Julie Thompson
Assistant Professor, Educational Psychology
Office#: 652 Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 845-7423
Other Title: Affiliate Faculty of Center on Disability and Dev.
Primary Emphasis Area: Special Education
Vita: View Document
Short Bio
My research examines innovative assessments and interventions to support access and instruction in academics for individuals with autism spectrum disorder (ASD). I examine explicit instruction procedures to teach literacy skills to ethnically and linguistically diverse minimally vocal-verbal children with ASD in public school settings. I am particularly interested in instructional design, group instructional arrangements, technology-delivered literacy instruction, and gaze-behaviors of children with ASD when engaged with technology-delivered literacy instruction.
Research Interests
Academic Instruction for Students with Moderate to Severe Intellectual Disability
Applied Behavior Analysis
Autism Spectrum Disorder
Publications (journal articles, books, book chapters)*

1. Wood, A. L., Thompson, J. L., Root, J. (2016). Development of basic academic skills in childhood. In D. Zager, D. Cihak, & A. K. Stone-MacDonald (Eds.), Autism spectrum disorders: Identification, education, and treatment (4th Edition). New York, NY: Routledge Taylor & Francis Group. *

2. Plavnick, J. B., Thompson, J. L., Englert, C. S., Mariage, T., & Johnson, K. (2016). Mediating access to Headsprout[174][174] early reading for children with autism spectrum disorders. Journal of Behavioral Education, 1-22. Advance online publication. doi:10.1007/s10864-015-9244-x

3. Travers, J. C., Tincani, M., Thompson, J. L. & Simpson, R. L. (2016). Picture exchange communication system and facilitated communication: Contrasting an evidence-based practice with a discredited method. In B.G. Cook, M. Tankersley, & T.J. Landrum (Eds.), Advances in Learning and Behavioral Disabilities. London: Emerald Books.

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

Bridging Community, School, and Parent Connections for Effective Transition to School. (PI)
Texas Higher Education Coordinating Board (State)
2017/07/01 - 2019/06/30
Total Funding: 450,668.

PESCA: Technology-Delivered Emergent Literacy Assessment for Children with Autism Spectrum Disorder. (PI)
TAMU Office of the Vice President for Research (State)
2017/05/01 - 2018/04/30
Total Funding: 25,000.

Catapult Round 3 - Improving Quality of Life through a Culturally Responsive Lens: Developing Social-Emotional and Behavioral Supports for Culturally and Linguistically Diverse Students At-Risk for Emotional and Behavioral Disorders ($30,000). (Co-PI)
TAMU College of Education & Human Development (State)
2016/12/01 - 2018/05/31
Total Funding: 0.

Catapult Round 3 -Improving Literacy Treatment through Biometric Technology (Funded amount $30,000). (Co-PI)
TAMU College of Education & Human Development (State)
2016/12/01 - 2018/05/31
Total Funding: 0.
Courses Taught
2016 - 2017
SEFB 630, SPED 618, SPED 685

(2016). CEHD UG Research Initiative Award.  CEHD UG Student Research Initiative (USRI) Award

EPSY Faculty   |   EPSY Staff