In October 2025, OAR’s Board of Directors authorized funding for eight applied autism research grants. These new research grants, totaling $397,372, bring OAR’s total research funding to $5.8 million since 2002. This article is the seventh of the previews in The OARacle this year.
Research on early autism interventions focuses primarily on promoting social-communication skills, which are critical given their strong association with long-term developmental outcomes. However, social-emotional development remains underrepresented in early autism interventions. Yet difficulties with emotional competence and regulation are closely tied to the emergence and persistence of behavioral challenges, such as aggression, self-injury, and emotional outbursts. Autistic children may also struggle with learning, forming relationships, and participating in family life and community settings.
A two-year, OAR-funded research study, Blended NDBIs [Naturalistic Developmental Behavioral Interventions] for Social Communication and Social-Emotional Development for Young Children, will address that gap by testing an existing intervention that draws from two well-respected methods for improving social communication and social-emotional development. Project ImPACT has been shown to improve young autistic children’s language, joint attention, and social reciprocity through caregiver coaching and integration into daily routines. The Pyramid Model is a tiered public health framework designed to support social-emotional competence and prevent challenging behavior in young children.
A community advisory board, which included autistic individuals, caregivers of autistic children, early-intervention providers from diverse disciplines, and other service providers, gave their input on the blended intervention. Content experts in Project ImPACT and the Pyramid Model have reviewed and endorsed the blended intervention.
Lead principal investigator, Gospel Kim, Ph.D., assistant professor of special education and Applied Behavior Analysis at Baylor University, Waco, Texas, has over 10 years of experience in implementing evidence-based practices for autistic children and their families. Her research focuses on educational and mental health services, implementation science, community-based research, and translational research as well as the effectiveness of intervention strategies for young autistic children and their families.
Co-principal investigator, Lisa Rodriguez Sanchez, Ph.D., a post-doctoral research associate at Baylor, has a decade of experience in implementing evidence-based practices focusing on social-emotional learning, applied behavior analysis (ABA), and early childhood behavioral interventions.
Lauren Fischbacher, Ph.D., an assistant professor of special education and program chair at the University of Massachusetts Global, explores self-determination, play, inclusion, and belonging with a focus on communication supports, literacy, and alternative and augmentative communication for non-speaking individuals.
The research team will recruit 25 early-intervention providers and 50 parent-child pairs to participate in the study. The children must be under 36 months of age and receiving early intervention services.
Each provider will be randomly assigned to one of four groups:
Providers will receive four weeks of virtual training (four hours/week) in their assigned protocol. They will provide coaching over 12 weeks. Providers will have detailed manuals, fidelity checklists, and video examples developed with input from community partners. During the 12-week coaching period, the providers will meet regularly with the research team to ensure they are implementing the blended intervention as directed and to ask questions and receive coaching as needed. They will also meet with peer providers and community partners to help refine implementation supports as needed.
The evaluation plan will assess the effectiveness, feasibility, and acceptability of the blended intervention in supporting caregiver fidelity, child social-communication and social-emotional competence, and preventing challenging behaviors. Caregiver and provider implementation will be assessed using checklists tailored to each group. Data analysis will measure change from pre- to post-intervention changes and at three-month follow-up. In addition, the research team will conduct hour-long semi-structured Zoom interviews with ten to 12 caregivers and 8 to ten providers from all four groups.
By integrating two evidence-based practices into a single, comprehensive model meant to be a part of a family’s daily routines, the study offers a developmentally appropriate and family-centered approach that reflects how children actually grow and how families actually live. The study was developed in collaboration with autistic individuals, caregivers, and providers. Their insights have shaped the content, structure, and delivery of the intervention, ensuring that it is usable, relevant, and respectful of families’ values.
Because the intervention will be delivered by existing Part C service providers, it does not require the creation of new roles or systems. Instead, it offers integrated strategies and coaching materials that enhance what providers are already doing.
The outcomes of this project are expected to improve the confidence and competence of caregivers, reduce stress related to managing behavior, and support autistic children in building the communication and emotional skills they need to thrive in everyday settings.
Sherri Alms is the freelance editor of The OARacle, a role she took on in 2007. She has been a freelance writer and editor for more than 20 years.
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