Team Research Papers

Maria’s Work:

• “On an island by myself”- implications for the inclusion of autistic students in self-contained classrooms in public elementary school

  • Kaitlyn Ahlers, Maria L. Hugh, Daina Tagavi, Curtis Eayrs, Alyssa M. Hernandez, Theodore Ho, and Jill Locke

• Development and Preliminary Content Validation of ENGAGE as an Assessment of Preschool Interactions and Active Engagement

  • LeAnne D. Johnson, Maria L. Hugh, Andrea L.B. Ford, Danielle Dupuis, Kelsey A. Young, and Brenna Rudolph

• Discrepancy between parent report and clinician observation of symptoms in children with autism spectrum disorders

  • Maria Lemler

• Dissemination and Decision-Making

  • Maria L. Hugh, LeAnne D. Johnson, and Veronica P. Fleury

• Educators’ Perspectives on Training Mechanisms That Facilitate Evidence-Based Practice Use for Autistic Students in General Education Settings- A Mixed-Methods Analysis

  • Maria L. Hugh, Michael D. Pullmann, Mahima Joshi, Daina M. Tagavi, Kaitlyn Ahlers, Alyssa M. Hernandez, and Jill Locke

• Exploring Determinants of Early Childhood Special Educator's Practice Selections for Young Children with Autism Spectrum Disorder

  • Maria L. Hugh

• Exploring Engagement in Shared Reading Activities Between Children with ASD and Their Caregivers

  • Veronica P. Fleury and Maria L. Hugh

• Exploring Features Within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement

  • LeAnne D. Johnson, Andrea L. B. Ford, Danielle Dupuis, and Maria L. Hugh

• Exploring individual and organizational mechanisms of implementation of evidence-based practices for the inclusion of elementary students with autism- Study protocol

  • Jill Locke, Maria L. Hugh, Michael D. Pullmann, Heather Cook, Jessica Coifman, Erin McRee, Mahima Joshi, Aaron R. Lyon, and Ilene Schwartz

• Expressive and receptive language in Prader–Willi syndrome- Report on genetic subtype differences

  • Anastasia Dimitropoulos, Angela Ferranti, and Maria Lemler

• Familiarity of evidence based practices in Chinese caregivers of autistic children

  • Moon Young Savana Bak, Amber M. Reilly, Yi Yang, Hamdi Abas, Qichao Pan, and Maria L. Hugh

• In an Imperfect World- Barriers and Facilitators to Educators’ Evidence‑Based Practice Use for Elementary‑Aged Autistic Students in Inclusive Settings

  • Shawna G. Harbin, Maria L. Hugh, Daina Tagavi, Alice Bravo, Mahima Joshi, Sharon Kiche, Olivia G. Michael, and Jill Locke

• Intensive Intervention Practice Guide- Using Visual Activity Schedules to Intensify Academic Interventions for Young Children With Autism Spectrum Disorder

  • Maria Lemler Hugh, Carlin Conner, and Jennifer Stewart

• Longitudinal Effects of a Motivationally Focused Strategy to Increase the Yield of Training and Consultation on Teachers’ Adoption and Fidelity of a Universal Program

  • James L. Merle, Clayton R. Cook, Michael D. Pullmann, Madeline F. Larson, Corinne M. Hamlin, Maria L. Hugh, Stephanie K. Brewer, Mylien T. Duong, Mahasweta Bose, and Aaron R. Lyon

• Meeting the Need- Proposed Early Childhood Special Education Intensive Intervention Competencies for Pre-Service Preparation

  • Maria L. Hugh, Kathleen Tuck, Alana Schnitz, Lisa Didion, and Andrea Nelson

• Preschool Special Educators’ Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism

  • Maria L. Hugh, LeAnne Johnson, and Angel Fettig

• Preschool teachers’ selection of social communication interventions for children with autism- An application of the theory of planned behavior

  • Maria L. Hugh, LeAnne D Johnson, and Clayton Cook

• Professional Development to Support Teachers’ Implementation of Intensive Reading Intervention- A Systematic Review

  • Kristen L. McMaster, Kristi Baker, Rachel Donegan, Maria Hugh, and Katherine Sargent

• Protocol for a hybrid type 3 efectiveness-implementation trial of a pragmatic individual-level implementation strategy for supporting school-based prevention programming

  • Aaron R. Lyon, Clayton R. Cook, Madeline Larson, Maria L. Hugh, Alex Dopp, Corinne Hamlin, Peter Reinke, Mahasweta Bose, Amy Law, Roger Goosey, Annie Goerdt, Nicole Morrell, Alisha Wackerle‑Hollman, and Michael D. Pullmann

• School-Implemented Interventions for Preschool to High School Students with Autism- An Update on Recent Research

  • Maria L. Hugh, Kaitlyn Ahlers, Mahima Joshi, and Jill Locke

• Specifying Adult Interaction Practices as a Step Toward Enhancing Our Conceptualization of Process Quality

  • Andrea L. B. Ford, Maria L. Hugh, LeAnne D. Johnson, and Kelsey A. Young

• Supporting the inclusion and retention of autistic students- Exploring teachers' and paraeducators' use of evidence-based practices in public elementary schools

  • Jill Locke, Alyssa M. Hernandez, Mahima Joshi, Maria L. Hugh, Alice Bravo, Anthony Osuna, and Michael David Pullmann

• Teacher Perceptions of Implementation Climate Related to Feasibility of Implementing Schoolwide Positive Behavior Supports and Interventions

  • Catherine M. Corbin, Maria L. Hugh, Mark G. Ehrhart, Jill Locke, Chayna Davis, Eric C. Brown, Clayton R. Cook, and Aaron R. Lyon

• Testing a Theory of Implementation Leadership and Climate Across Autism Evidence-Based Interventions of Varying Complexity

  • Nathaniel J. Williams, Maria L. Hugh, Diana J. Cooney, Julie A. Worley, and Jill Locke

• The Art of Selection- Understanding Teachers’ Intervention Choices for Preschool Autistic Students

  • Jesse I. Fleming, Suzanne McClain, and Maria L. Hugh

• Two sides of the same coin- A qualitative study of multiple stakeholder perspectives on factors associated with implementation of evidence-based practices for children with autism in elementary schools

  • Kaitlyn Ahlers, Maria L. Hugh, Lindsay Frederick, and Jill Locke