Directory » JULIE THOMPSON
201B
Julie Thompson
PH.D., BCBA-D, LBA
Director of Behavioral Learning INterventions for Children (BLINC) Lab
Julie L. Thompson, PhD, BCBA-D, is Program Chair and Associate Professor of Special Education in the Department of Educational Psychology at Texas A&M University, Director of the Behavioral Learning INterventions for Children (BLINC) Lab, Core Faculty Member of the Institute for Early Childhood Development and Education, and Affiliated Faculty Member of the Center on Disability and Development. A National Board-Certified Exceptional Needs Specialist in Severe and Multiple Disabilities and former classroom teacher for students with autism, she brings firsthand insight into the layered complexities of educating students with autism in schools.
Dr. Thompson's research uses mixed-methods and single-case experimental design to develop and evaluate evidence-based practices for students with autism and extensive support needs, with specialization in academic instruction, early literacy, adapted curriculum, and positive behavior supports. In addition to her research program, she leads practitioner training and ongoing coaching in behavior analytic strategies for classroom instruction. Through Project TAPP, she has trained 2,221 teachers and paraprofessionals in evidence-based autism practices across 258 independent school districts and 9 of 20 regional Education Service Centers in Texas, reaching 13,149 children with autism over the past four years.
Dr. Thompson has served as PI on seven externally funded awards totaling $3,864,799 and Co-PI on four externally funded awards totaling $30.14 million. In April 2026, she was awarded $400,000 by the Texas Higher Education Coordinating Board to continue the work of Project TAPP by expanding the focus to preschool and general education teachers while maintaining a focus on rural educators. She has 22 peer-reviewed publications and 70 peer-reviewed presentations, and has mentored 17 doctoral students as chair or co-chair to date. Recent honors include the Texas Association for the Education of Young Children Susan Hargraves Trainer of the Year Award (2025), the Chancellor's Academy of Teacher Educators Award from the Texas A&M System (2024), and the Dr. Deanna and Thomas Yates Faculty Fellowship.
Dr. Thompson's research uses mixed-methods and single-case experimental design to develop and evaluate evidence-based practices for students with autism and extensive support needs, with specialization in academic instruction, early literacy, adapted curriculum, and positive behavior supports. In addition to her research program, she leads practitioner training and ongoing coaching in behavior analytic strategies for classroom instruction. Through Project TAPP, she has trained 2,221 teachers and paraprofessionals in evidence-based autism practices across 258 independent school districts and 9 of 20 regional Education Service Centers in Texas, reaching 13,149 children with autism over the past four years.
Dr. Thompson has served as PI on seven externally funded awards totaling $3,864,799 and Co-PI on four externally funded awards totaling $30.14 million. In April 2026, she was awarded $400,000 by the Texas Higher Education Coordinating Board to continue the work of Project TAPP by expanding the focus to preschool and general education teachers while maintaining a focus on rural educators. She has 22 peer-reviewed publications and 70 peer-reviewed presentations, and has mentored 17 doctoral students as chair or co-chair to date. Recent honors include the Texas Association for the Education of Young Children Susan Hargraves Trainer of the Year Award (2025), the Chancellor's Academy of Teacher Educators Award from the Texas A&M System (2024), and the Dr. Deanna and Thomas Yates Faculty Fellowship.
Education
Ph.D., Special Education, University of North Carolina at Charlotte (2014)
M.Ed., Special Education, University of North Carolina (2011)
B.A., Special Education, University of North Carolina (2005)
PERSONNEL PREPARATION LEADERSHIP FUNDING
The Special education teacher education Policy, Practice, and Research doctoral training Consortium (SPARC) Funded for $6,449,643 for five years (2024-2029) by the U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs Investigators: Nagro, S. (PI), Thompson, J. L. (Co-PI), Root, J. (Co-PI), Spooner, F. (Co-PI), Pearson, J. (Co-PI), Weiss, M. (Co-PI), Marino, M. (Co-PI)
Recruit-Prepare-Retain Squared (PhD Scholars and Pre-Service Teachers). Personnel Development to Improve Services and Results for Children with Disabilities (CFDA 84.325) funded by the U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. Funded $1,101,139 for 5 years (2022-2026).
Investigators: Thompson, J. L. (PI), Fogarty, M. (Co-PI), & Whiteside, E. (Co-PI)
Collaborative Intervention Design: Doctoral Training Program Partnership with Texas A&M University, the University of Tennessee, and the University of Nebraska.
Personnel Development to Improve Services and Results for Children with Disabilities (CFDA 84.325) funded by the U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. Funded $1,246,090 for 5 years (2022-2026).
Investigators: Erbeli, F. (PI), Goodrich, J. M., (Co-I), Thompson, J. (Co-I), & Ganz, J. (Co-I).
