Current Research Projects
There are many opportunities for children, adolescents, and adults with autism spectrum disorder (ASD), their families, and practitioners to be involved in studies at UA. Please Contact Us if you are interested in participating in our research. Here are some of our current projects.
Temporal dynamics of neural activity in autism spectrum disorder (Dr. Malaia and colleagues)
Modeling of the temporal structure of brain activity in individuals with ASD during resting state, as well as during communication
SENSE Study (Dr. White and collaborators)
This is a multisite Randomized Controlled Trial, funded by the National Institute of Mental Health. In collaboration with Vanderbilt University and Stony Brook University, the University of Alabama is enrolling adolescents with ASD to receive one of two evidence-based treatments. The goal of this project is to determine the efficacy of a theatre-based intervention that aims to improve social functioning in youth with autism. This project will be enrolling during the 2018-2019 school year. For more information, please contact Dr. Nicole Powell at [email protected] or call (205) 348-3535.
EASE Study (Dr. White and collaborators)
This is a multisite Randomized Controlled Trial, funded by the Department of the Army. In collaboration with the University of Pittsburgh, the University of Alabama is enrolling adolescents and young adults with ASD. EASE is a mindfulness-based treatment that seeks to improve ability to manage intense negative emotions and decrease reactivity (e.g., intense anger or sadness). This project will be enrolling during the 2018-2019 school year. For more information, please contact Dr. Nicole Powell at [email protected] or call (205) 348-3535.
Does Sensory Sensitivity Help Explain the Relationship between Symptoms of ASD and Willingness to Communicate? (Dr. Barnard-Brak, Dr. David Richman [Texas Tech University], Dr. Watkins)
Individuals with ASD struggle with both sensory sensitivity and social communication. The implication of this study is that by addressing sensory sensitivities, we may improve the willingness of individuals with ASD to engage in social communication.
Educational Versus Clinical Diagnoses of ASD (Dr. Barnard-Brak)
This study examines rates of clinical diagnosis for ASD, which tend to be greater than the rates of educational diagnosis for ASD. Results show a greater discrepancy in educational diagnoses for girls versus boys as compared to the clinical diagnoses.
Symptoms of ASD and Sensitivity to Post Traumatic Stress (Dr. Barnard-Brak)
In this pilot study, the relationship of symptoms of ASD with sensitivity to post traumatic stress is being examined. It is hypothesized that individuals with symptoms of ASD may be more vulnerable to experiencing post traumatic stress as compared to their non-ASD counterparts.
Romantic Relationship Status and Symptoms of ASD (Dr. Barnard-Brak)
Individuals with ASD would appear to have difficulty initiating and maintaining long term, romantic relationships. The current study examines the relationship between symptoms of ASD and romantic relationship status as associated with other correlates such as age and gender.
Rural Caregivers' Knowledge of Autism (Dr. Tomeny and Dr. Barber)
In collaboration with multiple departments on campus, we are aiming to better understand what parents across Alabama in a variety of communities know about ASD and general child development.
Rural Teachers' Knowledge of Autism (Dr. Tomeny and Dr. Ashley Cawley)
In collaboration with multiple departments on campus, we are examining levels of knowledge about autism and general child development among teachers across Alabama. We are particularly interested in identifying the specific needs of teachers to better instruct children and adolescents with ASD.
How's the Family: A Study of Family Coping and Communication (Dr. Tomeny)
For this study, we are interested in examining how families with children with ASD and other developmental disabilities communicate with one another and cope with stressful situations. A major goal of this project is to get reports from multiple members of each family, including both parents and siblings.
Child, Adolescent, and Adult Siblings (Dr. Tomeny)
This study involves investigating a variety of outcomes among typically-developing siblings of individuals with ASD or intellectual disabilities. We are particularly interested in identifying risk- and protective-factors for sibling emotional and behavioral functioning. Constructs examined for adults include social support, parentification, life satisfaction, and perceived impact.
