Changing Systems and Changing Lives through Research

Contributed by Scott Bellini, Ph.D., Research and Clinical Director
February 2012

A primary responsibility of the Indiana Resource Center for Autism (IRCA) staff is to conduct research on methods to enhance quality programming for individuals across the autism spectrum. The IRCA is currently engaged in an expansive array of research projects that involve applied and conceptual lines of inquiry. Research conducted by IRCA staff addresses both the general needs of individuals with autism spectrum disorders, and the specific needs of family members and individuals who are residents of the state of Indiana. IRCA research projects employ a wide range of methodological and design strategies (i.e., survey, single subject, inferential, qualitative, etc.) to address the needs of individuals with autism spectrum disorders at the individual, family, and systemic levels. Results of IRCA research projects are disseminated via peer reviewed journals, newsletter articles, the IRCA web page, professional conferences and workshops, and through other IRCA publications.

The table below summarizes recent (since 2007) and current IRCA research projects implemented by IRCA faculty and/or interdisciplinary trainees.

Project Title	Description	Status of Project
Comparing the Differential Effects of Social Story Interventions versus Generic Social Narratives	Study compared the relative effectiveness of a Social Story intervention versus the effectiveness of a generic social narrative in increasing social responding in youth on the autism spectrum.	Data collection and analysis completed. Study Published in the journal:   School Psychology Forum: Research in Practice, 5, 103-113. For more information contact:  IRCA@indiana.edu.
Evaluating the Outcomes of a Systematic Social Skills Training Program for Youth with ASD	On-going study investigating the outcomes of the Social Skills Research Center (SSRC). The SSRC is a collaborative effort by the IRCA and IU School Psychology Program which specializes in delivering and evaluating the outcomes of social skill interventions for children with ASD. Children with ASD receive 9 weeks of social skills programming based on the Building Social Relationships model (Bellini, 2006).	First Study Completed Published in the journal:   Beyond Behavior, 19, 26-39.  View article at: http://www.ccbd.net/sites/default/files/bebe-19-01-26.pdf
Evaluating the IRCA Autism School Team Training Program	The purpose of this project is to examine the learning outcomes of the 6 Day IRCA School Team Training Program. Results indicate significant and substantial changes in performance on pre and post tests of autism knowledge.	Article published in the journal: Teacher Education and Special Education, 34, 37-51 View article at: http://dx.doi.org/10.1177/0888406410384153
2012 IRCA Indiana Parent/Family Needs Assessment Survey	Survey conducted as part of the triennial family needs assessment. The purpose of the survey was to gather information about current services, school issues, the Medicaid Waiver, insurance coverage, employment issues, and the cost of private services accessed by families in the state of Indiana.	Update:  Results presented to the Indiana Legislative Commission on Autism, 8/8/12. Summary Published in the IRCA Reporter E-Newsletter, 8/9/12..
Video Self-Modeling and Peer Training to Increase Social Engagement in Young Children with ASD in a Preschool Setting	This study, funded by the Organization for Autism Research (OAR) will examine the outcomes of a combined video self-modeling (VSM) procedure and a peer training intervention. The study is being conducted in public school preschool programs in Indiana involving young children with ASD and their classmates.	Data collection and analysis completed. Manuscript in preparation.
A Meta-analysis of School-based Social Skill Interventions for Children with Autism Spectrum Disorders	Purpose of the study was to examine the collective outcomes of school based social skill interventions for students with ASD. Results of the meta-analysis suggest that school-based social skill interventions are minimally effective for children with ASD. Results of the present meta-analysis are consistent with the results of previous social skill intervention meta-analyses.	Completed Study published in: Remedial and Special Education, 28, 153 - 162. View article at: http://dx.doi.org/10.1177/07419325070280030401
Assessing the Psychometric Properties of the Autism Social Skills Profile	Study examined the psychometric properties of the Autism Social Skills Profile. The ASSP is an intervention tool designed to identify the child’s strengths and weaknesses in the area of social functioning. The study investigated the reliability, validity, and practicality of the instrument for children and adolescents with autism spectrum disorders, ages 6-17.	Completed Study Published in Focus on Autism and Other Developmental Disabilities, 22, 80-87. For more information, contact: Center for Disability Informaiton and Referral (CeDIR) at: cedir@indiana.edu.
A Meta-analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders	This meta-analysis examined the effectiveness of video modeling and video self-modeling (VSM) interventions for children and adolescents with autism spectrum disorders. Results suggest that video modeling and VSM are effective intervention strategies for addressing social-communication skills, functional skills, and behavioral functioning in children and adolescents with autism spectrum disorders.	Completed Study Published in: Exceptional Children, 73, 261-284. For more information, contact: Center for Disability Informaiton and Referral (CeDIR) at: cedir@indiana.edu.
Increasing Social Engagement in Young Children with Autism Spectrum Disorders using Video Self-Modeling	The study examined the effectiveness of VSM as a social skill strategy. The study was conducted at a school site in the state of Indiana and included preschool aged children with ASD. The VSM intervention led to substantial improvements in social engagement for the children participating in the study.	Completed Study Published in: School Psychology Review, 36, 80-90. For more information, contact: Center for Disability Informaiton and Referral (CeDIR) at: cedir@indiana.edu.

The IRCA would like to thank the thousands of individuals with autism spectrum disorders, family members, and professionals who have participated in IRCA research projects. Your active participation is greatly appreciated and is integral to the success of IRCA research endeavors.  For more information regarding IRCA research projects, please contact Scott Bellini at (812) 855-6508, or via email at sbellini@indiana.edu.