# preferredTitle
Assistant Professor of Special Education

# positions[].organizations[].parent[].label
College of Education and Human Development

# overview
Julie L. Thompson, PhD, BCBA-D, is an Assistant Professor of Special Education, Dr. Deanna and Thomas Yates Faculty Fellow, Behavioral Learning INterventions in Children (BLINC) Lab Director and Affiliated Faculty Member of the Center on Disability and Development at Texas A&M University. Julie's work as a classroom teacher for children with autism spectrum disorder (ASD) gave her insight into the layered complexities of providing adequate education to individuals with ASD in public schools. Julie's personal research examines explicit instruction procedures to teach academic and language skills to minoritized and underserved children with autism spectrum disorder and extensive support needs at home and in public school settings. Through her leadership in the BLINC lab she also guides and supports lab members to engage in applied behavioral research to improve learning interventions for all children. Julie has been PI on four externally funded awards totaling $2,224,370 and Co-PI three externally funded awards totaling $23,600,000. Currently she is principal investigator on one research project: "Teaching, Autism, and Practitioner Preparation (Project TAPP)" funded by the Texas Higher Education Coordinating Board. Julie has 22 peer-reviewed publications, 54 peer-reviewed presentations, and has chaired or co-chaired 9 doctoral students.

# researchAreas[].label
People with disabilities--Means of communication

# keywords[]
5204 Cognitive And Computational Psychology

# educationAndTraining[].organization.label
University of North Carolina at Charlotte - (Charlotte, North Carolina, United States)

# publications[].label
Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder.

# publications[].label
Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education

# publications[].label
Eye-Tracking Analysis of Attention to an Electronic Storybook for Minimally Verbal Children With Autism Spectrum Disorder

# publications[].label
Peer-Mediated Instruction and Academic Outcomes for Students with Autism Spectrum Disorders: A Comparison of Quality Indicators

# publications[].label
Effect of Self-Monitoring on Personal Hygiene Among Individuals With Developmental Disabilities Attending Postsecondary Education

# publications[].label
Mediating Access to Headsprout Early Reading for Children with Autism Spectrum Disorders

# publications[].label
Learning how to be a student: an overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder.

# publications[].label
Coaching Parents of Children With Developmental Disabilities to Implement a Modified Dialogic Reading Intervention Using Low Technology via Telepractice.

# publications[].publisher
American Speech Language Hearing Association

# publications[].label
PICTURE EXCHANGE COMMUNICATION SYSTEM AND FACILITATED COMMUNICATION: CONTRASTING AN EVIDENCE-BASED PRACTICE WITH A DISCREDITED METHOD

# publications[].label
A Review of Explicit and Systematic Scripted Instructional Programs for Students with Autism Spectrum Disorder

# publications[].label
Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility

# publications[].label
Effects of Cognitive Behavioral Therapy for Reducing Anxiety in Children with High Functioning ASD: A Systematic Review and Meta-Analysis.

# publications[].label
Preschoolers' Visual Attention during Electronic Storybook Reading as Related to Different Types of Textual Supports

# publications[].label
Exploring the Associations between Reading Skills and Eye Movements in Elementary Children's Silent Sentence Reading

# publications[].label
Culturally Adapted Social, Emotional, and Behavioral Support for Black Male Learners

# publications[].label
Autism Spectrum Disorders, Identification, Education, and Treatment

# publications[].label
Effects of direct instruction on telling time by students with autism

# publications[].label
Effects of in-service and coaching to increase teachers' use of research-based strategies in beginning reading

# publications[].label
Beyond Tier Three: Individualized Levels of Support During Headsprout Early Reading Instruction for Children with Autism Spectrum Disorder.

# publications[].label
Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems

# publications[].label
Development of Academic Skills in Childhood

# publications[].label
Teaching Unison Responding During Small-Group Direct Instruction to Students with Autism Spectrum Disorder Who Exhibit Interfering Behaviors

# researcherOn[].label
Massively Open Online Virtual Practice-Based Professional Development for Teachers in High Need Schools

# researcherOn[].awardedBy.label
United States Department of Education - (Washington D.C., District of Columbia, United States)

# researcherOn[].label
LSquared : Early Literacy and Language Support for Families and Their Children with Autism Spectrum Disorder

# researcherOn[].awardedBy.label
Texas Higher Education Coordinating Board - (Austin, Texas, United States)

# researcherOn[].label
Lsquared-Spanish: Supporting Spanish-speaking families to increase emergent literacy and language of their children with autism through story-based instruction.

# researcherOn[].awardedBy.label
Texas Higher Education Coordinating Board - (Austin, Texas, United States)

# researcherOn[].label
Tackling Autism via Paraprofessional Preparation (Project TAPP)

# researcherOn[].awardedBy.label
Texas Higher Education Coordinating Board - (Austin, Texas, United States)

# streetAddress
Texas A&M University; Educational Psychology; 4225 TAMU

# organizations[]
College of Education and Human Development

# schools[]
College of Education and Human Development

# etdChairOf[].label
Whirley, Mary Louise (2021-09). "Maybe I Should've Said This, Maybe I Could've Contributed More": Exploring Employment Training and Experiences for Adults with Intellectual and Developmental Disabilities. Doctoral Dissertation.

# etdChairOf[].label
Whirley, Mary Louise (2021-12). “Maybe I Should've Said This, Maybe I Could've Contributed More": Exploring Employment Training and Experiences for Adults with Intellectual and Developmental Disabilities. Doctoral Dissertation.