Brain Mechanisms of Multimodal Prosody in Gesture and Speech (Dr. Morett)
Prosody is the music of human language, conveying meaning beyond what is conveyed by words alone. In speech, prosody is conveyed via pitch accenting, and in gesture, prosody is conveyed via beats. We are using eye-tracking and EEG to examine how these two cues are integrated and how they affect memory and language acquisition in people with and without ASD.
Neural Respone Variabilty and Gesture-Speech Integration (Dr. Morett)
For this study, we are examining the neural responses to gesture and co-occuring speech and whether this predicts language development in children with ASD.
Increasing Social Interaction in Children with ASD and their Typically Developing Peers and Siblings (Dr. Watkins and collaborators)
In this series of studies, we are examining the effects of an intervention package consisting of the incorporation of preferred interests into structured play activities, brief instruction, adult modeling, and response to child questions to increase social interaction between children with ASD and their peers or siblings.
Training Teachers to Implement Evidence-Based Practices (Dr. Watkins)
The purpose of this study is to train teachers to implement evidence-based behavioral strategies to improve the social communication skills of students with ASD. We are examining the effectiveness and acceptability of teacher training procedures in an attempt to narrow the research-to-practice gap and improve outcomes for students with ASD in the classroom.
Examining the Impact of Social Skills Interventions for Children with ASD Across Multiple Outcomes (Dr. Watkins and Dr. Morett)
In this pilot study, we are evaluating the efficacy of a comprehensive social skills training intervention in promoting improved functioning in elementary school-age children with ASD at the neural, cognitive, and behavioral levels.
Early Interventionists’ Practices With Families of Toddlers With Social Communication Delays (Kimberly Tomeny and Dr. McWilliam)
In this two-part study, we are examining perceptions and observations of home-visiting practices in early intervention. We are also comparing two different types of telecoaching methods (i.e., bug-in-ear vs. asynchronous feedback) to support early interventionists’ use of caregiver-implemented intervention strategies and strategies for toddlers with or at risk for ASD.
Temporal dynamics of neural activity in autism spectrum disorder (Dr. Malaia and colleagues)
Modeling of the temporal structure of brain activity in individuals with ASD during resting state, as well as during communication
SENSE Study (Dr. White and collaborators)
This is a multisite Randomized Controlled Trial, funded by the National Institute of Mental Health. In collaboration with Vanderbilt University and Stony Brook University, the University of Alabama is enrolling adolescents with ASD to receive one of two evidence-based treatments. The goal of this project is to determine the efficacy of a theatre-based intervention that aims to improve social functioning in youth with autism. This project will be enrolling during the 2018-2019 school year. For more information, please contact Dr. Nicole Powell at [email protected] or call (205) 348-3535.
EASE Study (Dr. White and collaborators)
This is a multisite Randomized Controlled Trial, funded by the Department of the Army. In collaboration with the University of Pittsburgh, the University of Alabama is enrolling adolescents and young adults with ASD. EASE is a mindfulness-based treatment that seeks to improve ability to manage intense negative emotions and decrease reactivity (e.g., intense anger or sadness). This project will be enrolling during the 2018-2019 school year. For more information, please contact Dr. Nicole Powell at [email protected] or call (205) 348-3535.
Does Sensory Sensitivity Help Explain the Relationship between Symptoms of ASD and Willingness to Communicate? (Dr. Barnard-Brak, Dr. David Richman [Texas Tech University], Dr. Watkins)
Individuals with ASD struggle with both sensory sensitivity and social communication. The implication of this study is that by addressing sensory sensitivities, we may improve the willingness of individuals with ASD to engage in social communication.
Educational Versus Clinical Diagnoses of ASD (Dr. Barnard-Brak)
This study examines rates of clinical diagnosis for ASD, which tend to be greater than the rates of educational diagnosis for ASD. Results show a greater discrepancy in educational diagnoses for girls versus boys as compared to the clinical diagnoses.
