All Projects - Samuel L. Odom

  • The purpose of this project is to document the efficacy of a widely used professional development model that promotes program quality, teachers' use of evidence-based practices (EBPs), and outcomes for elementary school-age children with autism spectrum disorder (ASD). The study will respond to a national need to prepare teachers to design effective, research based educational programs for children with ASD.
    07/01/2015 - 06/30/2019
  • This project will expand on the work conducted by the National Professional Development Center on Autism Spectrum Disorder for preschool through high school-aged students with ASD. The Toddler Initiative will develop new materials and modify existing materials/processes to support the use of evidence-based practices for young children (birth-3) and their families.
    02/01/2012 - 07/31/2014
  • Project staff worked with professionals in Saudi Arabia to establish and promote the provision of high quality programs and the use of evidence-based practices for learners with autism spectrum disorder and their families.
    09/26/2011 - 03/26/2013
  • Be Active Kids designed and evaluated an evidence-based program of developmentally appropriate physical activities to be used in North Carolina child care centers targeting children zero to five years of age. The program was formatted in a way that is easy for educators to use.
    03/01/2011 - 02/28/2013
  • The Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) is a multi-site research and development center that will develop a school- and community-based comprehensive treatment model (CTM) for high school students with ASD and conduct an efficacy study of the impact of the CTM on multiple student outcomes and transition to post-school settings.
    07/01/2012 - 06/30/2017
  • This study examined the immediate and long term effects of two comprehensive treatment models. Using an equivalent groups quasi-experimental design, classrooms for preschool children with autism implementing the LEAP and TEACCH models and local control classrooms were matched on relevant variables. Children received a battery of developmental assessments, and observations of children's behavior in the classroom and assessments of fidelity of treatment implementation were collected.
    07/01/2007 - 06/30/2012
  • This project explored the impacts of participation in Special Olympics Young Athletes program on the development of young children and their families.
    05/01/2009 - 05/31/2012
  • The Joint Attention Mediated Learning Intervention for Toddlers with Autism Spectrum Disorders and Their Families project is being conducted at three sites: Frank Porter Graham Child Development Institute, Indiana University, and University of Kansas. The project is funded by the U.S. Department of Education, Institute of Education Sciences, and the Principal Investigator is Dr. Hannah Schertz at Indiana University.
    07/01/2012 - 06/30/2017
  • The National Professional Development Center on Autism Spectrum Disorder was created to promote the development and learning of individuals with ASD from birth to 22 years of age by increasing practitioners' use of evidence-based practices (EBPs) in their programs and building states' capacity to implement EBPs.
    07/01/2007 - 06/30/2014
  • This research will evaluate outcomes of a center-based model of intervention for toddlers with ASD. The results will provide practical information to families of toddlers recently diagnosed with ASD as well as to service providers.
    03/01/2011 - 03/31/2012
  • Four postdoctoral fellows will receive training in two research areas: intervention programs for children and youth with Autism Spectrum Disorder (ASD), and Response to Intervention (RTI) for children with special educational needs. The primary focus of the training program will be on the development and evaluation of intervention research.
    08/01/2009 - 07/31/2013
  • The University of North Carolina's postdoctoral research program will provide postdoctoral fellows with extensive research training in special education with a focus on the knowledge and skills needed to evaluate the efficacy of interventions and instructional practices for students with autism spectrum disorders (ASD). The overarching goal of this program is to prepare four fellows (with 2 years of training each) to conduct high-quality special education research related to children and youth with ASD.
    07/01/2016 - 06/30/2020
  • The primary purposes of the project are to a) design and conduct a descriptive survey study the provides information about preschool special education programs and practices; b) conduct an evidence review of efficacious practices appropriate for preschool children with disabilities enrolled in special education programs; and c) design an impact evaluation study of practices that promote language, literacy, and socio-emotional skills for preschool children with disabilities.
    11/23/2013 - 09/30/2017
  • Developmental disparity exists between infants and toddlers raised in poverty and their peers growing up in more affluent families. Programs serving poor infants and toddlers typically focus on the overall level of child care quality with less attention paid to the effectiveness of specific activities taking place in the classroom. This study will develop and evaluate a set of activities for early childhood educators to use to promote the early communication and self-regulation skills of poor infants and toddlers.
    07/01/2011 - 06/30/2013
  • The NPDC will work with professionals from the Centre for Autism Research in Riyadh, Saudi Arabia to establish and promote the provision of high quality programs and the use of evidence-based practices for learners with ASD and their families. The contract will support intensive didactic and site-based professional development in the United States and regular follow up and site visit in Saudi Arabia.
    07/01/2013 - 06/30/2014
    09/01/2014 - 08/31/2015
    09/01/2015 - 12/31/2016
  • The purpose of this project is to develop the Supporting paraprofessionals-Teachers use of Evidence-based practices with Learners having Autism (STELA) program, a professional development intervention targeting the knowledge and skills that paraprofessionals need to implement evidence-based practices for students with autism spectrum disorder.
    07/01/2017 - 06/30/2020
  • This research project evaluated the effects of a social skills training package comprised of group teaching strategies, applied behavior analysis, and video-based instruction delivered to adolescents with autism.
    03/01/2011 - 10/31/2011