Research in Autism and Developmental Disabilities

Current Projects

The Development and Testing of a Professional Development Intervention to Support Family Member use of Augmentative and Alternative Communication

Project Funding: Institute of Education Sciences

PI: Dr. Sarah Douglas

Summary: This project includes the creation, evaluation, and revision of a professional development for Speech Language Pathologists and an online training program for family members to support the implementation of aided language modeling with children who use augmentative and alternative communication (AAC).

**Now recruiting for this project**

The Development and Testing of a Professional Development Intervention to Support Family Member use of Augmentative and Alternative Communication

Project Funding: Institute of Education Sciences

PI: Dr. Sarah Douglas

Summary: This project includes the creation, evaluation, and revision of a professional development for Speech Language Pathologists and an online training program for family members to support the implementation of aided language modeling with children who use augmentative and alternative communication (AAC).

**Now recruiting for this project**

 

A Data-driven Classroom Intervention Framework for Children with Social Peer Engagement Deficits

Project Funding: National Science Foundation

PI: Dr. Sarah Douglas

Summary: This project includes the creation, testing, and refinement of a sensor tool to support teacher instructional decision making for preschool aged children with peer engagement challenges. 

 

Paraeducator Utilization in Kindergarten

Project Funding: TUBITAK (The Scientific and Technological Research Council of Turkey)

PI: Visiting Scholar: Serife Demirdagli, PhD, Bursa Uludag University, advised by Dr. Sarah Douglas

Summary: This study utilizes a case study approach to detail the use of paraeducators in kindergarten classrooms. We explore the utilization of paraeducators from the perspectives of administrators, teachers, paraeducators, and other team members. 

Current Gradute Student Projects

Experiences of Caregivers of Children with Medical Complexities

Student: Emily Jensen

Summary: This mixed-methods study investigates the experiences of caregivers of children with medical complexities. The survey and interview data will provide us with information regarding schooling for children with medical complexities, caregiver experiences in medical settings, and the impact of COVID-19 on the lives of this sample of caregivers. Evidence-based recommendations will be provided to improve the quality of educational and medical care for these families.

Stressors and Coping Strategies for Caregivers of Individuals with Down syndrome: A Meta-synthesis of Qualitative Research

Student: Chandani Bhandari

Summary: This meta-synthesis explores the emotions, stressors, and coping strategies of caregivers of children with down syndrome. Findings explore the ways in which professionals can better support these families in their journey.

Past Projects

Online Training for Paraeducators to Improve Communication Supports for Young Children with Complex Communication Needs 

Project Funding: Institute of Education Science

This project includes the creation, evaluation, and revision of an online training program for paraeducators and their supervising special education teachers to support the communication of young children with complex communication needs (CCN).

Cultural Considerations in Caregiver Implemented Naturalistic Developmental Behavioral Interventions: A Scoping Review

This study explored the cultural relevance and adaptations of previously published NDBIs. Findings showed that few NDBIs had been explored with diverse groups and cultural adaptations were also limited, but were present in two of the reviewed NDBIs.

A Partnership to Support Practitioners and Researchers in Developing and Carrying out Culturally Competent Interventions for Children and Families with Disabilities

Project Funding: MSU Alliance for African Partnership

This project included development of a mechanism to connect researchers, professionals, and graduate students who are interested in carrying out culturally relevant interventions for children and families with disabilities.

Social/Communication Development of Children with Autism in the Family Context: Building Family Capacity

Student: Atikah Bagawan

This dissertation explores the development and testing of an online training to support family members in implementing social a communication intervention with children with autism in home settings.

 Understanding the Experiences of Siblings of Individuals with ASD

This project utilized a qualitative meta-synthesis approach to summarize the literature and understand the experiences of siblings of individuals with ASD. Characteristics of the individual with ASD, family, and sibling were explored within the context of relationships and roles. Siblings expressed how they are shaped by this experience and discuss barriers, resources, and problem solving and coping techniques that can be used. 

Friendship Experiences of Children with Neurodevelopmental Disabilities and their Peers

This project utilized a qualitative meta-synthesis approach to summarize the literature and understand the friendship experiences of children with neurodevelopmental disabilities and their peers. Definitions of friendship, experiences, barriers, facilitators, and benefits were discussed.

The Medical Experiences of Caregivers of Children with ASD

This project utilized a qualitative meta-synthesis approach to summarize the literature and understand the medical experiences of caregivers and their children with ASD. The challenges faced obtaining medical care, positive experiences, and suggestions related to medical care for individuals with ASD were discussed. 

Review of AAC Research in Educational Settings 

This project utilized a scoping review approach to summarize the AAC research literature and understand the settings in which this research takes place. The specific focus of interventions, target populations, and setting locations were discussed. Recommendations for practice and future research were provided

Online AAC Services During the COVID-19 Pandemic

This project explored online AAC service delivery by SLPs across the US during the COVID-19 pandemic using an online survey. Service delivery models, challenges, benefits, training support, and recommendations were explored. 

A Telepractice Approach to Support Family Members in Implementing Aided Language Modeling

Project Funding: Faculty Initiative Funding (MSU Internal)

Single case research design was used to test the impact of a telepractice training for family members to support aided language modeling (ALM). The project included two families with parents, siblings, and extended family members. Findings showed an increase in high fidelity AAC modeling, and rate of AAC modeling for family members as well as an increase in independent communication turns for the child who uses AAC. 

Caregiver Experiences Transitioning from Early Intervention to Early Childhood Special Education

This project utilized a qualitative meta-synthesis approach to summarize the literature and understand the experiences of caregivers and the transition from early intervention to early childhood special education. Caregiver experiences reflected on the barriers and facilitators related to communication and relationships, interagency infrastructure, parent involvement, alignment and continuity, and transition practices.

Social Media Birth Stories from Mothers of Children with Down Syndrome

A qualitative analysis of publicly available birth stories of mothers of children with down syndrome available on popular social media platforms was conducted. Two major themes emerged: receiving the diagnosis and processing the diagnosis. Mothers express their experiences, challenges, and facilitators within these themes. 