Symptoms of ASD and Sensitivity to Post Traumatic Stress (Dr. Barnard-Brak)
In this pilot study, the relationship of symptoms of ASD with sensitivity to post traumatic stress is being examined. It is hypothesized that individuals with symptoms of ASD may be more vulnerable to experiencing post traumatic stress as compared to their non-ASD counterparts.
Romantic Relationship Status and Symptoms of ASD (Dr. Barnard-Brak)
Individuals with ASD would appear to have difficulty initiating and maintaining long term, romantic relationships. The current study examines the relationship between symptoms of ASD and romantic relationship status as associated with other correlates such as age and gender.
Rural Caregivers' Knowledge of Autism (Dr. Tomeny and Dr. Barber)
In collaboration with multiple departments on campus, we are aiming to better understand what parents across Alabama in a variety of communities know about ASD and general child development.
Rural Teachers' Knowledge of Autism (Dr. Tomeny and Dr. Ashley Cawley)
In collaboration with multiple departments on campus, we are examining levels of knowledge about autism and general child development among teachers across Alabama. We are particularly interested in identifying the specific needs of teachers to better instruct children and adolescents with ASD.
How's the Family: A Study of Family Coping and Communication (Dr. Tomeny)
For this study, we are interested in examining how families with children with ASD and other developmental disabilities communicate with one another and cope with stressful situations. A major goal of this project is to get reports from multiple members of each family, including both parents and siblings.
Child, Adolescent, and Adult Siblings (Dr. Tomeny)
This study involves investigating a variety of outcomes among typically-developing siblings of individuals with ASD or intellectual disabilities. We are particularly interested in identifying risk- and protective-factors for sibling emotional and behavioral functioning. Constructs examined for adults include social support, parentification, life satisfaction, and perceived impact.
Brain Mechanisms of Multimodal Prosody in Gesture and Speech (Dr. Morett)
Prosody is the music of human language, conveying meaning beyond what is conveyed by words alone. In speech, prosody is conveyed via pitch accenting, and in gesture, prosody is conveyed via beats. We are using eye-tracking and EEG to examine how these two cues are integrated and how they affect memory and language acquisition in people with and without ASD.
Neural Respone Variabilty and Gesture-Speech Integration (Dr. Morett)
For this study, we are examining the neural responses to gesture and co-occuring speech and whether this predicts language development in children with ASD.
Increasing Social Interaction in Children with ASD and their Typically Developing Peers and Siblings (Dr. Watkins and collaborators)
In this series of studies, we are examining the effects of an intervention package consisting of the incorporation of preferred interests into structured play activities, brief instruction, adult modeling, and response to child questions to increase social interaction between children with ASD and their peers or siblings.
Training Teachers to Implement Evidence-Based Practices (Dr. Watkins)
The purpose of this study is to train teachers to implement evidence-based behavioral strategies to improve the social communication skills of students with ASD. We are examining the effectiveness and acceptability of teacher training procedures in an attempt to narrow the research-to-practice gap and improve outcomes for students with ASD in the classroom.
Examining the Impact of Social Skills Interventions for Children with ASD Across Multiple Outcomes (Dr. Watkins and Dr. Morett)
In this pilot study, we are evaluating the efficacy of a comprehensive social skills training intervention in promoting improved functioning in elementary school-age children with ASD at the neural, cognitive, and behavioral levels.
Early Interventionists’ Practices With Families of Toddlers With Social Communication Delays (Kimberly Tomeny and Dr. McWilliam)
In this two-part study, we are examining perceptions and observations of home-visiting practices in early intervention. We are also comparing two different types of telecoaching methods (i.e., bug-in-ear vs. asynchronous feedback) to support early interventionists’ use of caregiver-implemented intervention strategies and strategies for toddlers with or at risk for ASD.
