Faculty Profile

Miriam Boesch

Title
Associate Professor
Department
Educational Psychology
College
College of Education

    

Education

PhD, Purdue University, 2011.
Major: Educational Studies
Degree Specialization: Special Education
Dissertation Title: Augmentative and Alternative Communication in Autism: A Comparison of the Picture Exchange Communication System and Speech-Output Technology
MS, Purdue University, 2004.
Major: Educational Studies
Degree Specialization: Special Education
BS, Texas Tech University Health Sciences Center, 2002.
Major: Communication Disorders

Current Scheduled Teaching*

EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Spring 2024 Syllabus
EPSY 6950.705, Doctoral Dissertation, Spring 2024
EDSP 5310.080, Introduction to Autism Spectrum Disorder, Spring 2024
EDSP 5310.601, Introduction to Autism Spectrum Disorder, Spring 2024
EPSY 5900.705, Special Problems, Spring 2024
EPSY 6900.705, Special Problems, Spring 2024

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

EDSP 6270.001, Analysis of Trends, Issues and Research in Special Education, Fall 2023 SPOT
EPSY 6950.705, Doctoral Dissertation, Fall 2023
EDSP 5350.090, Educational Programming for Students with Autism Spectrum Disorder, Fall 8W2 2023 SPOT
EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Spring 2023 Syllabus SPOT
EPSY 6950.705, Doctoral Dissertation, Spring 2023
EDSP 5310.080, Introduction to Autism Spectrum Disorder, Spring 8W1 2023 SPOT
EPSY 6030.705, Practicum, Field Problem or Internship, Spring 2023
EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Fall 2022 Syllabus SPOT
EDSP 5350.090, Educational Programming for Students with Autism Spectrum Disorder, Fall 8W2 2022 SPOT
EDSP 5710.020, Special Education Programs and Practices, Summer 3W1 2022 SPOT
EDSP 4340.002, Classroom and Behavioral Management Strategies for Exceptional Learners, Spring 2022 Syllabus SPOT
EPSY 6950.705, Doctoral Dissertation, Spring 2022
EDSP 5310.090, Introduction to Autism Spectrum Disorder, Spring 8W2 2022 SPOT
EPSY 6900.705, Special Problems, Spring 2022
EPSY 6950.705, Doctoral Dissertation, Fall 2021
EDSP 5350.090, Educational Programming for Students with Autism Spectrum Disorder, Fall 8W2 2021 SPOT
EDSP 5310.080, Introduction to Autism Spectrum Disorder, Fall 8W1 2021 SPOT
EDSP 3210.020, Educational Aspects of Exceptional Learners, Summer 5W1 2021 Syllabus SPOT
EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Spring 2021 Syllabus SPOT
EPSY 6950.705, Doctoral Dissertation, Spring 2021
EDSP 5310.090, Introduction to Autism Spectrum Disorder, Spring 8W2 2021 SPOT
EDSP 6270.001, Analysis of Trends, Issues and Research in Special Education, Fall 2020 SPOT
EPSY 6950.705, Doctoral Dissertation, Fall 2020
EDSP 5350.090, Educational Programming for Students with Autism Spectrum Disorder, Fall 8W2 2020 SPOT
EDSP 5350.096, Educational Programming for Students with Autism Spectrum Disorder, Fall 8W2 2020 SPOT
EDSP 3210.020, Educational Aspects of Exceptional Learners, Summer 5W1 2020 Syllabus SPOT
EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Spring 2020 Syllabus
EPSY 6950.705, Doctoral Dissertation, Spring 2020
EDSP 5310.090, Introduction to Autism Spectrum Disorder, Spring 8W2 2020
EPSY 6900.705, Special Problems, Spring 2020
EPSY 6950.705, Doctoral Dissertation, Fall 2019
EDSP 5350.020, Educational Programming for Students with Autism Spectrum Disorder, Fall 8W2 2019 SPOT
EDSP 5350.026, Educational Programming for Students with Autism Spectrum Disorder, Fall 8W2 2019 SPOT
EDSP 5310.020, Introduction to Autism Spectrum Disorder, Fall 8W1 2019 SPOT
EDSP 5310.026, Introduction to Autism Spectrum Disorder, Fall 8W1 2019 SPOT
EDSP 5900.026, Special Problems, Fall 8W2 2019
EPSY 6950.705, Doctoral Dissertation, Summer 10W 2019
EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Spring 2019 Syllabus SPOT
EPSY 6950.705, Doctoral Dissertation, Spring 2019
EDSP 5350.020, Educational Programming for Students with Autism Spectrum Disorders, Spring 2019 SPOT
EPSY 6030.705, Practicum, Field Problem or Internship, Spring 2019
EPSY 6950.705, Doctoral Dissertation, Fall 2018
EDSP 5310.020, Introduction to Autism Spectrum Disorders, Fall 2018 SPOT
EPSY 6950.705, Doctoral Dissertation, Summer 10W 2018
EPSY 6030.705, Practicum, Field Problem or Internship, Summer 10W 2018
EPSY 6950.705, Doctoral Dissertation, Spring 2018
