The College of Education faculty and students are actively involved in autism research. Please scroll down to view contributions and opportunities to participate below.
The Education Core Highlights our Graduates and Their Accomplishments Contributing to the Field of Autism
Former alumna Vicky Cid currently works for the Placentia-Yorba Linda School District at Mabel Paine Elementary School, where she teaches 1st through 4th graders with moderate to severe needs. She is currently the Co-Chair of the Orange County chapter of Autism Speaks – Southern California. This entails organizing and running the annual Walk Now for Autism Speaks event in Anaheim that draws nearly 10,000 families affected by autism.
Cid is a lead volunteer for the local autism organization Fullerton Cares, an outstanding autism coalition that gives its proceeds back to the autism classrooms in the Fullerton School District. While in the process of applying to various graduate schools to earn a master’s degree in Applied Behavior Analysis, Cid ultimately looks to pursue a BCBA (Board Certified Behavior Analysis).
“My involvement in the center helped my professional career tremendously. As an associate of the Education Core of the Center for Autism at CSUF, I participated in various activities such as being the first associate to co-assist with a reading clinician that was assigned to a student with autism in the Hazel Miller Reading Center. This shaped my future tremendously because I was able to co-teach reading lessons with another credentialed teacher and make any necessary accommodations the student needed to succeed.”
“Another way my involvement with the center helped my professional career was through PACS (Peer Assisted College Support). This allowed me to see the various abilities that the autism spectrum presents. By seeing the various needs that college students with autism spectrum disorder are encountering, I was able to learn how to better serve my students now in their young age. Lastly, the center allowed me to establish meaningful personal and professional relationships in my community.”
Amanda McClure earned her Education Specialist teaching credential and Master’s degree in Special Education at CSUF. While a teacher candidate in the Department of Special Education, Amanda collaborated with Dr. Howell on autism research, culminating in a presentation at Cal-TASH on “the student-teacher-relationship for students with autistic-like characteristics: Research, parental, and student perspectives”.
Amanda is now earning her Doctorate in Education at the University of California, Riverside where she assists at the SEARCH Family Autism Resource Center. Read Amanda describe her experience in CSUF’s Department of Special Education and how it enhanced her education in autism spectrum disorders:
“The autism classes were thorough, current, research-based, and provided a wealth of information and strategies that I was able to use not only in my student-teaching experiences but also as a teacher in special education.”
“As a graduate student, Linda Schenkoske investigated the impact of a self-management intervention on reducing problem behaviors for an elementary-school aged student with autism in the general education. Linda’s research is currently in press for publication in an international book, A Child’s World: Development-Education-Therapy (translation). The graduate program at Cal State Fullerton was instrumental in providing the support needed for me to research how to help students with autism.”
Interested in Participating in Research? Please check back for information on current research investigations.
List of Faculty Publications Related to Autism Spectrum Disorder
Blacher, J.B., & Howell, E. (2008). Becoming social: Interventions for youth who have high-functioning autism and Asperger syndrome. Exceptional Parent, 38, 56-57.
Blacher, J.B., & Howell, E. (2007). Unlocking the mysteries of social deficits in autism: Theory of mind as key. Exceptional Parent, 37(8), 96-97.
Blacher, J., Kraemer, B.R., & Howell, E.J. (March, 2010).
Syndrome specificity in young adults with intellectual disability: Relationship to transition outcomes and family experiences. Advances in Mental Health and Learning Disabilities, 4, 3-16.
Cote, D., Jones, V., Pavelek, K., Barnett, C., Nguyen, H, & Sparks, S. (in press).
Increasing problem-solving skills in students with autism and developmental disabilities. Education and Training in Autism and Developmental Disabilities.
Howell, E. (In Press).
Teacher perceptions and efficacy ratings of comic strip conversations for students with autism spectrum disorder. In Basinska, A., Krauze-Sikorska, H., Klichowski, M., & Kuszak, K. (Eds.), A Child’s World. Development-Education- Therapy. Poznan: Wydawnictwo UAM.
Howell, E., & Pierson, M.R. (March, 2011).
From seclusion to integration: One high school’s journey. Russian-American Education Forum: An Online Journal, 3(1).
Howell, E.J., & Pierson, M.R. (April-June, 2010).
Parents’ perspectives on the participation of their children with autism in Sunday school. Journal of Religion and Disability, 14, 153-166.
Koegel, L.K., Robinson, S., & Koegel, R.L. (2009).
Empirically supported intervention practices for autism spectrum disorders in school & community settings. In W. Sailor, G. Dunlap, G. Sugai, R. Horner (Eds.), The Handbook of Positive Behavior Support (pp. 149-175). New York, New York: Springer Publisher Services.
Myck-Wayne, J., Robinson, S., & Hensen, E. (2011).
Serving and supporting young children with a dual diagnosis of autism and hearing loss: The stories of four families. American Annals of the Deaf, 156(4), 379-390.
Pierson, M.R., & Glaeser, B.C. (2007).
Using Comic Strip Conversations to increase social satisfaction and decrease loneliness in students with autism spectrum disorder. Education and Training in Developmental Disabilities, 42(4), 460-466.
Pierson, M.R., & Howell, E.J. (2006).
Pre-service teachers’ perceptions of inclusion. Academic Exchange Quarterly, 103(3), 169-173.
Robinson, S. (2011).
Teaching paraprofessionals of students with autism to implement pivotal response treatment in the inclusive school setting using a brief video feedback training package. Focus on Autism and Other Developmental Disabilities, 26(2), 105-118.
Robinson, S., Howell, E., & Karge, B. (Summer 2010).
Training veteran teachers for the new autism authorization. California Teacher Corps Quarterly Report, Stockton, CA.
Ruef, M., Nefdt, N., Openden, D., Elmensdorp, S., Harris, K. & Robinson, S. (2009). Learn by doing: A collaborative model for training teacher-candidate students in autism. Education & Training in Developmental Disabilities, 44(3), 343-355.
Schenkoske, L.J., & Howell, E. (In Press).
Self management of problem behaviors for students with autism spectrum disorders. In Basinska, A., Krauze-Sikorska, H., Klichowski, M., & Kuszak, K. (Eds.), A Child’s World. Development-Education-Therapy. Poznan: Wydawnictwo UAM.
Skokut, M., Robinson, S., Openden, D., & Jimerson, S. (2008).
Promoting the social and cognitive competence of children with autism: Interventions at school. The California School Psychologist, 13, 93-107.