The Training Experiences of AAC Practitioners in Michigan

This project included a focus group of AAC practitioners across Michigan to learn about their training experiences both to prepare them to support individuals who use AAC, and to support the communication partners of individuals who use AAC. 

Instructional Decision Making for Pre-Linguistic Communicators who use AAC: Expert Perspectives 

This project included a written online interview with AAC experts to learn about the instructional decision making processes they use when supporting the use of AAC for pre-linguistic communicators. 

 Paraeducator Training and Supervision in Michigan: Current Practices, Policies, and Future Recommendations

Project Funding: Michigan Applied Public Policy Research Grant (MSU Internal)

The aim of this project is to examine paraeducator training and supervision through surveys with administrators, teachers, and paraeducators themselves. What is current practice and what are areas of improvement will be inspected. Information will also be sought from individuals in the Michigan Department of Education.

Wearable Sensor Technology: Social Interactions in Preschool

Project Funding: Research in Autism, Intellectual and Neurodevelopmental Disabilities Grant (MSU Internal)

Peer communication and relationships are important for all children in preschool, and especially those with Autism Spectrum Disorder (ASD). This project aims at further understanding what these peer interactions look like in the classroom setting using sensor technology and observational data.

Early On Caregiver Coaching Study

Project Funding: Early On Michigan Faculty Grant

This project is focused on understanding the use of coaching practices through surveys and qualitative interviews with service providers in the state of Michigan. Speech language pathologists, early interventionists, and others who work directly with families who have a young child with a disability were included. The study aims to gain a better picture of the ways in which service providers are prepared for coaching, and the ways in which it is used in practice.

POWR Parent Online Training Program

Parents of children with differing communication needs were trained using a hybrid online/in-person training. The training follows the POWR (Prepare, Offer opportunities, Wait, Respond) strategy and teaches parents how to implement it with their children. Communication levels of both the parent and the child were analyzed before and after, and it was found that this training significantly increased communication levels.

Sibling Communication Partner Training

A sibling version of the POWR parent training strategy was created, called Plan, Talk, Wait, and Respond. Older typically developing (TD) siblings of children with differing communication needs were taught the strategy through in-person trainings, and given the opportunity to practice with feedback. Communication levels of both siblings were analyzed before and after training, and it was determined that the training impacted the levels of communication between siblings.

Plan, Talk, Wait, and Respond Qualitative Case Study

This study used a case study to look at a small adaptation to the Plan, Talk, Wait and Respond sibling training strategy. It offered more in-depth descriptions of the types of communication the TD sibling could be providing to help them see the multiple different ways they could ask a question, give a comment, provide a choice, or respond to their sibling. One sibling dyad was used to determine the impact of this adaptation. It was found that the strategy helped increase communication, and there were changes in the different types of communication the TD sibling provided.

Paraeducator Training Curriculum

Training curriculums for paraeducators were qualitatively analyzed according to content and type of curriculum. Descriptions and information on curriculum comparisons were given.

Past Graduate Student Projects

Stay-Play-Talk Intervention via Telepractice for Typically Developing Siblings of Children with Disabilities

Student: Atikah Bagawan

Siblings play an important role in the lives of children with disabilities. In this project, we will be implementing a sibling-mediated intervention via telepractice. Using a single-case research, we hope to investigate the relationship between the social behaviors by TD sibling and the child with DD, explore the strategies that support positive social behavior between TD sibling and their sibling with DD, also to describe the advantage and challenges in implementing intervention via telepractice for TD siblings of children with DD.

Indonesian Caregivers’ Perspective of Their Child’s AAC Use

Student: Atikah Bagawan

This qualitative study aims to explore how Indonesian caregivers view the use of AAC by their child with autism.

Barriers to Pre-Service Teachers Perspectives of Inclusion

Student: Sophia D’Agostino

Pre-service teachers working with young children with autism in inclusive settings participate in longitudinal survey research. By conducting this project we hope to understand the perceptions, barriers, and challenges faced by pre-service child development majors when inclusive practices are implemented with children with autism in preschool settings.

Parent Support Group for Parents of Children with ASD: Pilot Study

Student: Rebecca Kammes

This project is a pilot study testing a curriculum for a parent support group for parents of young children with Autism Spectrum Disorder (ASD) and ASD-type diagnoses. The curriculum was developed from the Double ABCx model of adjustment and adaptation. It is being tested for parent adjustment and stress reduction outcomes, being run alongside a social skills group for children with ASD.

Sexuality and Relationships in Individuals with Developmental Delays: Parent and Service Provider Training Groups

Student: Rebecca Kammes

Parents and service providers both attend psychoeducation groups aimed at discussing sexuality and relationships for individuals with intellectual and other developmental delays. This project is using a community-based needs assessment format to determine the best way to impact and deliver information to individuals in these groups.

 

 

Faculty and Graduate Students in the RADD Lab

Sarah N. Douglas, Associate Professor and RADD Lab Director

Fun fact: Sarah won a crawling contest as an infant! 

 

Sarah Dunkel-Jackson, Research Faculty and POWR Project Manager

Fun fact: Sarah loves coaching and playing sports. She played for the State Championship Bath Bees softball team, played lacrosse in college, and now coaches baseball, softball, and basketball for youth with and without disabilities. 

 

 

Dr. Patricia West, College of Nursing

Fun fact: Patty's favorite candy is Swedish fish! 

 

Dr. Atikah Bagawan, Research Assistant on the POWR Project

Fun fact: Atikah loves extreme sports! 

 

Dr. Şerife Demirdağlı, Visiting Scholar from Turkey

Fun fact: Şerife loves solving challenging puzzles and knitting! 

 

Zhenzhen Zhang, Visiting Scholar from China

Zhenzhen is finishing up her doctoral dissertation!

