The UNC Frank Porter Graham Child Development Institute (FPG) is committed to generating knowledge, informing policies, and supporting practices to promote positive developmental and educational outcomes for children of all backgrounds and all abilities from the earliest years. Within the Institute, is a diverse team of scholars―FPG’s autism group—who collaborate on a variety of projects and research aimed at improving outcomes for students on the spectrum and providing tools and support to caregivers and teachers who support and serve them.

The team includes Senior Research Scientists Ann Sam, PhD, and Sam Odom, PhD, and FPG Director Brian Boyd, PhD, who all serve as principal investigators (PIs) on a range of projects. They are joined by FPG Faculty Fellows Jessica Steinbrenner, PhD, CCC-SLP, Brianne Tomaszewski, PhD, and Kara Hume, PhD, as well as Educational Consultants and Technical Assistance Specialists Becky Dees, MEd, Victoria Waters, MEd, and Yolanda Perkins, MEd. Waters and Lisa Kristianson, MOT, serve as project managers for autism-related projects. The team also includes research assistants and work study students. The cross-functional team members work across projects in roles including educational consulting, training, and research and data analysis.

Sam said the autism team enjoys that in their work, no day looks the same. “We can be analyzing data one day, out in schools and coaching the next, working on dissemination of research, either through our AFIRM modules, manuscripts, or conference presentations,” she said. “I'm so fortunate to work with the dedicated members of our team because they care about autistic individuals as well as their families and educators who support them.”

Early in her career, Sam was a teacher in inclusive public preschool and kindergarten. She often did not know how to best meet the needs of her students with autism and was unaware of many interventions and resources available to support the social, language, and behavioral skills of students with autism. With her current work, Sam empowers educators with tools and information that she did not know about or have access to as a teacher.

Those tools include Autism Focused Intervention Resources and Modules (AFIRM), which are designed to help users learn how to plan for, use, and monitor an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. AFIRM offers a variety of approaches that can be used with learners with autism and addresses behaviors and skills that can be enhanced with EBPs.

“A lot of our work that we do on the autism team is to ensure that teachers have the tools and resources they need—and that includes determining the impact of interventions,” says Ann Sam.

The free online AFIRM modules are in the process of getting a new look as the 10th anniversary of their launch approaches in 2025. Content in the 45 modules is being updated, moved to a new platform, and made accessible, a project that Waters is passionate about―ensuring clarity, consistency, and inclusivity of AFIRM’s resources for all users serving children and youth on the spectrum. Starting out as an infant/toddler teacher with Early Head Start in a preschool center, Waters went on to serve as an administrative assistant before joining the autism team at FPG.

Waters also works behind the scenes on FPG’s trainings for the National Professional Development Center (NPDC) on Autism, which are delivered by Sam and Dees. One training is aimed at providing information around evidence-based practices for students with autism. Dees and Sam share with teachers resources such as AFIRM so they can leave the training and immediately use new tools in their classrooms. Offered to educators throughout the world, the trainings have received positive feedback from participants. According to Dees and Sam, “Educators feel like they leave the training with a plan for what to do next in their classrooms, along with access to resources to carry out their plans.”

In addition, Dees and Sam offer a virtual, interactive NPDC certification training to administer the Autism Program Environment Rating Scale (APERS) in preschool, elementary, middle, and high schools. Results from the APERS can be used to identify strengths and areas of growth in educational programs for autistic students. Dees believes that the interactivity of the trainings and their international reach contribute to their success. She notes that participants gain a broad perspective from the experiences of others from all around the world and see different levels of expertise. “There's a lot of opportunity within the training to practice in small groups, discuss, and brainstorm,” she said.  “As a result, participants feel well equipped to use the APERS in their settings.”

Dees also works as an implementer on many projects, spending time in classrooms working one-on-one as a coach for teachers of students with autism. She supports teachers’ use of a specific intervention or strategy based on the aim of the project. “I love to see when teachers feel empowered—whether with new information, tools, or resources—which ultimately impacts the outcomes for their students,” said Dees. “Helping educators expand their knowledge and access to resources to better support their students is the ultimate goal of coaching.”

“What makes FPG’s autism team so special is that support for children and families is centered in much of our work,” says Ann Sam. “Not only are we undertaking huge research projects, but we then take the information that we learn and disseminate it as quickly as possible to educators and families who work closely with autistic individuals.”

As one of the project coordinators, Kristianson is responsible for much of the communication and coordination among the team.  Immersed in emails and spreadsheets, she manages timelines, tracks project data, and liaises communication with school administrators and teachers. As the main project coordinator for Project EXPRESS: EXamining interventions to PRomote Executive function and Social Skills, Kristianson spends time in middle schools to complete observational assessments of students. “For students with autism, there can be a lot of growth and improvement if you have the right intervention,” she said. “We see that growth on some of the projects I'm working on, which is rewarding.”

“A lot of our work that we do on the autism team is to ensure that teachers have the tools and resources they need—and that includes determining the impact of interventions,” said Sam. She appreciates the diversity of her role, which includes brainstorming ideas and writing grants, high-level project management, and working directly with teachers and students in schools.

Sam also appreciates that everyone on the team is wholly dedicated to supporting autistic students and families. “What makes FPG’s autism team so special is that support for children and families is centered in much of our work,” she said. “Not only are we undertaking huge research projects, but we then take the information that we learn and disseminate it as quickly as possible to educators and families who work closely with autistic individuals.” She notes that the team is committed to ensuring that these resources remain free and publicly available so that using them is not cost prohibitive.

Dees echoes the dedication of the team. “Many of the PIs within the autism group have a lot of longevity with the Frank Porter Graham Child Development Institute,” she said. “And Dr. Boyd’s return to the Institute also speaks to a level of dedication to the work of this team.”