Active Projects
School-Based Paraeducator Education for Engagement at Recess (SPEER)
The Mission
The purpose of this study is to compare two implementation strategies for a social engagement intervention that supports autistic children and their non-autistic peers during recess. Remaking Recess has been shown to improve peer engagement for autistic students when implemented by paraeducators during recess. However, without supports, paraeducators face barriers to implementing the intervention well. This study compares paraeducators’ use of Remaking Recess when they receive coaching alone and when they receive coaching along with consultation from school-based teams.
Leveraging Autism Intervention for Families through Telehealth
(LIFT)
The Mission
LIFT focuses on the development and testing of an adaptation of the Joint Attention Symbolic Play Engagement and Regulation (JASPER) intervention that uses technology to help early interventionists and preschool special educators deliver the intervention to families of young children with ASD living in communities in Southern Oregon. The first year of the project (20-21) will focus on the development of the online materials as well as professional development for community interventionists. This will be followed by a randomized trial to test an adaptive intervention including online materials, tele-coaching, and home visiting.
This project is funded through the Institute of Education Sciences (IES), National Center for Special Education Research (NCSER). Grant Number R324B200017 (PI: Shire)
Crafting Optimized teaching strategies for Caregivers Online to maximize Autistic children’s language learning (COCOA)
The Mission
COCOA focuses on improving how to best remotely support caregivers who are learning to use an intervention that was designed to support children’s communication, play skills, and social engagement. The intervention is called JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation).
This project is funded through the Institute of Education Sciences (IES), National Center for Special Education Research (NCSER). Grant Number R324B200017 (PI: Shire)