Samuel L Odom
Biographic Data
| ID | 5837872 |
|---|---|
| NAME | Samuel L Odom |
| GIVEN NAMES | Samuel L |
| FAMILY NAME | Odom |
| SIGNATURE | ODOM S L |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| ORCID | 0000-0003-1745-7915 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Assessing and enhancing learning environments for autistic students: A feasibility study in a Swedish primary school
There is growing awareness of the need to enhance learning environments for autisticFootnote1 students in schools. The Autism Program Environment Rating Scale (APERS) has shown potential for improving educational quality in schools and preschools, but its feasibility in Swedish primary schools remains untested. This study examined the feasibility, acceptability, and preliminary outcomes of an APERS-based intervention in 10 classrooms at a Swedish…
Quality of the overall learning environment in Swedish preschool and primary school in the Stockholm region for children diagnosed with autism
More children are diagnosed with autism in Sweden, and at younger ages than ever before. This is posing increasing demands on preschools and primary schools to provide learning environments of high quality adapted to their needs. The purpose of the current study was to assess the quality of the overall learning environment in inclusive educational settings for children with an autism diagnosis in Swedish preschools and primary schools, applying t…
Initial Psychometric Analysis of an Observational Measure to Assess Preschool Children’s Peer Social Competence
Research Findings: The Teacher Impression Scale (TIS) is an observer rating scale originally developed in the 1990s for use in research. Following the instrument development model proposed by Boateng et al. (2018), the purpose of this study was to examine the reliability and validity of a version of the TIS that had been revised for teacher use in classroom. When employed by teachers in 37 preschool classrooms with 131 preschool children, the TIS…
Participation in Social and Leisure Activities After High School for Autistic Young Adults
The transition out of high school brings a myriad of changes, including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating from U.S. high schools that had participated…
Postsecondary Landscape for Autistic Young Adults: Special Issue on Autism, Young Adulthood, and Life Post High School
The postsecondary landscape for autistic youth is changing, with increased opportunities in education and employment. However, autistic youth still face higher disengagement rates than other disability groups. The Center on Secondary Education for Students with Autism (CSESA) was a multisite study examining high school programming in 60 schools across three U.S. states, and the CSESA Follow-Up study examined their post high school experiences. Th…
Content Validity of the Teacher Impression Scale Assessment of Preschool Children’s Peer Social Competence
The purpose of this study was to conduct a content validity analysis of the Teacher Impression Scale (TIS), which is an observer rating scale designed to assess preschool children’s peer social competence. The TIS was originally developed in the 1980s and used in research in the 1990s–2010s. This was the first step in an instrument development process for revising the TIS for teacher use in their preschool classrooms. Research Findings: Participa…
Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools
This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six social skills with significance for social play and friendships. One teacher in each preschool was trained and instructed to implement PT/ST, two with coaching early in the implementation, and two with…
Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review
Single-Case Intervention Research Design Standards
In an effort to responsibly incorporate evidence based on single-case designs (SCDs) into the What Works Clearinghouse (WWC) evidence base, the WWC assembled a panel of individuals with expertise in quantitative methods and SCD methodology to draft SCD standards. In this article, the panel provides an overview of the SCD standards recommended by the panel (henceforth referred to as the Standards) and adopted in Version 1.0 of the WWC’s official p…
Effects of Joint Attention Mediated Learning for toddlers with autism spectrum disorders: An initial randomized controlled study
Inclusion for Young Children With Disabilities: A Quarter Century of Research Perspectives
Issues affecting inclusion of young children with disabilities over the last 25 years are discussed. A brief history of early childhood inclusion is followed by a discussion of definition, terminology, and models for inclusive services. A summary of synthesis points derived from the research literature focuses on critical outcomes for children with disabilities, the role of specialized instruction, collaboration among professionals, necessary org…
Examining different forms of implementation and in early childhood curriculum research
The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education
Single-subject research plays an important role in the development of evidence-based practice in special education. The defining features of single-subject research are presented, the contributions of single-subject research for special education are reviewed, and a specific proposal is offered for using single-subject research to document evidence-based practice. This article allows readers to determine if a specific study is a credible example …
Research in Special Education: Scientific Methods and Evidence-Based Practices
This article sets the context for the development of research quality indicators and guidelines for evidence of effective practices provided by different methodologies. The current conceptualization of scientific research in education and the complexity of conducting research in special education settings underlie the development of quality indicators. Programs of research in special education may be viewed as occurring in stages: moving from ini…
Narrowing the question: Social integration and characteristics of children with disabilities in inclusion settings
From the guest editors
Inclusion of young children with special needs in early childhood education: The research base
Observational assessment of young children's social behavior with peers
Peer-mediated approaches to promoting children’s social interaction: A review
The literature on peer-mediated treatment approaches is reviewed, and three types of peer-mediated treatment--proximity, prompt/reinforce, and peer initiation interventions--are identified. The relative efficacy of these interventions is examined, treatment issues are discussed, and directions for future research are considered
Examining different forms of implementation and in early childhood curriculum research
Inclusion of young children with special needs in early childhood education: The research base