 

Emily Jensen, Doctoral Candidate in Child Development and Lab Manager

Fun fact: Emily has lived in Michigan her entire life! 

 

Prince Owusu, Doctoral Student in Child Development

Fun fact: Prince loves board games! 

 

Chandani Bhandari, Doctoral Candidate in Child Development

Fun fact: Chandani's name means "moonlight" in Hindi!

 

Sarah Khan, Medical Student

Fun fact: Sarah can solve a rubric's cube! 

 

Marisol Mora, Master's Student in Child Development

Fun Fact: Marisol's favorite thing about MSU is how beautiful the campus is, especially during the fall time when all the leaves are changing. 

 

Ayesha Rehman, Master's Student in Child Development

Fun fact: Ayesha is a great cook and loves to make burgers for her family and friends! 

 

Undergraduate Students

Joseph Kesto, Senior, Neuroscience and Public Health

Fun fact: Joseph is obsessed with concerts and touched Lil Nas X at his most recent show! 

 

Saishreya Kankanalapalli, Senior, Human Biology

Fun fact: Shreya has been dancing since she was six years old! 

 

Casey Reed, Senior, HDFS and Psychology 

Fun fact: Casey grew up running triathlons with her dad! 

 

Liz Mallory, Senior, Psychology

Fun fact: Liz twirled baton competitively from age 5 to age 17! 

 

Emma Riedel, Senior, Communication Sciences and Disorders

Fun fact: Emma is a huge fan of the Buffalo Bills. 

 

Yumi Yuag, Senior HDFS

Fun fact: Yumi loves cotton candy ice cream! 

 

Haley Doss, Senior, Human Biology

Fun fact: Haley loves to attend sporting events at MSU! 

 

PJ Pfeiffer, Senior, Psychology and Journalism

Fun fact: PJ has been on television twice! 

 

Zainab Alsalihi, Senior, HDFS 

Fun fact: Zainab loves how inclusive MSU is! 

 

Dominique Smith, Senior, Psychology

Fun fact: Dominique collects unique antiques! 

 

Shreshta Sinha, Junior, Neuroscience

Fun fact: Shreshta wants to start a biotech therapy company! 

 

Dre'Ana O'Neal, Junior, Psychology

Fun fact: Dre'Ana's favorite activities include playing piano, drawing, and reading. 

 

Alekya Vudathu, Junior, Human Biology

Fun Fact: Alekya has been performing in dance showcases since she was three! 

 

Latrell Massey, Junior, Human Biology Pre-Med

Fun fact: Latrell loves the beautiful scenery at MSU.

 

Sindhu Marthi, Junior, Neuroscience and Spanish

Fun fact: Sindhu loves to plan trips, even if they never happen! 

 

Emily Stephenson, Junior, Child Development

Fun fact: Emily loves the atmosphere of MSU, especially in the fall. 

 

Abby McCarty, Junior, Special Education, Elementary Education, minor in Dance

Fun fact: Abby choreographs musicals for MSU Department of Theater! 

 

Alina Acosta, Junior, Psychology

Fun fact: Alina speaks English, French, and Spanish, and is currently learning Arabic! 

 

Charlize Haworth, Junior, Psychology and Neuroscience

Fun fact: Charlize loves to paddle board! 

 

Isabel Stoller, Junior, Psychology

Fun fact: Isabel once spent 36 hours in airports to save $400 on a flight to Amsterdam and Poland!

 

Madison Moy, Junior, Psychology

Fun fact: Madison wants to pursue a PhD in psychology, hoping to become a cognitive behavioral therapist.

 

Audrey Greene, Junior, Psychology

Fun fact: Audrey has walked across a volcano! 

 

Ava Taylor, Sophomore, Neuroscience

Fun fact: Ava loves the diverse learning community at MSU! 

 

Neha Menon, Sophomore, Human Biology

Fun fact: If Neha were an animal, she would be a monkey because they're so carefree! 

 

Caitlin Reed, Sophomore, Psychology and Criminal Justice

Fun fact: Caitlin has been riding horses since she was 5 and now teaches riding lessons to kids! 

 

Kaitlynn Nguyen, Sophomore, Neuroscience with a minor in pharmacology & toxicology

Fun fact: Kaitlynn has double jointed elbows! 

 

Audrey Dimiceli, Sophmore, Psychology

Fun fact: Audrey did gymnastics for 12 years! 

 

Abby France, Freshman, Criminal Justice

Fun fact: When Abby was in third grade, she was an extra in a movie! 

 

Alyssa Hein, Freshman, Human Biology

Fun fact: Alyssa's favorite thing about MSU is the beautiful, walkable campus! 

 

Walker, V., Douglas S. N., Reilly, A.*, Tapp, M., & Sobeck, E. (in press). Paraeducator training to support students’ behavioral needs: Administrator, teacher, and paraeducator perspectives. Journal of Positive Behavior Interventions. 

Jensen, E. J.*, Douglas, S. N., Khan, S.*, Bullock, K.* (2025). “She’s going to write her own story”: A mixed-methods study exploring caregivers’ experiences with their children with medical complexities. Journal of Pediatric Nursing, 82(2025), 1-10. https://doi.org/10.1016/j.pedn.2025.01.025

Andary, J.*, Nyland, M.,* Lorang, E., Douglas, S. N., & Venker, C. (in press). How parents of children in early intervention feel about simplified language input. American Journal of Speech Language Pathology. 

Douglas, S. N., Dunkel-Jackson, S., Bowles, R., Plavnick, J., Sun, T.*, & Bagawan, A.* (2024). POWR+ intervention results: An online communication partner training program for educational teams. Communication Disorders Quarterly. https://doi.org/10.1177/15257401241303160 

Eddie, A.*, Vallotton, C., Douglas, S., N., & Brophy-Herb, H. (in press). The I can/you can framework for ethnic-racial socialization in infancy and toddlerhood. Young Children. 

