Collaborative Personnel Preparation in Autism (COPPA) is a joint project between UGA and local public school districts. Its primary purpose is to prepare special education teachers at the masters and specialist degree levels to serve elementary children with autism spectrum disorders.
NIH R01HD69577 Effects of Antecedent and Response Variables on the Persistence of Communication
Current Research Projects
Assessment of Repetitive Behaviors: Researchers are evaluating methods to better assess and treat repetitive, noncontextual behaviors.
Autism Oral History Project: In collaboration with the UGA Richard B. Russell Library, researchers are archiving the oral histories of individuals with autism and their families.
Caregiver Coaching: In collaboration with the Communication and Early Childhood Research and Practice Center and the Autism Institute at Florida State University, researchers are examining the coaching behaviors and process used to build parent capacity in parent-implemented interventions for young children with ASD and other developmental delays.
Classroom management: Members of CABER are exploring digital token economies in classroom contexts to promote increased learning.
Early Communication: Researchers are examining the longitudinal associations between pragmatic function of intentional communication acts and later language in toddlers with ASD.
Evidence Based Practices Use by Teachers: Researchers are examining use of evidence based practice by teachers and means to increase that use.
Effects of Antecedent and Response Variables on the Persistence of Communication: A grant-funded project that examines variables related to the persistence of appropriate behavior within the context of functional communication training.
Evaluation of Instructional Practices: Researchers are evaluating means to better improve instructional practices with respect to promoting the generalization and maintenance of skills.
Measurement: Members of the center are currently exploring direct observational measurement systems and the error artifacts of those systems.
Narrative Intervention: Researchers are examining tiered narrative interventions on preschool and early elementary school students' oral language and literacy performance.
Play: Researchers are examining the effects of an object play intervention on acquisition of play skills in toddlers with ASD, as well as the collateral effects on parent commenting behavior.
Reading Comprehension: Researchers are using eye-tracking procedures to observe students' reading behavior during test taking situations.
Self-instruction: Researchers are developing instructional methods for teaching the pivotal skill of self-instruction to adolescents and adults with autism and intellectual disability.
Toilet training: Teams are working to identify evidence based methods for increasing continence for older children (middle school and up) who have not yet been successful with other toilet training protocols.