EDSP 3210.002, Educational Aspects of Exceptional Learners, Spring 2018 Syllabus SPOT
EDSP 5350.020, Educational Programming for Students with Autism Spectrum Disorders, Spring 2018 SPOT
EDSP 5350.026, Educational Programming for Students with Autism Spectrum Disorders, Spring 2018 SPOT
EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Fall 2017 Syllabus SPOT
EPSY 6950.705, Doctoral Dissertation, Fall 2017
EDSP 5310.020, Introduction to Autism Spectrum Disorders, Fall 2017 SPOT
EDSP 5310.026, Introduction to Autism Spectrum Disorders, Fall 2017 SPOT
EDSP 5310.792, Introduction to Autism Spectrum Disorders, Fall 2017 SPOT
EPSY 6030.705, Practicum, Field Problem or Internship, Fall 2017
EDSP 6520.001, Biomedical Aspects of Autism, Spring 2017 SPOT
EDSP 5350.020, Educational Programming for Students with Autism Spectrum Disorders, Spring 2017 SPOT
EPSY 6900.705, Special Problems, Spring 2017
EDSP 6270.001, Analysis of Trends, Issues and Research in Special Education, Fall 2016 SPOT
EPSY 6950.722, Doctoral Dissertation, Fall 2016
EDSP 5310.020, Introduction to Autism Spectrum Disorders, Fall 2016 SPOT
EDSP 5310.790, Introduction to Autism Spectrum Disorders, Fall 2016 SPOT
EPSY 6030.722, Practicum, Field Problem or Internship, Fall 2016
EPSY 6950.722, Doctoral Dissertation, Summer 10W 2016
EPSY 6030.716, Practicum, Field Problem or Internship, Summer 10W 2016
EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Spring 2016 Syllabus SPOT
EPSY 6950.722, Doctoral Dissertation, Spring 2016
EDSP 5350.020, Educational Programming for Students with Autism Spectrum Disorders, Spring 2016 SPOT
EDSP 5350.026, Educational Programming for Students with Autism Spectrum Disorders, Spring 2016 SPOT
EPSY 6030.722, Practicum, Field Problem or Internship, Spring 2016
EPSY 6950.722, Doctoral Dissertation, Fall 2015
EDSP 3210.003, Educational Aspects of Exceptional Learners, Fall 2015 Syllabus SPOT
EDSP 5310.020, Introduction to Autism Spectrum Disorders, Fall 2015 SPOT
EPSY 6950.722, Doctoral Dissertation, Summer 10W 2015
EPSY 6950.722, Doctoral Dissertation, Spring 2015
EDSP 5350.020, Educational Programming for Students with Autism Spectrum Disorders, Spring 2015
EDSP 5670.001, Teaching Social Skills to Children and Youth with Disabilities, Spring 2015
EDSP 5330.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Fall 2014
EDSP 5240.020, Collaboration with Parents, Paraeducators and Professionals, Fall 2014
EPSY 6950.722, Doctoral Dissertation, Fall 2014
EDSP 5310.020, Introduction to Autism Spectrum Disorders, Fall 2014
EPSY 6950.722, Doctoral Dissertation, Summer 10W 2014
EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Spring 2014 Syllabus
EPSY 6950.722, Doctoral Dissertation, Spring 2014
EDSP 5350.020, Educational Programming for Students with Autism Spectrum Disorders, Spring 2014
EDSP 5350.026, Educational Programming for Students with Autism Spectrum Disorders, Spring 2014
EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Fall 2013 Syllabus
EPSY 6950.722, Doctoral Dissertation, Fall 2013
EDSP 5310.020, Introduction to Autism Spectrum Disorders, Fall 2013
EDSP 5310.026, Introduction to Autism Spectrum Disorders, Fall 2013
EPSY 6030.722, Practicum, Field Problem or Internship, Fall 2013
EPSY 6950.722, Doctoral Dissertation, Summer 10W 2013
EPSY 5900.721, Special Problems, Summer 10W 2013
EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Spring 2013 Syllabus
EPSY 6950.722, Doctoral Dissertation, Spring 2013
EDSP 5350.020, Educational Programming for Students with Autism Spectrum Disorders, Spring 2013
EDSP 5350.026, Educational Programming for Students with Autism Spectrum Disorders, Spring 2013
EDSP 5330.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Fall 2012
EPSY 6950.722, Doctoral Dissertation, Fall 2012
EDSP 5310.020, Introduction to Autism Spectrum Disorders, Fall 2012
EDSP 5310.026, Introduction to Autism Spectrum Disorders, Fall 2012
EPSY 6950.722, Doctoral Dissertation, Summer 10W 2012
EDSP 6900.707, Special Problems, Summer 5W1 2012
EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Spring 2012 Syllabus
EDSP 5350.020, Educational Programming for Students with Autism Spectrum Disorders, Spring 2012
EDSP 5350.026, Educational Programming for Students with Autism Spectrum Disorders, Spring 2012
EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Fall 2011 Syllabus
EDSP 5330.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Fall 2011