Douglas, S. N., & Josol, C.* (in press). Friendship experiences of children with neurodevelopmental disabilities and their peers: A meta-synthesis. Focus on Autism and Other Developmental Disabilities. 

Snodgrass, M. R., Douglas, S. N., Walker, V. L., & Chung, Y.-C. (2024). Instructional decision-making of professionals who support children who use AAC. Topics in Early Childhood Special Education, 44(1), 20-32. https://doi.org/10.1177/02711214241237424 

Douglas, S. N., Dada, S., Tonsing, K., Samuels, A., & Owusu, P.* (2024). Cultural considerations in caregiver-implemented naturalistic developmental behavioral interventions: A scoping review. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-024-00436-3 

Douglas, S. N., Bowles, R., Plavnick, J., Dunkel-Jackson, S., Sun, T.*, Bagawan, A.* (2024). An online communication partner training program: POWR+ intervention results for teachers, paraeducators, and children. Rural Special Education Quarterly, 43(2), 78-90. https://doi.org/10.1177/87568705241231599 

Douglas, S. N., Shi, Y.*, Das, S.*, & Biswas, S. (2024). Validation of wearable sensor technology to understand social interactions of young children. Early Childhood Research Quarterly, 67, 343-351. https://doi.org/10.1177/10883576211028223 

Bagawan, A.*, Douglas, S. N., & Dunkel-Jackson, S. (2024). Indonesian caregivers’ perspectives of the use of AAC for children with autism spectrum disorder. Journal of International Special Needs Education, 27(1), 12-22. 

Davila, A. L.*, Douglas, S. N., Skibbe, L. (2023). Remote coaching conversations for infant and toddler teachers. Young Children, 78(4), 48-55. 

Ingersoll, B., Douglas, S. N., Brodhead, M., Barber, L, Kaczmarek, L. (2024). Interdisciplinary competencies for implementing NDBIs with young children with ASD. Journal of Early Intervention, 42(2), 138-154. https://doi.org/10.1177/10538151231218928 

D’Agostino, S., Dueñas, A., Douglas, S. N., & Meadan, H. (2023). Exploring perceptions and use of compassionate care with early interventionists and caregivers: A mixed methods investigation. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-023-00831-y

Chopra, R. V., Yates, P. A., Douglas, S. N., Morano, S., Sobeck, E. E., & Hepworth, W. K. (2024). Paraeducators’ journey to teacher licensure: Critical supports and challenges. The Teacher Educator, 59(1), 84-102. http://doi.org/10.1080/08878730.2023.2219249 

Douglas, S. N., Bowles, R., Plavnick, J., Sun, T.*, Dunkel-Jackson, S., & Bagawan, A.* (2024). Iterative pilot testing of the POWR intervention: Online training to support paraeducator implementation of augmentative and alternative communication strategies. Journal of Special Education Technology, 39(1), 79-93. https://doi.org/10.1177/01626434231180591 

Dunkel-Jackson, S., Jensen, E., Bagawan, A., & Douglas, S. N. (2023). Baseball is for everyone! Evaluation of an inclusive, community-based, baseball challenge league pilot program. DADD Online Journal.

West, P.*, Jensen, E. J.*, Douglas, S.N., Wyatt, G., Robbins, L., & Given, C. (2023). Perceptions of families with adolescents utilizing augmentative and alternative communication technology: A qualitative approach. Journal of Pediatric Nursing, 71, e46-e56. https://doi.org/10.1016/j.pedn.2023.04.014

Kammes, R.*, Douglas, S. N., & Black, R. (2023). Parental role in intimate relationship: Comparing adults with and without intellectual disabilities. Journal of Intellectual and Developmental Disability, 48(4), 397-408.https://doi.org/10.3109/13668250.2023.2198344 

Douglas, S. N., Bagawan, A., & West, P. (2023). A theory-generating qualitative meta-synthesis to understand the experiences of siblings of individuals with autism spectrum disorders. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-023-00360-y 

Sun, T.*, Bowles, R., & Douglas, S. N. (2023). Chinese-English speaking family perspectives of augmentative and alternative communication use with their children. Journal of Communication Disorders, 102, 106315.https://doi.org/10.1016/j.jcomdis.2023.106315

Jensen, E.*, Gerde, H., & Douglas, S. N. (2023). Dispelling myths surrounding AAC use for young children: Recommendations for professionals. Inclusive Practices, 2(1), 30-36.https://doi.org/10.1177/273247452211443

Sun, T.*, Bowles, R., Douglas, S. N., Plavnick, J. (2023). Response time of young children with complex communication needs following a communication opportunity. Exceptional Children, 90(1), 27-42. https://doi.org/10.1177/00144029221146574

D’Agostino, S., Douglas, S. N., & Meadan, H. (2023). Compassionate care within early intervention caregiver coaching: “They won’t care what you know until they know you care.” Infants and Young Children, 36(2), 147-163.https://doi.org/10.1097/IYC.0000000000000238

Lu, Y.*, Erickson, K., Sun, T.*, Douglas, S. N., & Hauck, J. (2023). Insights of caregivers and neurotypical siblings on sibling-guided motor interventions for children with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 58 (3), 269-282.