Effects of Joint Attention Mediated Learning for toddlers with autism spectrum disorders: An initial randomized controlled study
Observational assessment of young children's social behavior with peers
Peer-mediated approaches to promoting children’s social interaction: A review
The literature on peer-mediated treatment approaches is reviewed, and three types of peer-mediated treatment--proximity, prompt/reinforce, and peer initiation interventions--are identified. The relative efficacy of these interventions is examined, treatment issues are discussed, and directions for future research are considered
Observational assessment of young children's social behavior with peers
From the guest editors
Inclusion of young children with special needs in early childhood education: The research base
Narrowing the question: Social integration and characteristics of children with disabilities in inclusion settings
The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education
Single-subject research plays an important role in the development of evidence-based practice in special education. The defining features of single-subject research are presented, the contributions of single-subject research for special education are reviewed, and a specific proposal is offered for using single-subject research to document evidence-based practice. This article allows readers to determine if a specific study is a credible example …
Research in Special Education: Scientific Methods and Evidence-Based Practices
This article sets the context for the development of research quality indicators and guidelines for evidence of effective practices provided by different methodologies. The current conceptualization of scientific research in education and the complexity of conducting research in special education settings underlie the development of quality indicators. Programs of research in special education may be viewed as occurring in stages: moving from ini…
Examining different forms of implementation and in early childhood curriculum research
Inclusion for Young Children With Disabilities: A Quarter Century of Research Perspectives
Issues affecting inclusion of young children with disabilities over the last 25 years are discussed. A brief history of early childhood inclusion is followed by a discussion of definition, terminology, and models for inclusive services. A summary of synthesis points derived from the research literature focuses on critical outcomes for children with disabilities, the role of specialized instruction, collaboration among professionals, necessary org…
Effects of Joint Attention Mediated Learning for toddlers with autism spectrum disorders: An initial randomized controlled study
Single-Case Intervention Research Design Standards
In an effort to responsibly incorporate evidence based on single-case designs (SCDs) into the What Works Clearinghouse (WWC) evidence base, the WWC assembled a panel of individuals with expertise in quantitative methods and SCD methodology to draft SCD standards. In this article, the panel provides an overview of the SCD standards recommended by the panel (henceforth referred to as the Standards) and adopted in Version 1.0 of the WWC’s official p…
Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review
Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools
This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six social skills with significance for social play and friendships. One teacher in each preschool was trained and instructed to implement PT/ST, two with coaching early in the implementation, and two with…
Participation in Social and Leisure Activities After High School for Autistic Young Adults
The transition out of high school brings a myriad of changes, including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating from U.S. high schools that had participated…
Postsecondary Landscape for Autistic Young Adults: Special Issue on Autism, Young Adulthood, and Life Post High School
The postsecondary landscape for autistic youth is changing, with increased opportunities in education and employment. However, autistic youth still face higher disengagement rates than other disability groups. The Center on Secondary Education for Students with Autism (CSESA) was a multisite study examining high school programming in 60 schools across three U.S. states, and the CSESA Follow-Up study examined their post high school experiences. Th…
Content Validity of the Teacher Impression Scale Assessment of Preschool Children’s Peer Social Competence
The purpose of this study was to conduct a content validity analysis of the Teacher Impression Scale (TIS), which is an observer rating scale designed to assess preschool children’s peer social competence. The TIS was originally developed in the 1980s and used in research in the 1990s–2010s. This was the first step in an instrument development process for revising the TIS for teacher use in their preschool classrooms. Research Findings: Participa…
Assessing and enhancing learning environments for autistic students: A feasibility study in a Swedish primary school
There is growing awareness of the need to enhance learning environments for autisticFootnote1 students in schools. The Autism Program Environment Rating Scale (APERS) has shown potential for improving educational quality in schools and preschools, but its feasibility in Swedish primary schools remains untested. This study examined the feasibility, acceptability, and preliminary outcomes of an APERS-based intervention in 10 classrooms at a Swedish…
Quality of the overall learning environment in Swedish preschool and primary school in the Stockholm region for children diagnosed with autism
More children are diagnosed with autism in Sweden, and at younger ages than ever before. This is posing increasing demands on preschools and primary schools to provide learning environments of high quality adapted to their needs. The purpose of the current study was to assess the quality of the overall learning environment in inclusive educational settings for children with an autism diagnosis in Swedish preschools and primary schools, applying t…
Initial Psychometric Analysis of an Observational Measure to Assess Preschool Children’s Peer Social Competence
Research Findings: The Teacher Impression Scale (TIS) is an observer rating scale originally developed in the 1990s for use in research. Following the instrument development model proposed by Boateng et al. (2018), the purpose of this study was to examine the reliability and validity of a version of the TIS that had been revised for teacher use in classroom. When employed by teachers in 37 preschool classrooms with 131 preschool children, the TIS…
Psychology (15 works) · Developmental psychology (12 works) · Family and Disability Support Research (11 works) · Medicine (9 works) · Social Psychology (9 works) · Autism Spectrum Disorder Research (8 works) · Behavioral and Psychological Studies (8 works) · Pedagogy (7 works) · Autism (5 works) · Computer Science (5 works)