UROP Research Mentor Project Submission Portal: Submission #1100
Submission information
Submission Number: 1100
Submission ID: 20096
Submission UUID: dfdb6f26-11e1-4d2f-ac63-460649a42c8c
Submission URI: /urop-research-mentor-project-submission-portal
Submission Update: /urop-research-mentor-project-submission-portal?token=KJG1I7q-ybvG6ZL7bDAGrS-TCHSa6HmRm_gcFk-ueUc
Created: Fri, 08/08/2025 - 10:36 AM
Completed: Fri, 08/08/2025 - 10:55 AM
Changed: Wed, 09/24/2025 - 08:34 AM
Remote IP address: 46.110.139.248
Submitted by: Anonymous
Language: English
Is draft: No
Webform: UROP Project Proposal Portal
Submitted to: UROP Research Mentor Project Submission Portal
Research Mentor Information
Ashley Sellers
she/her/hers
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Graduate Student
Mollie Romano
Communication and Information
Communication Sciences and Disorders
Additional Research Mentor(s)
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Overall Project Details
Caregiver-Mediated Interventions for Verbal Speech in Minimally Verbal/Nonspeaking Autistic Children
Autism, Early Intervention, Speech-Language Pathology, families
No
1
Relevant majors may include Communication Sciences and Disorders, Social Work, Education, Special Education, Psychology, Nursing, Human Development and Family Sciences, but open to all majors.
On FSU Main Campus
Yes
Partially Remote
5-10 hours
Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Many autistic children have limited or no spoken words, even into adulthood. While there are many ways to communicate, spoken language can open additional opportunities for connection, learning, and independence. Research suggests that when caregivers are taught strategies in the early years to support their child’s communication, it can lead to meaningful gains in speech, but the evidence is spread across many individual studies.
This project will bring those studies together in one place through a meta-analysis. By systematically reviewing and combining results from past research, I aim to answer several questions, including: "How effective are caregiver-mediated interventions for helping minimally verbal or nonspeaking autistic children develop verbal speech?" and "What makes some interventions more effective than others?" I aim to identify gaps in the existing research so they can be addressed in future studies.
As a research assistant, you’ll help me search for and screen studies, organize and code data, and contribute to the synthesis of findings. You’ll learn how evidence reviews are done, build skills in research methods, and see firsthand how science can help guide intervention recommendations for children and families. Students who are interested may also have opportunities to continue in later phases of the project, helping to design new studies that fill the research gaps we identify.
This project will bring those studies together in one place through a meta-analysis. By systematically reviewing and combining results from past research, I aim to answer several questions, including: "How effective are caregiver-mediated interventions for helping minimally verbal or nonspeaking autistic children develop verbal speech?" and "What makes some interventions more effective than others?" I aim to identify gaps in the existing research so they can be addressed in future studies.
As a research assistant, you’ll help me search for and screen studies, organize and code data, and contribute to the synthesis of findings. You’ll learn how evidence reviews are done, build skills in research methods, and see firsthand how science can help guide intervention recommendations for children and families. Students who are interested may also have opportunities to continue in later phases of the project, helping to design new studies that fill the research gaps we identify.
• Conduct literature searches in academic databases (e.g., PsycINFO, PubMed) to locate relevant studies
• Screen studies to determine if they meet inclusion criteria, using Covidence (Covidence training will be provided)
• Extract and organize data from selected studies (e.g., participant characteristics, intervention details, speech outcomes)
• Assist with coding intervention and outcome variables for analysis
• Contribute to summarizing and synthesizing results. If desired, training using R for meta-analysis.
• Participate in regular check-ins to discuss progress, troubleshoot challenges, and learn meta-analysis methods
• Screen studies to determine if they meet inclusion criteria, using Covidence (Covidence training will be provided)
• Extract and organize data from selected studies (e.g., participant characteristics, intervention details, speech outcomes)
• Assist with coding intervention and outcome variables for analysis
• Contribute to summarizing and synthesizing results. If desired, training using R for meta-analysis.
• Participate in regular check-ins to discuss progress, troubleshoot challenges, and learn meta-analysis methods
Required
• Ability to read and understand academic articles written in complex English
• Attention to detail and accuracy in handling information
• Willingness to learn new research methods and follow protocols
• Strong organizational skills
• Reliable communication and ability to meet deadlines
Recommended
• Familiarity with academic database searching (e.g., Google Scholar, PsycINFO, PubMed)
• Interest in autism research, speech-language development, or intervention science
• Ability to read and understand academic articles written in complex English
• Attention to detail and accuracy in handling information
• Willingness to learn new research methods and follow protocols
• Strong organizational skills
• Reliable communication and ability to meet deadlines
Recommended
• Familiarity with academic database searching (e.g., Google Scholar, PsycINFO, PubMed)
• Interest in autism research, speech-language development, or intervention science
I view mentoring as a partnership built on mutual respect and curiosity. I have been fortunate to have many mentors throughout my clinical and research careers as a Speech-Language Pathologist, and love to pay that forward. My first step in working with any mentee is to learn about their goals, skills, and interests so that I can tailor the experience to be both personally meaningful and professionally valuable. I believe research is most rewarding when mentees see how their work connects to a broader purpose, whether that’s improving the lives of individuals, advancing evidence-based practice, or contributing to the scientific community. I believe in applicable research and love sharing this passion.
I aim to create a supportive learning environment where questions are encouraged and it is safe to make mistakes. Students from all backgrounds are welcome and celebrated. I aim to balance guidance with independence, providing clear expectations and feedback while encouraging mentees to take ownership of their contributions.
I share my own research and clinical experiences, including lessons learned, to model resilience and transparency in the research process. Research is hard and exciting, and is best done as a team!
Ultimately, my goal is for mentees to leave the experience with a deeper understanding of the research process, practical skills they can apply in future projects, and a clearer sense of their own professional trajectory. If they choose to continue in this area, I will support them in pursuing further opportunities and taking the next steps toward independent scholarship.
I aim to create a supportive learning environment where questions are encouraged and it is safe to make mistakes. Students from all backgrounds are welcome and celebrated. I aim to balance guidance with independence, providing clear expectations and feedback while encouraging mentees to take ownership of their contributions.
I share my own research and clinical experiences, including lessons learned, to model resilience and transparency in the research process. Research is hard and exciting, and is best done as a team!
Ultimately, my goal is for mentees to leave the experience with a deeper understanding of the research process, practical skills they can apply in future projects, and a clearer sense of their own professional trajectory. If they choose to continue in this area, I will support them in pursuing further opportunities and taking the next steps toward independent scholarship.
https://scholar.google.com/citations?hl=en&user=cIiod-UAAAAJ&view_op=list_works&sortby=pubdate
This project is grounded in a neurodiversity-affirming framework, recognizing and respecting the diverse communication strengths of autistic individuals. I value multiple forms of communication and aim to improve access to interventions that are both effective and respectful of individual differences.
I am committed to fostering an inclusive and supportive research environment for students of all backgrounds and experience levels. In addition to mentoring during the project year, I am open to continued collaboration for students who wish to pursue related research or further study in this area.
I am committed to fostering an inclusive and supportive research environment for students of all backgrounds and experience levels. In addition to mentoring during the project year, I am open to continued collaboration for students who wish to pursue related research or further study in this area.
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UROP Program Elements
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2025
https://cre.fsu.edu/urop-research-mentor-project-submission-portal?element_parents=elements/research_mentor_information/headshot_optional_&ajax_form=1&_wrapper_format=drupal_ajax&token=KJG1I7q-ybvG6ZL7bDAGrS-TCHSa6HmRm_gcFk-ueUc