Athletics Project
Dr. Ousley (former student athlete at Nebraska) and Jenna Rogers (SCADD alum and former student athlete at Nebraska) worked together to understand experiences and perceptions of student athletes and parents of children with disabilities through numerous focus groups following an annual event around inclusion and sport. Results are currently being disseminated. Check back from references and updates!
Embedding AAC within Playtime and Storybook Reading
Dr. Ousley has received grant support curtesy of Layman Seed funding through UNL1 to evaluate how communication supports can be embedded within playtime and storybook reading following an NDBI framework. Young children aged 2 - 5 with autism and/or communication delays were recruited for the study. The lab is currently analyzing and disseminating the data. Check back here for updates!
1 Click here to learn more about the project: Research Explores Technology to Support Speech Among Children with Autism
Math and AAC Review
Tess Szydlik and Dr. Ousley conducted a systematic scoping review of the literature embedding AAC in math instruction. They investigated participant characteristics, AAC systems used, and math interventions used. Instructional strategies and outcomes were also evaluated. Results are currently being disseminated. Check back here for updates! View preliminary findings at this link.
Triadic Interactions Project
Dr. Ousley has implemented two single-case design studies 1,2 evaluating the effects of a parent-implemented play-based intervention with children with autism and other developmental delays (e.g., William’s Syndrome). The original outcomes that were measured were parent strategy use and child social communication. The SCADD Lab has reevaluated the data to understand if there were collateral effects on triadic interactions and engagement between the parent and child. Although no functional relation was established, critical theoretical implications are posed. View the paper here!
1 Ousley, C. L., Raulston, T. J., & Gilhuber, C. S. (2022). Incorporating video feedback within a parent-implemented naturalistic developmental behavioral intervention package via telepractice. Topics in Early Childhood Special Education. 42(3). 246–258. https://doi.org/10.1177/02711214221117087
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2 Ousley, C. L., Raulston, T. J., & Gilhuber, C. S. (2025). Telecoaching for parents of young autistic children using strength-based video feedback. Journal of Autism and Developmental Disorders, 1-16. https://doi.org/10.1007/s10803-023-06199-w
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3 Ousley, C., Szydlik, T., Neiman, S., & Elliott, N. (2026). Secondary analysis of a brief parent-implemented NDBI on activity-engaged triadic interactions within mother-child dyads. Behavioral sciences, 16(1), 147. https://doi.org/10.3390/bs16010147
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