AWARDS
Texas Association for the Education of Young Children (TXAEYC) Susan Hargraves Trainer of the Year Award, 2025
Chancellor's Academy of Teacher Educators (CATE) 2024
Dr. Deanna and Thomas Yates Faculty Fellowship, College of Education and Human Development, Texas A&M University, 2020-2023
Outstanding Research Award, Department of Educational Psychology, College of Education and Human Development, Texas A&M University, 2019
Early Career Research Excellence Award, College of Education and Human Development, Texas A&M University, 2019
EDITORSHIPS
Associate Editor
Education and Training in Autism and Developmental Disabilities 2024 – Present
Education and Training in Autism and Developmental Disabilities 2024 – Present
Editorial Review Board
Focus on Autism and Other Developmental Disabilities, 2016 – Present
Focus on Autism and Other Developmental Disabilities, 2016 – Present
LEADERSHIP POSITIONS
Special Education Doctoral Program Chair, Department of Educational Psychology, Texas A&M University, College Station 2024 - Present
Special Education Division Chair, Department of Educational Psychology, Texas A&M University, College Station (2021-2022)
RESEARCH PROJECTS
Project C-TAPP: Comprehensive Teaching, Autism, and Practitioner Preparation. Autism Grant Program: 2024-2026 Board Certified Behavior Analyst Training for Teachers/Paraprofessionals
Funded by the Texas Higher Education Coordinating Board. Funded: $400,000 for 2 years.
Investigators: Thompson, J. L. (PI), Watkins, Laci (Co-PI)
Teaching Autism and Practitioner Preparation
Investigators: Thompson, J. L. (PI), Watkins, Laci (Co-PI)
Teaching Autism and Practitioner Preparation
Project NEST: Nurturing Environments for Success Together
Funded for $499,295 for two years (2025-2027) by the Texas Workforce Commission
Investigators: Watkins, L. (PI), Thompson, J. L. (Co-PI), Thompson, H. (Co-PI)
Nurturing Environments for Success Together
Investigators: Watkins, L. (PI), Thompson, J. L. (Co-PI), Thompson, H. (Co-PI)
Nurturing Environments for Success Together
Project R-TAPP: Rural, Teaching, Autism, and Practitioner Preparation. Autism Grant Program: 2024-2026 Board Certified Behavior Analyst Training for Teachers/Paraprofessionals
Autism Grant Program: 2024-2026
Board Certified Behavior Analyst Training for Teachers/Paraprofessionals
funded by the Texas Higher Education Coordinating Board. Funded: $395,000 for 2 years.
Investigators: Thompson, J. L. (PI), Watkins, Laci (Co-PI), Whiteside, Erinn (Co-PI)
Through Project TAPP, funded by the Texas Higher Education Coordinating Board, she and her team have trained 2,221 teachers and paraprofessionals to implement evidence-based autism practices across 258 independent school districts and 9 of 20 regional Education Service Centers in Texas, reaching 13,149 children with autism.
Teaching Autism and Practitioner Preparation
Board Certified Behavior Analyst Training for Teachers/Paraprofessionals
funded by the Texas Higher Education Coordinating Board. Funded: $395,000 for 2 years.
Investigators: Thompson, J. L. (PI), Watkins, Laci (Co-PI), Whiteside, Erinn (Co-PI)
Through Project TAPP, funded by the Texas Higher Education Coordinating Board, she and her team have trained 2,221 teachers and paraprofessionals to implement evidence-based autism practices across 258 independent school districts and 9 of 20 regional Education Service Centers in Texas, reaching 13,149 children with autism.
Teaching Autism and Practitioner Preparation
Culturally Adapted Story-based Curriculum for Spanish-Speaking Children with ASD and/or IDD
Early Career Catapult Seed Grant funded by the College of Education and Human Development.
Funded $30,000. (2021-22).
Investigators: Thompson, JL. (PI), & Lara-Alecio, R. (Co-PI)
Funded $30,000. (2021-22).
Investigators: Thompson, JL. (PI), & Lara-Alecio, R. (Co-PI)
Project TAPP: Tackling Autism via Paraprofessional Preparation.
Autism Grant Program: 2020-2021 Board Certified Behavior Analyst Training for Teachers/Paraprofessionals funded by the Texas Higher Education Coordinating Board. Funded $471,662 for 2 years (2020-2022).
Investigators: Thompson, J. L. (PI), Whiteside, E. (Co-PI)
Investigators: Thompson, J. L. (PI), Whiteside, E. (Co-PI)
Supporting Spanish-speaking families to increase literacy and language via story-based instruction.
Autism Grant Program: 2019-2020 Parent-Directed Treatment funded by the Texas Higher Education Coordinating Board. Funded $191,161 for 2 years (2019-2020).
Investigators: Thompson, J. L. (PI), Fogarty, M. (Co-PI)
Investigators: Thompson, J. L. (PI), Fogarty, M. (Co-PI)
Massively Open Online Virtual Practice-Based Professional Development for Teachers.
FY 2018 Supporting Effective Educator Development Grant Program funded by the U.S. Department of Education, Office of Innovation and Improvement. Funded $7,580,547 for 3 years (2018-2021).
Investigators: Wijekumar, K. (PI), McKeown, D., (Co-PI), Thompson, J. L. (Co-PI), Joshi, R. M.
Investigators: Wijekumar, K. (PI), McKeown, D., (Co-PI), Thompson, J. L. (Co-PI), Joshi, R. M.
