Julie Thompson
Assistant Professor, Educational Psychology
Office#: 652 Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 845-7423
E-mail:
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
Eye-Tracking
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)

Catapult Round 4 - Promoting Reading Comprehension and Learning with Multimodal Science Texts (PRISM) ($30,000). (Co-PI)
TAMU College of Education & Human Development (State)
2018/01/15 - 2019/06/15
Total Funding: 0.

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
Awards

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

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