Current Research Projects
ASD rating scales - comparison across parent populations
SPRL is collaborating with Dr. Bryn Harris (school psychology faculty at UC Denver) on a project comparing the factor structures and measurement invariance of an ASD rating scale across parent populations. Data for this study will be collected on Amazon's Mechanical Turk.
Mindfulness, Academic Stress, and Reading
SPRL is working on a project examining the effects of an app-based mindfulness intervention on academic stress and reading performance for elementary age students with specific learning disabilities (SLD) in reading.
Analyzing Life Satisfaction in Children with Disabilities
The purpose of this project is to gain insight on life satisfaction profiles for students with disabilities. To do this, researchers from SPRL will look at how life satisfaction profiles present for students with disabilities, how life satisfaction differ among students with and without disabilities, and look at comparisons of students' reports of life satisfaction to their parents' reports of the students life satisfaction.
This study was approved by the Utah State University IRB. Protocol #9316
KNOWLEDGE OF autism spectrum disorder
SPRL is collaborating with Dr. Bryn Harris (school psychology faculty at University of Colorado Denver) and Dr. Gretchen Peacock (school psychology faculty at Utah State University) on developing a valid and reliable measure of autism spectrum disorder (ASD) knowledge for the general population. We are also examining parents' knowledge of ASD. Data for this study will be collected through Amazon's Mechanical Turk.
Speech-in-noise in children with and without autism spectrum disorder (ASD) & THE EFFECTS OF BACKGROUND NOISE ON READING FLUENCY AND COMPREHENSION FOR CHILDREN WITH AND WITHOUT ASD
Do you have a child between the ages of 6 and 12 with or without Autism? Researchers in the Psychology and Communication Disorders departments at Utah State University are looking for research participants for a study involving how children process speech and complete academic tasks in challenging listening environments. The study will consist of 2 sessions, lasting approximately 1½ hours each. Participants will be compensated with a $10 gift card after the completion of session 1 and a $20 gift card after the completion of session 2. Participants will also receive an age-appropriate book or toy after the completion of both sessions.
If you would like more information, please contact the Principal Investigator, Dr. Maryellen McClain Verdoes at 435-797-6373 or firstname.lastname@example.org.
This study was approved by the Utah State University IRB. Protocol #7806.
ASD IPAD STUDY
Using app-based interventions for children with autism spectrum disorder (ASD) has become increasingly more popular among educational professionals. However, there is a dearth of research on app-based academic interventions for students with ASD. This study will use a single-case design methodology to examine the effectiveness of an app-based intervention for letter- and number-writing and learning (expressive and receptive) with young children with ASD.
SINGLE-CASE DESIGNS IN SCHOOL PSYCHOLOGY JOURNALS
Single-case design (SCD) methodologies have been used in research across a variety of fields and have played a vital role in both developing and evaluating intervention effectiveness. In the field of school psychology, SCD has been an especially useful tool for intervention research in schools and with children with low incidence disabilities. As SCD is an ideal methodology for many school psychology researchers, it is important to determine how often SCD studies are published in school psychology journal as well as the quality of these studies. Researchers are conducting a systematic review of SCD literature in school psychology specific journals to examine how often SCD methodologies are being published in the field.