CARES' faculty, staff, and graduate students are actively engaged in research directed at improving educational, behavioral, and social outcomes for individuals with developmental and/or intellectual disabilities and their families. CARES research teams collaborate with other teams at universities throughout TX, across the US, and around the world.
CARES RESEARCH DIRECTORS
Dr. Reem Muharib and Dr. Katherine Ledbetter-Cho direct research teams of CARES graduate students to address research questions that emerge from our clinical services. They also pursue external grant funding and conduct independent lines of research within CARES.
Dr. Reem Muharib: Dr. Reem Muharib is an Assistant Professor of Special Education. She received her PhD. in Special Education from the University of North Carolina at Charlotte and joined the faculty at Texas State University in 2019. Her research interests include challenging behavior and communication skills of individuals with autism spectrum disorder and other developmental disabilities.
Muharib, R., Walker, V. L., Alresheed, F., & Gerow, S. (2020). Effects of multiple schedules of reinforcement on appropriate communication and challenging behaviors: A meta-analysis. Journal of Autism and Developmental Disorders, 51(2), 613-631. https://doi.org/10.1007/s10803-020-04569-2
Muharib, R., Alzrayer, N. M., Wood, C. L. & Voggt, A. P. (2019). Backward chaining and speech output technologies to enhance functional communication skills of children with autism spectrum disorder and developmental disabilities. Augmentative and Alternative Communication, 35, 251-262. https://doi.org/10.1080/07434618.2019.1704433
Muharib, R., Alresheed, F., Ninci, J., Walker, V., & Voggt, A. P. (2019). Thinning schedules of reinforcement following functional communication training for children with intellectual and developmental disabilities: A meta-analytic review. Journal of Autism and Developmental Disorders, 49, 4788–4806. https://doi.org/10.1007/s10803-019-04191-x
Muharib, R., & Pennington, R. C. (2019). My student cannot wait! Teaching tolerance following functional communication training. Beyond Behavior, 28, 99–107. https://doi.org/10.1177%2F1074295619852106
Muharib, R., & Alzrayer, N. M. (2018). The use of high-tech speech-generating devices as an evidence-based practice for children with autism spectrum disorders: A meta-analysis. Review Journal of Autism and Developmental Disorders, 5, 43-57. https://doi.org/10.1007/s40489-017-0122-4
Dr. Katherine Ledbetter-Cho earned her doctoral degree in special education with a concentration in autism and developmental disabilities at the University of Texas. She has provided training to clinicians, teachers, and parents in the implementation of applied behavior analytic techniques. Dr. Ledbetter-Cho's research is focused on using technology to improve the academic and safety skills of individuals with autism.
Ledbetter-Cho, K., O’Reilly, M., Watkins, L., Lang, R., Lim, N., Davenport, K., & Murphy, M. (2020). The effects of a teacher-implemented video-enhanced activity schedule intervention on the mathematical skills and collateral behaviors of students with autism. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-020-04495-3
Lang, R., Muharib, R., Lessner, P., Davenport, K., Ledbetter-Cho, K., & Rispoli, M. (2020). Increasing play and decreasing stereotypy in children with autism on an inclusive community playground. Advances in Neurodevelopmental Disorders.
Ledbetter-Cho, K., Lang, R., Lee, A., Murphy, C., Davenport, K., Kirkpatrick, M., Schollian, M., Moore, M., Billingsley, G., & O’Reilly, M. (2019). Teaching children with autism abduction-prevention skills may result in overgeneralization of the target response. Behavior Modification. doi: 10.1177/0145445519865165
Kirkpatrick, M., Lang, R., Lee, A., & Ledbetter-Cho, K. (2019). A video-enhanced activity schedule reduces food stuffing in child with pervasive developmental disability: A single subject design case study. Advances in Neurodevelopmental Disorders. doi:10.1007/s41252-019-00100-6
Lloyd, B., Barton, E., Ledbetter-Cho, K., Pennington, B., & Pokorski, B. (2019). Function-based interventions in K-8 general education settings: A focus on teacher implementation. Elementary School Journal.