Student Research
Several University of Washington students engaged in research projects at the Haring Center during the 2010-2011 school year. Among the completed projects were:
Takanori Koyama investigated the effects of social skills groups for young children with autism and other developmental disabilities. He looked at the effects on children's use of social skills within the groups and in their preschool classrooms. This study was completed for Taka's doctoral dissertation. He earned his Ph.D. from the UW in August.
Erika Feldman studied the relationship of preschool teachers' planning of learning activities and the implementation of those activities. She was interested in the degree to which planned activities provide learning opportunities in the curricular areas of the Early Learning Benchmarks. This study served as Erika's doctoral dissertation. She earned her Ph.D. from the UW in August.
Erin Greager studied the long-term impact of and family satisfaction with Project DATA (Developmentally Appropriate Treatment for Autism). She surveyed families whose children had participated in Project DATA sinces its inception in 1196. This study served as Erin's Master's thesis for the Early Childhood Special Education program at the UW.
Jessica Williams-Hall conducted an observational study of the social behaviors of toddlers with and without disabilities in toddler play groups. Jessica completed this work as her Senior Project in Early Childhood and Family Studies at the UW.
Mike Rosa studies the effects of a high probability intervention on the challenging behavior of a preschool aged child. Mike's study served as his Senior Project in Early Childhood and Family Studies at the UW.
Gloria Pacheco explored the use of the CLASS assessment of teacher child interactions from the perspective of a focal child. Gloria's study served as her Senior Project in Early Childhood and Family Studies at the UW.
Keren Liou conducted a qualitative study, using interviews designed to learn to what extent preschool teachers use evidence-based strategies to support peer relationships and facilitate English language learning with dual language learners. Keren completed this work as her Senior Project in Early Childhood and Family Studies at the UW.
