachers and providers across Indiana so they can become more effective supports for early childhood teachers and providers. Funded by Early Learning Indiana
Advances in Functional Analysis of Challenging Behavior
This project aims to improve the feasibility and effectiveness of functional behavior assessments for challenging behavior in educational settings. Studies evaluate effects of modifications to functional analysis procedures on accuracy of assessment results and feasibility within school and home based settings.
Teaching Preschoolers with Autism
Teaching Preschoolers with Autism seeks to design and pilot a professional development program for preschool teachers of children with Autism. Using single-case research designs, this project will evaluate the effects of the Teaching Preschoolers with Autism professional development package on teacher use of recommended practices and distal child communication, social, and behavioral outcomes. Funded by the Purdue Research Foundation.
Para-Impact: Professional Development with Teacher-as-Coach for Paraeducators of Elementary Students with Moderate-to-Severe Developmental Disabilities
The purpose of this project is to develop Para-Impact, a professional development package to train supervising teachers to utilize practice based coaching to train their paraeducators to implement systematic instruction for elementary students with moderate-to-severe developmental disabilities (MSDD). The development of Para-Impact will address this research-to-practice gap, providing a mechanism for teachers to supervise, train, and evaluate paraeducators’ delivery of effective instructional practices for students with MSDD. Funded by the Institute of Educational Science.
Exploration of Attentional Strengths and Weaknesses of College Students with Autism in STEM Majors: Impact on Access and Participation in Active Learning
The purpose of this project is to acquire a clear understanding of factors that support or impede students with Autism in STEM programs to success. This exploratory investigation aims to identify interactions between characteristics and behaviors of individuals with Autism and environmental factors and how these interactions support or hinder access to college instruction. This will be accomplished through translational research involving neuropsychological assessment, experimental and psychophysiological measures of attentional strengths and weaknesses, and direct observation in natural settings. Funded by Launch the Future incentive grant from college of Education.