Research & Scholarship
Dialogic Reading and Adapted Literature for Learners with Autism
My doctoral research examined the use of dialogic reading and adapted literature to improve reading comprehension for learners with autism, establishing a foundation for an ongoing program of scholarship focused on accessible literacy instruction. This work continues to inform new research examining adapted readers, interactive reading practices, communication, and instructional approaches for learners with autism and diverse learning needs.
Current Research
My current research examines how evidence-based literacy and instructional practices can be adapted to improve meaningful learning outcomes for individuals with autism. This work emphasizes the translation of research into practical, accessible approaches that support communication, comprehension, engagement, and literacy development across educational and clinical environments.
1. Dialogic Reading & Early Literacy
Building on my doctoral research, I am extending the application of dialogic reading to younger learners with autism. This research examines how systematic prompting, interactive questioning, adapted texts, and opportunities for active participation can support early literacy development, reading comprehension, communication, and engagement with text.
2. Adapted Literature & Accessible Instruction
My research also explores the design and evaluation of adapted literature and accessible instructional materials for learners with autism and diverse learning needs. This work examines how visual supports, structured language, interactive components, and technology-enhanced materials can reduce barriers to accessing text while preserving meaningful opportunities for learning, comprehension, and independence.
Research Collaboration
I share research findings and applied scholarship with academic and professional audiences to support the translation of evidence into practice. My presentations emphasize clinically and educationally relevant topics, including autism intervention, literacy and comprehension, dialogic reading, behavior-analytic practice, and strategies for improving meaningful learner outcomes.