Exponentially Increasing Language Use Through Intensive Literacy Instruction
Autism Grant Program: 2017-2019 Parent-Directed Treatment funded by the Texas Higher Education Coordinating Board. Funded $450,668 for 2 years (2017 – 2019).
Investigators: Thompson, J. L. (PI), Ganz, J. (Co-PI), & Riccio, C. (Co-PI).
Investigators: Thompson, J. L. (PI), Ganz, J. (Co-PI), & Riccio, C. (Co-PI).
Technology-Delivered Emergent Literacy Assessment for Children with Autism Spectrum Disorder
SELECTED PUBLICATIONS
Journal Articles
Campbell, A., Sallese, M. R., Thompson, J. L., Fournier, C., & Allen, M. (2023). Culturally adapted behavior support for African American male learners. Remedial and Special Education. Advance Online Publication. https://doi.org/10.1177/07419325221143965 [published with student]
Campbell, A., Sallese, M.R., Thompson, J. L., Burke, M., Allen, M. (2022). Social-emotional and behavioral support for African American learners in first and second grade at-risk for emotional and behavioral problems. Journal of Positive Behavior Interventions. Advanced Online Publication. https://doi.org/10.1177/10983007221133525 [published with student]
Lee, S., Woltering, S., Prickett, C., Shi, Q., Huilin, L., & Thompson, J. (2022). Exploring the Associations between Reading Skills and Eye Movements in Elementary Children’s Silent Sentence Reading. Reading Psychology. Advanced Online Publication. https://doi.org/10.1080/02702711.2021.2020189
Thompson, J. L., Plavnick, J. B., Bak, M. Y., Doher, P., and Skibbe, L. E. (2022). Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 52(5), 2132-2148. https://doi.org/10.1007/s10803-021-05072-y [published with student]
Pierson, L.M., Thompson, J. L., Ganz, J. B., Wattanawongwan, S., Haas, A.N., & Yllades, V. (2021). Helping children with developmental disabilities read to speak: Parent-implemented dialogic reading to target language skills. American Journal of Speech-Language Pathology, 1-18. https://doi.org/10.1044/2020_AJSLP-20-00037 [published with student]
Thompson, J. L., Wood, C. L., Preston, A., & Stevenson, B. (2019). Teaching unison responding during small-group direct instruction to students with autism spectrum disorder who exhibit interfering behaviors. Education and Treatment of Children, 42, 1-23. [published with student]
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) [published with student]
Skibbe, L. E., Thompson, J. L., & Plavnick, J. B. (2018). Preschoolers' visual attention during electronic storybook reading as related to different types of textual supports. Early Childhood Education Journal, 46 (4), 419-426. doi:10.1007/s10643-017-0876-4
Thompson, J. L., Plavnick, J. B., Skibbe, L. E. (2019). Eye-tracking analysis of attention to an electronic storybook for minimally verbal children with autism spectrum disorder. Journal of Special Education, 53, 41-50. doi: 10.1177/0022466918796504
Plavnick, J. B., Thompson, J. L., Englert, C. S., Mariage, T., & Johnson, K. (2016). Mediating access to Headsprout® early reading for children with autism spectrum disorders. Journal of Behavioral Education, 25, 357-378. doi:10.1007/s10864-015-9244-x
Thompson, J. L., Wood, C. L, Test, D. W., & Cease-Cook, J. (2012). Effects of direct instruction on telling time by students with autism. Journal of Direct Instruction, 12(1), 1-12.
FORMER DOCTORAL STUDENTS
Elizabeth Ivey, Ph.D. (Summer 2025)
Meaghan Devlin, Ph.D. (Fall 2024)
Lindsey Loflin, Ph.D. (Fall 2024)
Gertrude Georgio, Ph.D. (Summer 2023)
Ileana Yasmin Umana, Ph.D. (Summer 2022)
Mary Louise Whirley, Ph.D. (Fall 2021)
Aaron Rachelle Campbell, Ph.D. (Summer 2021)
Claudia Dunn, Ph.D. (Spring 2021)
Christina Marie Gushanas, Ph.D. (Summer 2020)
COURSES TAUGHT
SPED 689. Theory and Philosophy in Behavior Analysis
Summer 2026
SPED412. Adapting the General Curriculum
Fall 2025
SPED 471. Classroom Management and Behavioral Interventions
Spring 2024
Fall 2021, Spring 2022, Fall 2022, Spring 2023
SPED 699. Advanced Applied Behavior Analysis
Fall 2021 Fall 2024
EPSY 660. Single Case Experimental Design Research Methodology
Spring 2025, Spring 2026
Spring 2021, Spring 2022, Spring 2023, Spring 2024
SPED 685. Directed Studies in Single-Case Research
Spring 2017
SPED618. Preparation for the Professoriate in Special Education and Allied Fields
Fall 2022, Fall 2023, Fall 2026
Fall 2016, Fall 2017, Fall 2018, Fall 2021
SEFB 630. Practicum in Applied Behavior Analysis
Fall 2016, Spring 2017, Fall 2017, Spring 2018