Directory » JULIE THOMPSON
jlthompson@tamu.edu
652 EDCT
845-7423
Department
EDUCATIONAL PSYCHOLOGY
Afilliations
Special Education

JULIE THOMPSON PH.D., BCBA-D
Director of Behavioral Learning INterventions for Children (BLINC) Lab
EDUCATIONAL PSYCHOLOGY
Curriculum Vitae
Scholar@TAMU Profile:
Google Scholar Profile:
Resources and Web Sites
Research Interests
Reading assessments and interventions for students with ASD and/or Mod. to Severe IDD
Spanish/English bilingual culturally adapted curriculum for preschool and elementary students with ASD and/or Mod. to Severe IDD
Positive behavior supports to promote access and participation during academic instruction for students with ASD and/or Mod. to Severe IDD
Teacher and paraprofessional training in behavior analytic strategies for classroom instruction
BIOGRAPHY
My work as a classroom teacher for children with autism spectrum disorder (ASD) gave me insight into the layered complexities of providing adequate education to individuals with ASD in public schools. This has guided my decision making and emphasis on feasibility, social validity, and support of diverse populations. My personal research examines explicit instruction procedures to teach academic and language skills to ethnically and linguistically diverse children with autism spectrum disorder at home and in public school settings both through directly examining effectiveness of instructional procedures and curriculum as well as training parents and practitioners. Through my experience as director of the Behavioral Learning INterventions for Children (BLINC) Lab, I have in-depth experience in leading, guiding, and mentoring practitioners, university students, and junior colleagues in research and service activities. I am or have been PI on five externally funded awards totaling $2,224,370 and Co-PI on two externally funded awards totaling $8,826,637. I am currently principal investigator of “Project TAPP: Tackling Autism via Paraprofessional Preparation”, in which we are training paraprofessionals across the state of Texas and researching the effectiveness of our multi-tiered approach to providing ongoing coaching and support, and “Recruit-Prepare-Retain Squared (PhD Scholars and Pre-Service Teachers)” a personnel development grant to train doctoral scholars as experts in special education teacher preparation research and implementation. I have 19 peer-reviewed publications, 52 peer-reviewed presentations, and am or have supervised 20 doctoral graduate students.
Education
Ph.D., Special Education, University of North Carolina at Charlotte (2014)
PERSONNEL PREPARATION LEADERSHIP FUNDING
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
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 Division Chair, Department of Educational Psychology, Texas A&M University, College Station (2021-Present)
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)
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)
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)
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.
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).
Technology-Delivered Emergent Literacy Assessment for Children with Autism Spectrum Disorder
Program to Enhance Scholarly and Creative Activities (PESCA) Grant Program funded by the Texas A&M University Office of Research. Funded $25,000. (2017 – 2018).
Investigators: Thompson, J. L. (PI), Wijekumar, K. (Co-PI), & Castro-Olivo, S. (Co-PI).
SELECTED PUBLICATIONS
Journal Articles
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., Plavnick, J. B., Bak, M. Y., Doher, P., and Skibbe, L. E. (2021). Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder Journal of Autism and Developmental Disabilities. Advanced Online Publication. https://doi.org/10.1007/s10803-021-05072-y [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
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