B.A. Kalamazoo College
M.A. Johns Hopkins University
Ph.D. State University of New York at Stony Brook
office: 2127 AuSable Hall
Winter 2014 Office Hours
PSY 101 - Introductory Psychology
PSY 304 - Psychology and Education of the Exceptional Child
PSY 324 - Developmental Psychopathology
My current research interests primarily focus on the implementation and evaluation of psychoeducational interventions for children with Autism Spectrum Disorders (ASD). At GVSU, I am involved in three studies in this area. One of these studies involves evaluating the progress of students with ASD who are participating in a public preschool program. This area of research is becoming increasingly significant as legal standards in education now require schools to provide evidence of positive outcomes. Therefore, the results of this study may have significant impact, both locally on determining the appropriateness of services provided by this program, and from a broader framework, by adding to the few recently emerging studies evaluating outcomes for public preschool programs educating children with ASD. The final two ongoing research studies focus on methods to develop social and play skills in young children with ASD. Reciprocal imitation is a child-directed approach that involves imitating the play behaviors exhibited by the child with autism. This procedure has been shown to increase appropriate play, eye contact and social responsiveness in children with autism; however, a majority of the research in this area has focused on teaching parents, particularly mothers, to engage in reciprocal imitation. For this study, we are evaluating whether there are benefits to teaching age-typical peers to model the social-play behaviors of children with ASD. The final of these studies focuses on evaluating procedures used to teach higher level social and play skills in children with ASD. This study will be conducted with children who already demonstrate the ability to imitate, and will involve a comparison of two methods for teaching social-play skills, discrete trial training and video modeling.
I am also currently Project Faculty on the Statewide Autism Resources and Training (START) project. This project, funded by the Michigan Department of Education and headed by a colleague at GVSU, Dr. Amy Matthews, provides information, training and resources to educators, support professionals, and families across the state who are working with students with Autism Spectrum Disorders. I continue to be involved in various aspects of this project, including conducting statewide trainings and helping to develop the Autism Program Evaluation and Planning Tool (APEPT). The APEPT is a self-assessment tool designed to help school personnel who work with students with ASD identify goals, create action plans for programmatic change, and reassess progress toward goals over time.
Owen-DeSchryver, J.S., Carr, E.G., Cale, S.I., & Blakeley-Smith, A. (2006). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Manuscript submitted for publication.
Carr, E.G., & Owen-DeSchryver, J.S. (In Press). Physical illness, pain and problem behavior in minimally verbal people with developmental disabilities. Journal of Autism and Developmental Disorders.
Hagopian, L.P., Fisher, W.W., Thompson, R.H., Owen-DeSchryver, J., Iwata, B.A., & Wacker, D.P. (1997). Toward the development of structured criteria for interpretation of functional analysis data. Journal of Applied Behavior Analysis, 30, 313-326.
Fisher, W., Ninness, H.A. Chris, Piazza, C.C., & Owen-DeSchryver, J.S. (1996). On the reinforcing effects of the content of verbal attention. Journal of Applied Behavior Analysis, 29(2), 235-238.
Page last modified March 19, 2014