Douglas, S. N., Meadan, H., Biggs, E., Bagawan, A.,* & Terol, K.* (2023). Building family capacity: Supporting multiple family members to implement aided language modeling. Journal of Autism and Developmental Disorders, 53(7), 2587-2599. https://doi.org/10.1007/s10803-022-05492-4

Biggs, E. E., Douglas, S. N., Therrien, M., & Snodgrass, M. (2023). Views of speech-language pathologists on telepractice for children who use augmentative and alternative communication. Intellectual and Developmental Disabilities, 61(6), 31-48. https://doi.org/10.1352/1934-9556-61.1.31

Douglas, S. N., Jensen, E.*, & West, P.* (2023). Barriers and benefits experienced by caregivers seeking medical care for their children with autism spectrum disorders: A qualitative meta-synthesis. Review Journal of Autism and Developmental Disorders, 10, 492-504. https://doi.org/10.1007/s40489-022-00306-w

Bagawan, A.*, Douglas, S. N., & Gerde, H. (2023). Components of effective supervision and training for paraeducators. Intervention in School and Clinic, 58(4), 264-272. https://doi.org/10.1177/10534512221093778

Douglas, S. N., Dunkel-Jackson, S., Sun, T.*, & Owusu, P.* (2022). A review of research related to the POWR intervention: A communication partner intervention to support children with neurodevelopmental disorders. Current Developmental Disorders Report, 9, 45-52. https://doi.org/10.1007/s40474-022-00244-6

Knowles, C., D'Agostino, S., Kunze, M., Uitto, D., & Douglas, S. N. (2022). A systematic review of asynchronous online learning opportunities for paraeducators. Journal of Special Education, 56(3), 168-178.https://doi.org/10.1177/00224669221085306

Biggs, E., Rossi, E.*, Douglas, S. N., Therrien, M., & Snodgrass, M. (2022). Preparedness, training, and support for AAC telepractice during the COVID-19 pandemic. Language, Speech, and Hearing Services in Schools, 53(2), 335-359. https://doi.org/10.1044/2021_LSHSS-21-00159

Biggs, E., Therrien, M., Snodgrass, M., & Douglas, S. N. (2022). Voices from the field: Strategies for effective telepractice for children with autism who use augmentative and alternative communication. Perspectives of the ASHA Special Interest Groups, 7 (2), 324-337. https://doi.org/10.1044/2021_PERSP-21-00229

Iacono, T., Douglas, S. N., Garcia-Melgar, A.*, & Goldbart, J. (2022). A scoping review of AAC research conducted in segregated school settings. Research in Developmental Disabilities, 120, 104141.https://doi.org/10.1016/j.ridd.2021.104141

Iacono, T., Goldbart, J., Douglas, S. N., & Melgar, A. G.* (2022). A scoping review and appraisal of AAC research in inclusive education settings. Journal of Developmental and Physical Disabilities, 34, 963-985. https://doi.org/10.1007/s10882-022-09835-y

Douglas, S. N., Dunkel-Jackson, S., Bagawan, A.*, & Sun, T.* (2022). Five tips for implementing telepractice interventions with family members of young children with autism spectrum disorders. Perspectives of the ASHA Special Interest Groups, 7(2), 284-294. https://doi.org/10.1044/2021_PERSP-21-0022

Kammes, R.*, Lachmar, M.*, Douglas, S. N., & Schultheiss, H.* (2022). “Life altering”: A qualitative analysis of social media birth stories from mothers of children with down syndrome. Journal of Intellectual Disabilities, 26(4), 919-937.https://doi.org/10.1177/17446295211025960

D'Agostino, S.*, & Douglas, S. N. (2022). Preparation experiences of pre-service inclusive preschool teachers: A qualitative metasynthesis. Journal of Early Childhood Teacher Education, 43(2), 307-326.https://doi.org/10.1080/10901027.2021.1902435

Douglas, S. N., Meadan, H., & Schultheiss, H.* (2022). A meta-synthesis of caregivers’ experiences transitioning from early intervention to early childhood special education. Early Childhood Education Journal, 50(3), 371-383. https://doi.org/10.1007/s10643-021-01165-6

Sun, T.*, Bowles, R., Gerde, H. K., & Douglas, S. N. (2022). Supporting AAC use for functional communication of preschoolers with complex communication needs. Young Exceptional Children, 25(2), 101-112. https://doi.org/10.1177/1096250620959664

Biggs, E., Therrien, M., Douglas, S. N., & Snodgrass, M. (2022). Augmentative and alternative communication telepractice during the COVID-19 pandemic: A national survey of speech-language pathologists. American Journal of Speech-Language Pathology, 31(1), 303-321. https://doi.org/10.1044/2021_AJSLP-21-00036

Douglas, S. N., Shi, Y.*, Das, S.*, & Biswas, S. (2022). Validation of wearable sensor technology to measure social proximity of young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 37(1), 24-33. https://doi.org/10.1177/10883576211028223

Douglas, S. N., Bowles, R., & Kammes, R.* (2022). Elementary principals’ views on the policies and practices of paraeducators in special education. Journal of the American Academy of Special Education Professionals.http://aasep.org/aasep-publications/journal-of-the-american-academy-of-special-education-professionals-jaasep/jaasep-winter-2022/index.html

Douglas, S. N., Bowles, R., & Kammes, R.* (2022). Paraeducators: An important member of the educational team for students with disabilities. Journal of the American Academy of Special Education Professionals. http://aasep.org/aasep-publications/journal-of-the-american-academy-of-special-education-professionals-jaasep/jaasep-springsummer-2022/index.html

Lu, Y.*, Douglas, S. N., Bagawan, A.*, & Hauck, J., (2021). Using neurotypical siblings as intervention agents to guide individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 89, https://doi.org/10.1016/j.rasd.2021.101868

Douglas, S. N., Taylor, J. T., Dexter, D. D., & McNaughton, D. B. (2021). Application of an online peer review tool for preservice teachers. Contemporary Issues in Technology and Teacher Education - General. 21(2), 556-579.

