Research Findings – ACCESS Lab

Select Publications

Ruble, L., McGrew, J., Johnson, L., & Pinkman, K. (2022). Matching autism intervention goals with planned adaptations using COMPASS. Remedial and Special Education. Online first: https://doi.org/10.1177/07419325221134122
Filter, K.J., Ford, A.L.B., Bullard, S., Cook, C.R., Sowle, C.A., Johnson, L.D., Kloos, E., & Dupuis, D. (2022). Distilling Check-in/Check-Out into Its Core Practice Elements Through an Expert Consensus Process. School Mental Health. Online first: https://doi.org/10.1007/s12310-021-09495-x
Filter, K.J., Johnson, L.D., Ford, A.L.B., Sowle, C.A., Bullard, S.J., Cook, C.R., Kloos, E., & Dupuis, D. (2022). An expert consensus process to distill tier 1 PBIS into core practice elements essential to improving front-line implementation. Accepted in Education and Treatment of Children. Online first: https://doi.org/10.1007/s43494-021-00066-y
Hugh, M.L., Johnson, L.D., & Cook, C.R. (2022). Teachers’ Practice Selection for Children with Autism: An Application of the Theory of Planned Behavior. Autism: International Journal of Research and Practice. Online first: doi: 10.1177/13623613211024795
Ford, A., Hugh, M., Johnson, L. & Young, K. (2022).Specifying Adult Interaction Practices as a Step Toward Enhancing Our Conceptualization of Process Quality. Infants and Young Children, 35, 68-88, doi: 10.1097/IYC.0000000000000208
Johnson, L.D., Ford, A.L.B., Dupuis, D., & Hugh, M.L. (2021). Exploring features within organizational and cognitive factors that predict variability in estimates of classwide active engagement. Topics in Early Childhood Special Education, 41, 207-220, https://doi.org/10.1177/02711214211030341
Johnson, L.D., Hugh, M.L., Ford, A.L.B., Dupuis, D., Young, K., & Rudolph, B. (2021). Development and preliminary content validation of ENGAGE as an assessment of preschool interactions and active engagement. Advance Preprint. https://doi.org/10.31124/advance.14030450.v1
Ford, A.B. & Johnson, L.D. (2021), The Use of Generalizability Theory to Inform Sampling of Educator Language Used with Preschoolers with Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research. Online first: doi: 10.1044/2021_JSLHR-20-00586
Hugh, M.L., Johnson, L. & Fleury, V. P. (2020) Dissemination and decision-making: Factors related to pre-service practitioners’ selection of practices for students with autism. Education and Training in Autism and Developmental Disabilities, 55, 332-347. doi: 10.1017/CBO9781107415324.004
Johnson, L.D., Ford, A., & Hugh, M. (2018). Maximizing meetings with TIPS: Tools and tricks for meaningful data use. Young Exceptional Children Monograph Series: Instructional Practices: Effective Strategies to Ensure Child Development and Learning, 25 – 36, ISBN 978-0-9905128-5-1
Boyd, B.A., Watson, L.R., Reszka, S.S., Sideris, J., Alessandri, M., Baranek, G.T., Crais, E.R., Donaldson, A., Guitierrez, A., Johnson, L.D., Belardi, K. (2018). Efficacy of the ASAP intervention for preschoolers with ASD: A cluster randomized controlled trial. Journal of Autism and Developmental Disorders, 48, 3144 – 3162. doi.org/10.1007/s10803-018-3584-z
Johnson, L. D., Fleury, V., Boh, A., Rudolph, B., Young, K. (2018) Translating Evidence Based Practices to Usable Interventions for Young Children with Autism. Journal of Early Intervention, 40, 158-176. doi: 10.1177/1053815117748410
Johnson, L. D. (2017a). Exploring cloud computing as a means to generate usable knowledge for team problem solving. Topics in Early Childhood Special Education, online first: doi: 10.1177/027112141771531
Johnson, L.D. (2017b). Going to scale: exploring implementation of positive behaviour intervention and supports within and across different types of early childhood programmes, Early Child Development and Care, online first: doi: 10.1080/03004430.2017.1331219
Johnson, L. D. (2017c). Scaling the pyramid model across complex systems providing early care for preschoolers: Exploring how models for decision making may enhance implementation science. Early Education and Development, online first: doi: 10.1080/10409289.2017.1286205

Select Presentations

Ford, A.L.B. & Johnson, L.D. (2022). Using Adult Interaction Practices to Promote Active Engagement for Preschool Children with Disabilities. Paper presentation at the American Speech Hearing Association Annual Convention, New Orleans, LA.
Garrington, F., Johnson, L.D., & Ford, A.L.B. (2022). Systematic Review of Culturally Relevant Pedagogy for Black American Students in the United States’ K-12 Classrooms. Poster presentation at the International Conference on Urban Education, Cancun, Mexico.
Johnson, L.D., Hugh, M., Ford, A., Rudolph, B., & Young, K. (2020). Developing an observation system for measuring classroom ecology and children’s active engagement. Poster presentation at the Conference on Research Innovations in Early Intervention, San Diego, California, United States.
Ford, A.L.B. & Johnson, L.D. (2020) An application of generalizability theory to characterize language learning environments for preschoolers with autism. Poster presentation at the Conference on Research Innovations in Early Intervention, San Diego, California, United States.
Hugh, M.L., Johnson, L., Ford, A., B. & Rudolph, B. (2019) Lessons Learned From Early Childhood Team-Based Problem-Solving: Linking Problems to Solutions. Poster Presentation at Division of Early Childhood Annual Conference (October 2019).
Ford, A.B., Johnson, L., Hugh, M.L. & Young, K. (2019). Opportunities to Respond in Inclusive Preschool Environments: The What, Why, and How. Presentation at Division of Early Childhood Annual Conference (October 2019).
Johnson, L., Hugh, M. L., Ford, A. L. B. & Rudolph, B. (2019) Observing and Coaching Classroom Interactions that Promote Active Engagement; Presentation at Division of Early Childhood Annual Conference (October 2019).
Johnson, L., Rudolph, B., Hugh, M.L. & Ford. A (2019). Observing and Promoting Interactions that Support Active Engagement. Association for Positive Behavioral Supports Annual Conference, (February, 2019)