Directory » JULIE THOMPSON
201B
JULIE THOMPSON
PH.D., BCBA
Director of Behavioral Learning INterventions for Children (BLINC) Lab
Julie L. Thompson, PhD, BCBA-D, is an Associate Professor of Special Education, Behavioral Learning INterventions in Children (BLINC) Lab Director; Core Faculty Member of the Texas A&M University Institute for Early Childhood Development and Education; and Affiliated Faculty Member of the Center on Disability and Development at Texas A&M University. Julie’s work as a classroom teacher for children with autism spectrum disorder (ASD) gave her insight into the layered complexities of providing adequate education to individuals with ASD in public schools. Julie’s BLINC lab uses social-justice-driven mixed-methods research to specialize in two areas: academic instruction for students with profound autism and/or intellectual disabilities AND preventing and teaching replacement behaviors to students with interfering problem behaviors in the classroom, in order to support inclusion, communication, independence, and lifelong fulfillment. Julie has been PI on seven externally funded awards totaling $3,864,799 and Co-PI four externally funded awards totaling $30.14 million. Julie has 22 peer-reviewed publications, 58 peer-reviewed presentations, and has chaired or co-chaired 15 doctoral students.
I am currently accepting doctoral students with full funding available. Please email me to inquire.
I am currently accepting doctoral students with full funding available. Please email me to inquire.
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
Chancellor's Academy of Teacher Educators (CATE)
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
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
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
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
EPSY630. Single Case Experimental Design
2021A, 2020A,2019A,2018A
EPSY660. Single Case Experimental Design Research Methodology
2021A
SPED 471. Classroom Management and Behavioral Interventions
2021B
SPED618. Preparation for the Professoriate in Special Education and Allied Fields
2018C,2017C,2016C
SPED 699. Advanced Applied Behavior Analysis
2021B