D'Agostino, S.*, & Douglas, S. N. (2021). Early childhood educators' perceptions of inclusion for children with autism spectrum disorder. Early Childhood Education Journal, 49, 725-737. https://doi.org/10.1007/s10643-020-01108-7

Douglas, S. N., Biggs, E., Meadan, H., & Bagawan, A.* (2021). The effects of telepractice to support family members in modeling a speech generating device in the home. American Journal of Speech-Language Pathology, 30 (3), 1157-1169.https://doi.org/10.1044/2021_AJSLP-20-00230

Douglas, S. N., & Uitto, D. (2021). A collaborative approach to paraeducator training. Beyond Behavior, 30(1), 4-13.https://doi.org/10.1177/1074295621997177

Douglas, S.N., Uitto, D., & D'Agostino, S.* (2021). Where is the paraeducator content in introductory special education textbooks?. Journal of the American Academy of Special Education Professionals. https://www.naset.org/publications/jaasep-research-based-journal-in-special-education/jaasep-fall-2021/where-is-the-paraeducator-content-in-introductory-special-education-textbooks

Kammes, R.*, Douglas, S. N., Maas, M., & Black, R. (2020). Parental support for sexuality education and expression among adults with an intellectual disability. Sexuality and Disability, 38(4), 669-686. https://doi.org/10.1007/s11195-020-09659-8

Frantz, R., Douglas, S. N., Meadan, H., Sands, M., Bhana, N., & D'Agostino, S.* (2020). Exploring the professional development needs of early childhood paraeducators and supervising teachers. Topics in Early Childhood Special Education, 42(1), 20-32. https://doi.org/10.1177/0271121420921237

Sobeck, E., Douglas, S. N., Chopra, R., & Morano, S. (2020). Paraeducator supervision in pre-service teacher preparation programs: Results of a national survey. Psychology in the Schools, 58(4), 669-685. https://doi.org/10.1002/pits.22383 Top Cited Article for 2021-2022

Douglas, S. N., West, P.*, & Kammes, R.* (2020). The training experiences of AAC practitioners in one Midwestern state. Perspectives of the ASHA Special Interest Groups, 5(1), 219-230. https://doi.org/10.1044/2019_PERS-19-00053

D’Agostino, S.*, Douglas, S. N., Horton, E. (2020). Inclusive preschool practitioners’ attainment of naturalistic developmental behavioral intervention using telehealth training. Journal of Autism and Developmental Disorders, 50, 864-880. https://doi.org/10.1007/s10803-019-04319-z  

West, P.*, Van Riper, M., Wyatt, G., Lehto, R., Douglas, S. N., & Robbins, L. (2020). Adaptation to technology use in families of children with complex communication needs: An integrative review and family theory application. Journal of Family Nursing, 26(2), 153-178. https://doi.org/10.1177/1074840720915536

Inbar-Furst, H., Douglas, S. N., & Meadan, H. (2020). Promoting caregiver coaching practices: Reflection and feedback. Early Childhood Education Journal, 48(1), 21-27. https://doi.org/10.1007/s10643-019-00980-2

Yates, P., Chopra, R., Sobeck, E., Douglas, S. N., Walker, V., Morano, S., & Schulze, R. (2020). Working with paraeducators: Tools and strategies for instructional planning, performance feedback, and evaluation. Intervention in School and Clinic, 56(1), 1-8. https://doi.org/10.1177/1053451220910740

Walker, V. L., Douglas, K. H., Douglas, S. N., & D’Agostino, S.* (2020). Paraprofessional implemented systematic instruction for students with disabilities: A systematic literature review. Education and Training in Autism and Developmental Disabilities. 55(3), 303-317.

Gerde, H. K., Skibbe, L. E., Goetsch, M. E.*, & Douglas, S. N. (2019). Head Start teachers’beliefs and practices for letter and sound knowledge. Head Start Dialogue: The Research to Practice Journal to the Early Childhood Field. 22(2), 1-21.

D’Agostino, S.*, Douglas, S. N., & Duenas, A.* (2019). Practitioner implemented naturalistic developmental behavioral interventions in early childhood: A systematic review of social validity prevalence and practice. Topics in Early Childhood Special Education, 39(3), 170-182. https://doi.org/10.1177/0271121419854803

Douglas, S. N., Meadan, H., & Kammes, R.* (2020). Early interventionists’ caregiver coaching: A mixed methods approach exploring experiences and practices. Topics in Early Childhood Special Education. 40(2), 84-96. https://doi.org/10.1177/0271121419829899 Top Cited Article for 2021

Gerde, H. K., Skibbe, L. E., Wright, T. S., & Douglas, S. N. (2019). Evaluation of Head Start curricula for standards-based writing instruction. Early Childhood Education Journal, 47, 97-105. https://doi.org/10.1007/s10643-018-0906-x

Douglas, S. N., & Gerde, H. K. (2019). A strategy to support the communication of students with autism spectrum disorders. Intervention in School and Clinic. 55(1), 32-38. https://doi.org/10.1177/1053451219833021

Douglas, S. N., Uitto, D. J., Reinfelds, C. L., & D’Agostino, S.* (2019). A systematic review of paraprofessional training materials. Journal of Special Education. 52(4), 195-207. https://doi.org/10.1177/0022466918771707

Meadan, H., Douglas, S. N., Kammes, R.*, & Schraml-Block, K.* (2018). "I'm a different coach with every family": Early interventionists beliefs and practices. Infants and Young Children. 31(3), 200-214. https://doi.org/10.1097/IYC.0000000000000118

Douglas, S. N., Kammes, R.*, Nordquist, E.*, & D’Agostino, S.* (2018). A pilot study to teach siblings to support children with complex communication needs. Communication Disorders Quarterly, 39(2), 346-355. https://doi.org/10.1177/1525740117703366

Douglas, S. N., Kammes, R.*, & Nordquist, E.* (2018). Online communication training for parents of children with autism spectrum disorders. Communication Disorders Quarterly, 39(3), 415-425. https://doi.org/10.1177/1525740117727491

Douglas, S. N., Nordquist, E.*, Kammes, R.*, & Gerde, H. (2017). Online parent communication training for young children with complex communication needs. Infants and Young Children, 30 (4), 288-303. https://doi.org/10.1097/IYC.0000000000000101\

Douglas, S. N., Chapin, S.*, & Nolan, J. (2016). Special education teachers’ experiences supporting and supervising paraeducators: Implications for special and general education settings. Teacher Education and Special Education, 39 (1), 60-74. https://doi.org/10.1177/0888406415616443 Top Article for 2017

Douglas, S. N., McNaughton, D. B., & Light, J. C. (2014). Online training for paraeducators to support the communication of young children. Journal of Early Intervention, 35 (3), 223-242.https://doi.org/10.1177/1053815114526782

IES Grant Award

Please join us in congratulating Dr. Sarah Douglas, and Dr. Hedda Meadan (University of Illinois Urbana-Champaign) for their new grant from the Institute of Education Sciences to create, evaluate and refine of a professional development for Speech Language Pathologists and an online training program for family members to support the implementation of aided language modeling with children who use augmentative and alternative communication (AAC). The grant, which provides $2 million in funding from 2023-2027 will address a critical need in the field and builds upon Dr. Douglas’ larger research portfolio focused on state-of-the-art training models for paraeducators.

