NSparapani_CV_010614

advertisement
NICOLE J. SPARAPANI
Learning Sciences Institute
Arizona State University | P.O. Box 872111 | Tempe, Arizona 85287-2111
[email protected]
CURRICULUM VITAE
January, 2014
EDUCATION
Florida State University, Tallahassee, FL
Doctor of Philosophy: Communication Science and Disorders
Major Professor: Amy M. Wetherby, Ph.D.
Dissertation: “Instructor Language and Student Active Engagement in Students
with Autism Spectrum Disorder”
Graduation Date: December 2013
University of Northern Colorado, Greeley, CO
Master of Arts: Speech-Language Pathology
Independent Study: “Assessment of Communication in Children with Autism Spectrum Disorder”
Graduation Date: May 2003
University of Florida, Gainesville, FL
Bachelor of Arts: Communication Sciences and Disorders
Graduation Date: May 2000
CERTIFICATION AND AWARDS





American Speech-Language-Hearing Association, Certificate of Clinical Competence in Speech-Language
Pathology, 2005–Present
Grant Recipient, Interdisciplinary Preparation of Leadership Personnel to Serve Children and Youth with
Autism Spectrum Disorder
State of Colorado Professional Teacher License, Ages 0–21, 2004–2013
Dean’s List of Honors, University of Northern Colorado, 2003
Phi Beta Kappa Honor Society, 2000
RESEARCH EXPERIENCE
Arizona State University, Learning Sciences Institute, Tempe, AZ
Postdoctoral Research Scholar, Developmental Psychology, 2013–present
 Postdoctoral work with Carol McDonald Connor, Ph.D. conducting research on instructor and student
characteristics associated with positive student reading outcomes in elementary school settings.
Florida State University Autism Institute, Tallahassee, FL
Classroom SCERTS Intervention Project, PI: Amy Wetherby Ph.D. & Lindee Morgan, Ph.D.
Graduate Research Assistant, 2009–2013
 Adapted and operationalized nine behavior constructs and coding guidelines for the Classroom Measure of
Active Engagement (CMAE; Wetherby, Morgan & Sparapani, 2011), an observational measure of active
engagement for students with Autism Spectrum Disorder (ASD)
 Developed data configurations, coded, and analyzed observational data using Noldus Observer® VideoPro Software
 Trained and supervised a team of undergraduate research assistants to achieve and maintain inter-rater
reliability using percent agreement, kappa coefficients, and intraclass correlation coefficients
 Analyzed the baseline data of the first two years of the Classroom SCERTS Intervention Project using a
confirmatory factor analysis to examine the factor structure of the CMAE and presented findings as
doctoral preliminary examination, 2012
 Presented preliminary findings from the first year of the Classroom SCERTS Intervention Project at the
American Speech-Language-Hearing Association, 2012
 Participated in the development of the Classroom SCERTS Intervention Project fidelity measure
Project Content Coordinator, 2010–2011
 Collaborated with the Classroom SCERTS Intervention Project research team and authors of the SCERTS
Model to develop a curriculum of coaching materials for systematic and consistent implementation of
intervention strategies
 Involved in the design and creation of the Classroom SCERTS Intervention Project website, a training
website for participating educators
Early Social Interaction Project, PI: Amy Wetherby, Ph.D.
Graduate Research Assistant, 2009–2012
 Conceptualized and operationalized eight behavior constructs and coding system guidelines on an
observational measure of active engagement for toddlers with ASD (Toddler Measure of Active
Engagement; Wetherby, Morgan & Sparapani, 2010)
 Involved in behavior observational coding and data analysis using Noldus Observer® Video-Pro Software
as well as time interval coding
 Trained and supervised a team of undergraduate research assistants to achieve and maintain inter-rater
reliability using percent agreement
 Achieved and maintained inter-rater reliability on the Early Social Interaction Project fidelity measure and
trained four interventionists to reliability code the fidelity measure
Project Interventionist, 2009–2011
 Provided parent coaching and curriculum instruction through weekly parent-child playgroups and monthly
educational support meetings
 Achieved research reliability on delivery of intervention supports as measured through monthly fidelity
scoring
CLINICAL EXPERIENCE
Child and Family Service Provider, Aurora, CO
Speech-Language Pathologist, 2005–2009
 Organized and implemented evidence-based, naturalistic home interventions for children with ASD and
their families
 Incorporated structure and visual supports to enhance social communication development, independence,
and flexibility
 Promoted social communication development and peer interaction in elementary-age students with ASD
within home and community environments
Cherry Creek Schools, Greenwood Village, CO
Speech-Language Pathologist, 2003–2009
 Practiced on an interdisciplinary team serving preschool students with ASD within general and special
education classroom settings
 Served as a primary education provider within an early childhood special education classroom, adapting
materials from the general education curriculum and incorporating visual structure into daily materials to
promote generalization
 Specialized in assessment and implementation of individualized educational programs
 Implemented evidence-based interventions to support communication and language development as well
as to foster independence within the classroom
JFK Partners, Denver, CO
Student Volunteer, 2003
 Participated as a student member on JFK Partners multidisciplinary diagnostic team, observing
comprehensive diagnostic evaluations and family feedback sessions for children with ASD
MANUSCRIPTS IN PREPARATION
Sparapani, N.J., Morgan, L., Schatschneider, C., & Wetherby, A.M. (2014). Instructor language and student active
engagement in elementary students with autism spectrum disorder, Manuscript in preparation.
