Relevant Professional Activities

2000 to present Florida Speech-Language-Hearing Association Early Intervention Committee

2004 Division of Early Childhood, Member of the International Executive Board

2004 Division of Early Childhood, Member, Ad Hoc Committee on Assessment and Evaluation Recommended Practices for Early Intervention

2004 to present President, FL Division of Early Childhood

2004 American Speech-Language-Hearing Association, Member, Ad Hoc Committee on Early Intervention to develop practice parameters for speech-language pathologists.

Selected Peer-Reviewed Publications (in chronological order)

Woods., J. & McCormick, K. (2002). Welcoming the family: Engaging family participation in assessment and evaluation. Young Exceptional Children 6, 2-11.

Woods, J. & Wetherby, A. (2003). Early identification and intervention for infants and toddlers at-risk for autism spectrum disorders. Language, Speech, and Hearing Services in Schools. 34, 180-193.

Woods, J. & Goldstein, H. (Fall, 2003). When the toddler takes over: Using routines for communication opportunities. Focus on Autism.

Woods, J., Kashinath, S. & Goldstein, H. (2004), Effects of embedding caregiver implemented teaching strategies in daily routines on children’s communication outcomes. Journal of Early Intervention, #26, p.175-193.

Wetherby, A., Woods, J., Allen, L., Cleary, J., Dickinson, H., & Lord, C. (2004). Early indicators of autism spectrum disorders in the second year of life. Journal of Autism and Developmental Disorders, 34, 473-493.

Kashinath, S., Woods, J., & Goldstein, H. (in press). Enhancing generalized teaching strategy use in daily routines by parents of children with autism. Journal of Speech Language Hearing Research.

Research Support

Ongoing Research Support

Project Title: Autism Spectrum Specialized Education and Training (ASSET)

Agency: U.S. Department of Education, Office of Special Education and Rehabilitation Services,

Type: Personnel Preparation Grant (Project No. H324M010071), January, 2004 to July, 2009

The objectives of this project are to develop an interdisciplinary graduate personnel preparation program to enhance knowledge and skills for students with ASD at home, school, and in the community.

Role: Principal Investigator

Project Title: Developing Leaders to Improve Language and Literacy Outcomes for Children with Communication Disorders in High Poverty Communities (L and L)

Agency: U.S. Department of Education, Office of Special Education and Rehabilitation Services,

Type: Leadership Training Grant (Project No. H325DO30046), July, 2003 to June, 2007

The objectives of this training grant are to provide specialized leadership training in language and literacy disorders for doctoral students in Communication Disorders.

Role: Co- PI

Project Title: Generalized Effects of Family Guided Early Intervention Routines (FGRBI)

Agency: U.S. Department of Education, Office of Special Education and Rehabilitation Services,

Type: Field Initiated Research (Project No. H324C020091-03), January, 2003 to December, 2005

The objectives of this research are to investigate strategies to enhance caregiver participation within family-guided routines, to delineate types of routines effective for intervention, and to document generalization of caregiver strategy use with a series of single-subject design research studies.

Role: Principal Investigator

Project Title: Improving Language and Literacy Outcomes for Children with Communication Disorders in High Poverty Communities (PDS),

Agency: U.S. Department of Education, Office of Special Education and Rehabilitation Services,

Type: Personnel Preparation Training Grant (Project Number H325DO30046), August, 2002 to June, 2006

The objectives of this training grant are to provide specialized training in language and literacy disorders for graduate students in Communication Disorders.

Role: Co- PI

Project Title: Early Social Interaction Project: Teaching Very Young Children with Autism Spectrum Disorders in Natural Environments (ESI)

Agency: U.S. Department of Education, Office of Special Education and Rehabilitation Services,

Type: Model Demonstration Project Grant (Project No. H324M010071), August, 2001 to July, 2005

The objectives of this project are to develop a model intervention program using family-guided routines based intervention for infants and toddlers with autism spectrum disorders and document the effectiveness of the program with a series of single-subject design research studies.

Role: Co-PI

Project Title: Meeting the Challenge: Building Capacity of Early Care and Education Providers (Positive Beginnings)

Agency: U.S. Department of Education, Office of Special Education and Rehabilitation Services,

Type: Projects of National Significance Grant (Project No. H325N010022), August, 2001 to July, 2004.

The objectives of this project are to develop 6 training modules on positive behavior support for children birth to 5 years of age for childcare providers using DVD capabilities and web-based dissemination.

Role: Co-PI

Completed Research Support

Project Title: Therapists as Collaborative Team members for Infant/toddler Community Services (TaCTICS)

Agency: U.S. Department of Education, Office of Special Education and Rehabilitation Services,

Type: Outreach Training (Project No. H324 R990079), August, 1999 to July, 2003.

The objectives of this project were to develop 4 training modules on strategies for supporting early intervention within the natural environment using web based and video technology.

Role: Principal Investigator