NSF Grant Award

Please join us in congratulating Dr. Subir Biswas (MSU Computer Engineering), and Dr. Sarah Douglas for their new grant from the National Science Foundation to create, test, and refine of a sensor tool to support teacher instructional decision making for preschool aged children with peer engagement challenges. The grant, which provides $600,000 in funding from 2023-2026 will provide an innovative solution to current demands of teachers in inclusive classrooms.

Current Projects

The Development and Testing of a Professional Development Intervention to Support Family Member use of Augmentative and Alternative Communication

Project Funding: Institute of Education Sciences

PI: Dr. Sarah Douglas

Summary: This project includes the creation, evaluation, and revision of a professional development for Speech Language Pathologists and an online training program for family members to support the implementation of aided language modeling with children who use augmentative and alternative communication (AAC).

**Now recruiting for this project**

The Development and Testing of a Professional Development Intervention to Support Family Member use of Augmentative and Alternative Communication

Project Funding: Institute of Education Sciences

PI: Dr. Sarah Douglas

Summary: This project includes the creation, evaluation, and revision of a professional development for Speech Language Pathologists and an online training program for family members to support the implementation of aided language modeling with children who use augmentative and alternative communication (AAC).

**Now recruiting for this project**

 

A Data-driven Classroom Intervention Framework for Children with Social Peer Engagement Deficits

Project Funding: National Science Foundation

PI: Dr. Sarah Douglas

Summary: This project includes the creation, testing, and refinement of a sensor tool to support teacher instructional decision making for preschool aged children with peer engagement challenges. 

 

Paraeducator Utilization in Kindergarten

Project Funding: TUBITAK (The Scientific and Technological Research Council of Turkey)

PI: Visiting Scholar: Serife Demirdagli, PhD, Bursa Uludag University, advised by Dr. Sarah Douglas

Summary: This study utilizes a case study approach to detail the use of paraeducators in kindergarten classrooms. We explore the utilization of paraeducators from the perspectives of administrators, teachers, paraeducators, and other team members. 

Current Gradute Student Projects

Experiences of Caregivers of Children with Medical Complexities

Student: Emily Jensen

Summary: This mixed-methods study investigates the experiences of caregivers of children with medical complexities. The survey and interview data will provide us with information regarding schooling for children with medical complexities, caregiver experiences in medical settings, and the impact of COVID-19 on the lives of this sample of caregivers. Evidence-based recommendations will be provided to improve the quality of educational and medical care for these families.

Stressors and Coping Strategies for Caregivers of Individuals with Down syndrome: A Meta-synthesis of Qualitative Research

Student: Chandani Bhandari

Summary: This meta-synthesis explores the emotions, stressors, and coping strategies of caregivers of children with down syndrome. Findings explore the ways in which professionals can better support these families in their journey.

Past Projects

Online Training for Paraeducators to Improve Communication Supports for Young Children with Complex Communication Needs 

Project Funding: Institute of Education Science

This project includes the creation, evaluation, and revision of an online training program for paraeducators and their supervising special education teachers to support the communication of young children with complex communication needs (CCN).

Cultural Considerations in Caregiver Implemented Naturalistic Developmental Behavioral Interventions: A Scoping Review

This study explored the cultural relevance and adaptations of previously published NDBIs. Findings showed that few NDBIs had been explored with diverse groups and cultural adaptations were also limited, but were present in two of the reviewed NDBIs.

A Partnership to Support Practitioners and Researchers in Developing and Carrying out Culturally Competent Interventions for Children and Families with Disabilities

Project Funding: MSU Alliance for African Partnership

This project included development of a mechanism to connect researchers, professionals, and graduate students who are interested in carrying out culturally relevant interventions for children and families with disabilities.

Social/Communication Development of Children with Autism in the Family Context: Building Family Capacity

Student: Atikah Bagawan

This dissertation explores the development and testing of an online training to support family members in implementing social a communication intervention with children with autism in home settings.

 Understanding the Experiences of Siblings of Individuals with ASD

This project utilized a qualitative meta-synthesis approach to summarize the literature and understand the experiences of siblings of individuals with ASD. Characteristics of the individual with ASD, family, and sibling were explored within the context of relationships and roles. Siblings expressed how they are shaped by this experience and discuss barriers, resources, and problem solving and coping techniques that can be used. 

Friendship Experiences of Children with Neurodevelopmental Disabilities and their Peers

This project utilized a qualitative meta-synthesis approach to summarize the literature and understand the friendship experiences of children with neurodevelopmental disabilities and their peers. Definitions of friendship, experiences, barriers, facilitators, and benefits were discussed.

The Medical Experiences of Caregivers of Children with ASD

This project utilized a qualitative meta-synthesis approach to summarize the literature and understand the medical experiences of caregivers and their children with ASD. The challenges faced obtaining medical care, positive experiences, and suggestions related to medical care for individuals with ASD were discussed. 

Review of AAC Research in Educational Settings 

This project utilized a scoping review approach to summarize the AAC research literature and understand the settings in which this research takes place. The specific focus of interventions, target populations, and setting locations were discussed. Recommendations for practice and future research were provided

Online AAC Services During the COVID-19 Pandemic

This project explored online AAC service delivery by SLPs across the US during the COVID-19 pandemic using an online survey. Service delivery models, challenges, benefits, training support, and recommendations were explored. 

