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Julie Thompson
Assistant Professor, Educational Psychology
Office#: 652 Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 845-7423
E-mail:
Other Title: Affiliate Faculty of Center on Disability and Dev.
Primary Emphasis Area: Special Education
Vita: View Document
Web Site: https://blinc.tamu.edu/
Google Scholar: Google Scholar Profile
Short Bio
My research examines innovative assessments and interventions to support access and instruction in academics for individuals with autism spectrum disorder (ASD). I examine explicit instruction procedures to teach literacy skills to ethnically and linguistically diverse minimally vocal-verbal children with ASD in public school settings. I am particularly interested in instructional design, group instructional arrangements, technology-delivered literacy instruction, and gaze-behaviors of children with ASD when engaged with technology-delivered literacy instruction.
Research Interests
Academic Instruction for Students with Moderate to Severe Intellectual Disability
Applied Behavior Analysis
Autism Spectrum Disorder
Eye-Tracking
Publications (journal articles, books, book chapters)*

1. Thompson, J. L., Wood, C. L., Preston, A. Stevenson, B. (in press). Teaching students with autism spectrum disorder and interfering behaviors to respond in unison during small group direct instruction lessons. Education and Treatment of Children (In Press)

2. Reutebuch, C. K., Roberts, G. J., Thompson, J. L., El Zein, F., Mize, M., Weinberg, A. N., Austin, C. R., Forbis, A., & Rodriguez, K. (2019). Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility. Research in Autism Spectrum Disorders, 57, 105-110. doi: 10.1016/j.rasd.2018.10.009 (IFSC=1.9)

3. Gushanas, C., & Thompson, J. L. (2018). Effect of self-monitoring on personal hygiene among individuals with developmental disabilities attending postsecondary education. Career Development and Transition for Exceptional Individuals, 1-11. Advance online publication. doi: 10.1177/2165143418781297 (IFSC=0.98)

4. Thompson, J. L., Plavnick, J. B., Skibbe, L. E. (2018). Eye-tracking analysis of attention to an electronic storybook for minimally verbal children with autism spectrum disorder. Journal of Special Education, 1-10. Advance online publication. doi: 10.1177/00224669187965 (IFSC=2.27)

5. * Skibbe, L. E., Thompson, J. L., & Plavnick, J. B. (2017). Preschoolers' visual attention during electronic storybook reading as related to different types of textual supports. Early Childhood Education Journal, 1-8. Advance online publication. doi:10.1007/s10643-017-0876- *

6. Wood, A. L., Thompson, J. L., Root, J. (2016). Development of basic academic skills in childhood. In D. Zager, D. Cihak, & A. K. Stone-MacDonald (Eds.), Autism spectrum disorders: Identification, education, and treatment (4th Edition). New York, NY: Routledge Taylor & Francis Group. *

7. Plavnick, J. B., Thompson, J. L., Englert, C. S., Mariage, T., & Johnson, K. (2016). Mediating access to Headsprout[174][174] early reading for children with autism spectrum disorders. Journal of Behavioral Education, 1-22. Advance online publication. doi:10.1007/s10864-015-9244-x

8. Travers, J. C., Tincani, M., Thompson, J. L. & Simpson, R. L. (2016). Picture exchange communication system and facilitated communication: Contrasting an evidence-based practice with a discredited method. In B.G. Cook, M. Tankersley, & T.J. Landrum (Eds.), Advances in Learning and Behavioral Disabilities. London: Emerald Books.

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

Supporting Spanish-speaking families to increase emergent literacy and language of their children with autism through story-based instruction. . (PI)
Texas Higher Education Coordinating Board (State)
2019/01/01 - 2020/12/31
Total Funding: 191,161.

Catapult #5. (PI)
TAMU CEHD (State)
2018/11/01 - 2020/05/01
Total Funding: .

Massively Open Online Virtual Practice-Based Professional Development for Teachers in High Need Schools. (Co-PI)
US Department of Education (Federal)
2018/07/01 - 2021/06/30
Total Funding: 7,580,548.
Awards

(2016). CEHD UG Research Initiative Award.  CEHD UG Student Research Initiative (USRI) Award

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