Sparapani, N., J, Morgan, L., Reinhardt, V. P., Schatschneider, C., & Wetherby, A.M. (2014). Evaluation of active
engagement in elementary students with autism spectrum disorder. Manuscript in preparation.
PRESENTATIONS
Morgan, L., Sparapani, N., & Wetherby, A.M. (2013, February). Classroom active engagement for students with
ASD: The classroom SCERTS intervention project. Paper submitted to the International Meeting for Autism
Research Annual Conference, San Sebastian, Spain.
Wetherby, A.M., Woods, J., Brown, J., & Sparapani, N. (2012, November). Effects of the early social interaction project
for toddlers with autism. Paper presented at the American Speech-Language-Hearing Association Annual
Convention, Atlanta, GA.
Morgan, L., Sparapani, N., & Wetherby, A.M. (2012, November). The CSI project: classroom SCERTS intervention for
students with ASD. Paper Presented at the American Speech Hearing Association Annual Convention in
Atlanta, GA.
Morgan, L., Sparapani, N., Ramos, J., & Wetherby, A.M. (2012, June). A confirmatory factor analysis of the classroom
SCERTS intervention measure of transactional support for students with autism spectrum disorder. Poster session presented
at the International Conference on Innovative Research in Autism, France.
Sparapani, N., Morgan, L., & Wetherby, A.M. (2012, May). Evaluation of classroom performance in students with autism
spectrum disorder. Poster session presented at the International Meeting for Autism Research, Toronto, Canada.
Sparapani, N., Morgan, L., Bartley, J., Reinhardt, V., & Wetherby, A.M. (2011, May). Evaluation of active engagement
in toddlers with autism spectrum disorder. Poster session presented at the International Meeting for Autism
Research, San Diego, California.
TEACHING EXPERIENCE
Supervised Teaching, SPA4044 Language Development and Disorders, Florida State University, School of
Communication Science and Disorders, 2011
Invited Speaker, Students Promoting Autism Awareness, Florida State University, 2011
Guest Lecturer, SPA5432 Autism and Severe Communication Disorders, Florida State University, School of
Communication Science and Disorders, 2011
Guest Lecturer, SPA4056 Clinical Methods, Florida State University, School of Communication Science and
Disorders, 2011
Invited Speaker, County Principals Meeting, Leon County Schools, Tallahassee, FL, 2011
Instructional Lesson, SPA5432, Autism and Severe Communication Disorders, Florida State University, School of
Communication Science and Disorders, 2010
Instructional Lesson, Red Hawk Ridge Elementary School, Cherry Creek Schools, Greenwood Village, CO, 2007
Invited Speaker, ASLS, Language Disorders in Children, University of Northern Colorado, College of Natural &
Health Sciences Department of Communication Disorders, 2005
Invited Speaker, O’Dea Elementary School, Poudre County School District, Ft. Collins, CO, 2003
SERVICE
Review, Editorial Brief Review, 2012–2013
Invited Reviewer, Communication Science and Disorders Student Journal, 2012
Invited Reviewer, American Journal for Speech-Language Pathology (AJSLP), 2012
Invited Reviewer, Language Speech and Hearing Services in Schools (LSHSS), 2011
Invited Reviewer, Communication Science and Disorders Student Journal, 2011
American Speech-Language-Hearing Association Special Interest Group Member, SIG 1 & 16: Language
Learning and Education & School-Based Issues, 2010–present
Reviewer, Autism Speaks Video Glossary Treatment Section, Evaluating Quality of Research in ASD
Interventions, 2011
PROFESSIONAL DEVELOPMENT
 Florida State University Annual Autism Training Institute, 2009–2013
 Gordon Ramsay, Ph.D., Growth Curve Analysis of Longitudinal Data and Functional Data Analysis for
Developmental Profiling, 2012
 Emily Rubin, MS, CCC-SLP and Amy Laurent, Ed.M., OTR, The “SCERTS” Model, 2009-2011
 International Meeting for Autism Research, 2010, 2011
 Amy Esler, Ph.D., Autism Diagnostic Observation Schedule Clinical Training (ADOS), 2010
 Interdisciplinary Council on Developmental and Learning Disorders (ICDL), 2009
 American Speech-Hearing Association Annual Convention (ASHA), 2011, 2012
 Colorado Task Force Research Update: Autism Research Worldwide, 2008
 Laurie Sperry, Ph.D., Autism Treatment Comparison Study, Training in the TEACCH Model, 2008
 Cross County Education Training: Asperger’s Syndrome, 2008
 Health Ed Conference: 52 Practical Strategies for Asperger’s, Nonverbal Learning Disorder and HighFunctioning Autism, 2008
 Annual Conference on Language and Learning: Intervention for Children with Autism Spectrum
Disorders—Early Communicators through Adolescents, 2008
 Steven Gustein, Ph.D., Relationship Development Intervention (RDI), 2006
 Patrick McGreevy, Ph.D. and Associates: Teaching Language and Appropriate Behavior to Children with
Developmental Disabilities, Including Autism: Level 1–3, 2003–2006
 Cherry Creek Schools Training: Structured Teaching Based on TEACCH: 30 hours, 2003
 State Autism Conference: Strategies and Methodologies for Teaching Students with Autism, 2003
Download
Related flashcards
Create flashcards