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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

Autism Stigma Study

We are looking for young adults (age 18 and older) with a diagnosis of autism spectrum disorder, Asperger’s syndrome, or pervasive development disorder not otherwise specified to participate in our study. Participation involves an in-person interview intended to examine the way that having autism spectrum disorder may impact young adults. This process will take about one hour, and all participants receive one $30 Target gift card for their time.

Contact Us!

Are you a Parent of a Child Age 6 or Younger?

We are conducting a study about family experiences accessing early childhood education. We will ask parents or primary caregivers to:

  • Complete several questionnaires
  • Take part in a face-to-face interview with a researcher

Participation will take no more than two hours and will be scheduled at your convenience. This can take place at UGA or in your home. We want to make participation easy for you! Each participant will receive a $30 gift card for their time.

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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 This group is a free-form discussion-based group that serves as a peer support group where individuals with ASD can express their concerns to other adults with ASD.

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/Social and Life Skills Groups

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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