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Child Attention and Autism Research and Evaluation (CAARE) Lab

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The CAARE Lab works to identify behaviors and movements associated with autism spectrum disorder (ASD) and how they relate to each other. We also work to increase the global knowledge and understanding of ASD and disparities in services.

Assessing ASD Knowledge and Stigmas
  • Validating a new measure of ASD knowledge titled, The Autism Stigma & Knowledge Questionnaire (ASK-Q) in cross-cultural contexts
  • Assessing ASD knowledge or stigmas of ASD in low- and middle-income countries such as Tanzania, Mongolia, and China.
  • Using implicit and explicit measures to examine ASD stigmas and the negative impact


Harrison, A.J., Paff, M.L., & Kaff, M.S. (2019). A Follow-up Examination of the Psychometric Properties of the Autism Stigma and Knowledge Questionnaire (ASK-Q). *Research in Autism Spectrum Disorders, 57, 28-34. Harrison, A.J., Bradshaw, L.P. Naqvi, N., Paff, M.L., & Campbell, J.M. (2017). Development and Psychometric Evaluation of the Autism Stigma and Knowledge Questionnaire (ASK-Q). Journal of Autism and Developmental Disorders, 47(10), 3281-3295. DOI: 10.1007/s10803-017-3242-x Harrison, A.J, Slane. M.M., Hoang, L., & Campbell, J.M. (2017). An International Review of Autism Knowledge Assessment Measures. Autism: The International Journal of Research and Practice. Advance online publication, 21(3) 262-275. DOI: 10.1177/1362361316638786 Harrison, A.J.†, Bisson, J.B. †, & Laws, C.B. † (in press). Impact of an inclusive postsecondary education program on implicit and explicit attitudes toward intellectual disability. *Intellectual and Developmental Disabilities. † Note: All authors made equal contribution to this manuscript

Examining Local Service Use Disparities
  • Identifying factors (individual, interpersonal and community) that contribute to an underutilization of early childhood learning services (early intervention and early childhood special education) in local schools.
  • Assessing factors that contribute to disparities in ASD assessment and treatment services


Harrison, A.J., Long, K.A., Tommet, D.C., & Jones, R.N. (2017). Examining the role of race, ethnicity, and gender on social and behavioral ratings within the Autism Diagnostic Observation Schedule. Journal of Autism and Developmental Disorders, 47(9), 2770-2782

Developing and implementing interventions and assessment approaches to reduce disparities
  • Implementing interventions among non-English-speaking parents and teachers to help increase knowledge of behavior modification strategies that can be used to improve child functional outcomes using verbal didactics, pictorial handouts, interpreters, and strategy modeling. Assessing the efficacy of these interventions using the ASK-Q.
  • Developing individual and community intervention approaches to address low ASD knowledge and stigmas in low-income countries.


Harrison, A., Long, K.A., Manji, K.P. & Blane, K.K. (2016). Development of a brief behavioral intervention for parents of children with autism spectrum disorders in Tanzania. Intellectual and Developmental Disabilities, 54(3), 187-201. doi: . Harrison, A., Zimak, E., Sheinkopf, S.J., Manji, K. P., Morrow, E.M. (2014). Observation-centered approach to ASD assessment in Tanzania. Intellectual and Developmental Disabilities, 52(5), 330-347.

Examining social attention impairment in ASD
  • Examining cross-cultural differences in social attentional processes
  • Assessing how distinct social attention behaviors may relate to one another.
  • Examining the cascading effects of social attentional impairments, especially joint attention (JA), on various domains of functioning using eye tracking, large, shared data sets, and behavioral coding.
  • Identifying causal mechanisms that lead to the differential development of social attention in individuals with autism spectrum disorder (ASD)


Harrison, A.J., Lu, Z., McLean, R., & Sheinkopf, S.J. (2016). Cognitive and adaptive correlates of an ADOS derived joint attention composite. Research in Autism Spectrum Disorders. 29, 66-78. Johnson, A. L., Gillis, J., & Romanczyk, R. (2012). Quantifying and correlating social behaviors in children with autism spectrum disorders using eye-tracking methodologies, Research in Autism Spectrum Disorders, 6, 1053-1060.