A Telepractice Approach to Support Family Members in Implementing Aided Language Modeling

Project Funding: Faculty Initiative Funding (MSU Internal)

Single case research design was used to test the impact of a telepractice training for family members to support aided language modeling (ALM). The project included two families with parents, siblings, and extended family members. Findings showed an increase in high fidelity AAC modeling, and rate of AAC modeling for family members as well as an increase in independent communication turns for the child who uses AAC. 

Caregiver Experiences Transitioning from Early Intervention to Early Childhood Special Education

This project utilized a qualitative meta-synthesis approach to summarize the literature and understand the experiences of caregivers and the transition from early intervention to early childhood special education. Caregiver experiences reflected on the barriers and facilitators related to communication and relationships, interagency infrastructure, parent involvement, alignment and continuity, and transition practices.

Social Media Birth Stories from Mothers of Children with Down Syndrome

A qualitative analysis of publicly available birth stories of mothers of children with down syndrome available on popular social media platforms was conducted. Two major themes emerged: receiving the diagnosis and processing the diagnosis. Mothers express their experiences, challenges, and facilitators within these themes. 

The Training Experiences of AAC Practitioners in Michigan

This project included a focus group of AAC practitioners across Michigan to learn about their training experiences both to prepare them to support individuals who use AAC, and to support the communication partners of individuals who use AAC. 

Instructional Decision Making for Pre-Linguistic Communicators who use AAC: Expert Perspectives 

This project included a written online interview with AAC experts to learn about the instructional decision making processes they use when supporting the use of AAC for pre-linguistic communicators. 

 Paraeducator Training and Supervision in Michigan: Current Practices, Policies, and Future Recommendations

Project Funding: Michigan Applied Public Policy Research Grant (MSU Internal)

The aim of this project is to examine paraeducator training and supervision through surveys with administrators, teachers, and paraeducators themselves. What is current practice and what are areas of improvement will be inspected. Information will also be sought from individuals in the Michigan Department of Education.

Wearable Sensor Technology: Social Interactions in Preschool

Project Funding: Research in Autism, Intellectual and Neurodevelopmental Disabilities Grant (MSU Internal)

Peer communication and relationships are important for all children in preschool, and especially those with Autism Spectrum Disorder (ASD). This project aims at further understanding what these peer interactions look like in the classroom setting using sensor technology and observational data.

Early On Caregiver Coaching Study

Project Funding: Early On Michigan Faculty Grant

This project is focused on understanding the use of coaching practices through surveys and qualitative interviews with service providers in the state of Michigan. Speech language pathologists, early interventionists, and others who work directly with families who have a young child with a disability were included. The study aims to gain a better picture of the ways in which service providers are prepared for coaching, and the ways in which it is used in practice.

POWR Parent Online Training Program

Parents of children with differing communication needs were trained using a hybrid online/in-person training. The training follows the POWR (Prepare, Offer opportunities, Wait, Respond) strategy and teaches parents how to implement it with their children. Communication levels of both the parent and the child were analyzed before and after, and it was found that this training significantly increased communication levels.

Sibling Communication Partner Training

A sibling version of the POWR parent training strategy was created, called Plan, Talk, Wait, and Respond. Older typically developing (TD) siblings of children with differing communication needs were taught the strategy through in-person trainings, and given the opportunity to practice with feedback. Communication levels of both siblings were analyzed before and after training, and it was determined that the training impacted the levels of communication between siblings.

Plan, Talk, Wait, and Respond Qualitative Case Study

This study used a case study to look at a small adaptation to the Plan, Talk, Wait and Respond sibling training strategy. It offered more in-depth descriptions of the types of communication the TD sibling could be providing to help them see the multiple different ways they could ask a question, give a comment, provide a choice, or respond to their sibling. One sibling dyad was used to determine the impact of this adaptation. It was found that the strategy helped increase communication, and there were changes in the different types of communication the TD sibling provided.

Paraeducator Training Curriculum

Training curriculums for paraeducators were qualitatively analyzed according to content and type of curriculum. Descriptions and information on curriculum comparisons were given.

Past Graduate Student Projects

Stay-Play-Talk Intervention via Telepractice for Typically Developing Siblings of Children with Disabilities

Student: Atikah Bagawan

Siblings play an important role in the lives of children with disabilities. In this project, we will be implementing a sibling-mediated intervention via telepractice. Using a single-case research, we hope to investigate the relationship between the social behaviors by TD sibling and the child with DD, explore the strategies that support positive social behavior between TD sibling and their sibling with DD, also to describe the advantage and challenges in implementing intervention via telepractice for TD siblings of children with DD.

Indonesian Caregivers’ Perspective of Their Child’s AAC Use

Student: Atikah Bagawan

This qualitative study aims to explore how Indonesian caregivers view the use of AAC by their child with autism.

Barriers to Pre-Service Teachers Perspectives of Inclusion

Student: Sophia D’Agostino

Pre-service teachers working with young children with autism in inclusive settings participate in longitudinal survey research. By conducting this project we hope to understand the perceptions, barriers, and challenges faced by pre-service child development majors when inclusive practices are implemented with children with autism in preschool settings.

Parent Support Group for Parents of Children with ASD: Pilot Study

Student: Rebecca Kammes

This project is a pilot study testing a curriculum for a parent support group for parents of young children with Autism Spectrum Disorder (ASD) and ASD-type diagnoses. The curriculum was developed from the Double ABCx model of adjustment and adaptation. It is being tested for parent adjustment and stress reduction outcomes, being run alongside a social skills group for children with ASD.

Sexuality and Relationships in Individuals with Developmental Delays: Parent and Service Provider Training Groups

Student: Rebecca Kammes

Parents and service providers both attend psychoeducation groups aimed at discussing sexuality and relationships for individuals with intellectual and other developmental delays. This project is using a community-based needs assessment format to determine the best way to impact and deliver information to individuals in these groups.