Participate in Research

Culturally and Linguistically Diverse Caregivers Needed

We are conducting a study to gain diverse perspectives about an internationally used screener for developmental disabilities through cognitive interviewing. This research is designed to better understand the need for cultural adaptation in the use of developmental screeners. We are looking for culturally and/or linguistically diverse parents/primary caregivers of children ages 16 months – 30 months.

This project involves completing a 20-minute Qualtrics survey online and, if eligible, completing an hour-long interview. Participants will be rewarded a $20 gift card following the interview.

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Implicit and Explicit Racial Stigma in Autism Identification

Help us learn more about implicit attitudes towards autism and other childhood disorders. We are looking for undergraduate and graduate students at the University of Georgia (18 and older) from a racially diverse background.

This study consists of one online survey that will take between 30-45 minutes and can be completed at your convenience. You will be asked to complete 6 questionnaires and 1 sorting task to measure implicit attitudes.

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Special Education Teachers in Georgia Needed

We are conducting a project to better understand teacher attitudes toward English Language Learners (ELL) and the factors contributing to these attitudes. We are looking for Special Education teachers currently or recently employed in a public school in the state of Georgia.

The project involves completing a 15-minute survey online Qualtrics survey. Teachers will receive a $20 gift card for participating.

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Autism Clinical Services at UGA

School Psychology Clinic

The School Psychology Clinic in the College of Education provides comprehensive autism spectrum disorder diagnostic evaluations as well as psychoeducational evaluations.

Learn More About Our Evaluations

UGA students and adults with ASD can find several groups (peer support and social and life skills) during fall and spring semesters every year as part of UGA RISE, an initiative of the UGA CAARE Lab in partnership with the UGA Disability Resource Center. Please email us to find out when and where our groups meet and with any questions.


Peer Support Group The peer support group serves as a weekly opportunity where individuals with autism can express their concerns to other adults on the autism spectrum. In this group, we discuss topics that are of needs and/or interest to the group members. Topics have included communication, relationships and dating, time management, self-esteem, disclosure, social nuances, and dealing with stress. Learn More

Social and Life Skills Group In this group, we assess the needs of the group members and develop lessons on specified topics of interest. Topics have included social skills, budgeting and money management, relationships and dating, organization, self-esteem, and academic skills.

Campus Coaches Campus Coaches is a part of UGA Resources Inspiring Student Excellence (UGA RISE) initiative. Campus Coaches pairs a UGA student with ASD with a veteran UGA student who will assist their peers on activities such as navigating campus areas, navigating public transportation, social skill advancement (e.g., communicating with friends and professors) or just to meet occasionally for coffee or a slice of pizza. Any interested UGA undergraduate students with a diagnosis of autism spectrum disorder can participate. To learn more or sign up for the program, please send an email with the following information:

  • What kind of help are you looking for?
  • What is the best way to contact you (email or phone or text)?

More Information

School Psychology Clinic

Peer Support Group & Campus Coaches

Community Resources

We have assembled a list of professionals in the Athens area that provide services such as ABA services, diagnostic services, and other therapy services.

View a list of providers

The CAARE Lab Team

Ashley Johnson Harrison is the lab director and Assistant Professor in the Department of Educational Psychology (School Psychology).

Current & Former Students (PDF)

In Loving Memory

Brianna Cochran

November 30, 1994 – March 25, 2015

Briana Cochran

Brianna was an undergrad research assistant in the CAARE lab. She loved working with kids and planned to be a pediatric surgeon. She enjoyed traveling and learning about the world. Brianna was truly a lovely young woman, inside and out. Her vibrancy, kindness, and extraordinary gift for making others feel special will be something that we will miss every day.

Contact Info

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