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Abstracts and Proceedings
Boesch, M. C. (2010). Using the EVIDAAC Systematic Review Scale to guide the process of conducting a systematic review.
Book
Da Fonte, M. A., Boesch, M. C. (2018). Implementing effective augmentative and alternative communication practices for students with complex communication needs: A handbook for school-based practitioners. 322. New York, NY: Routledge. https://www.routledge.com/Effective-Augmentative-and-Alternative-Communication-Practices-A-Handbook/Da-Fonte-Boesch/p/book/9781138710191
Book Chapter
Da Fonte, M. A., Boesch, M. C., Clouse, K. A. (2020). Aided communication systems: Using assistive technology to support individuals with complex communication needs. Assistive technology to support inclusive education. 69-89. Bingley, West Yorshire: Emerald.
Da Fonte, M. A., Boesch, M. C. (2017). Bolivarian Republic of Venezuela. Handbook of international special education. 3, 207-221. Santa Barbara, CA: Praeger. https://www.abc-clio.com/ABC-CLIOCorporate/product.aspx?pc=A4262C
Journal Article
Young, R. D., Da Fonte, M., Boesch, M. C., Shiheiber, H. S., Neff, G. C. (2024). Lighting the path for incoming special education teachers: Advice from special educators on AAC practices.
Barton-Hulsey, A., Boesch, M. C., Chung, Y., Caswell, T., Miller Sonntag, A., Quach, W. (2024). Emergency and disaster preparedness for individuals who use augmentative and alternative communication: A pilot study on supported planning using a toolkit. American Journal of Speech-Language Pathology. 33(1), 16-32.
Boesch, M. C., Da Fonte, M., Holmes, E. E., Nardi, K. L. (2023). Searching for app evaluation tools to make decisions for students with extensive support needs: A systematic literature review. Disability and Rehabilitation.
Boesch, M. C., Da Fonte, M., Cavagnini, M. J., Shaw, K. R., Deneny, K. E., Davis, M. E. (2023). Designing a valid and reliable AAC app evaluation tool: Differences between team and novice raters. Journal of Special Education Technology.
Da Fonte, M. A., Boesch, M. C., DeLuca, E. R., Papp, S. K., Mohler, A. E., Holmes, E. E., Clouse, K. A., Young, D., Urbano, R. (2022). Current preparation status in augmentative and alternative communication: A perspective of special education teachers in the United States. Augmentative and Alternative Communication: Journal of ISAAC-ISRAEL. 38(1), 29-40.
DeLuca, E. R., Da Fonte, M. A., Boesch, M. C. (2022). Reliability among school-based professionals: Using a feature-matching screening checklist to identify communication systems. Journal of Special Education Technology. 37(4), 536-549. https://journals.sagepub.com/doi/full/10.1177/01626434211066973
Boesch, M. C., Begley, E., Blackstone, S., Caswell, T. (2022). Augmentative and Alternative Communication Disaster Preparedness: Roles, Responsibilities, and Opportunities for Speech-Language Pathologists and Other Professionals. Perspectives of the ASHA Special Interest Groups. 7(5), 1483-1489.
Boesch, M. C., Da Fonte, M. A., Mohler, A., Papp, S. (2021). A brief outlook of Texas special education teachers’ knowledge and skills in AAC. 11, 80-91.
Kliemann, K. R., Boesch, M. C., Lindo, E. E. (2021). Answering wh-questions with the support of graphic organizers: Effects on 8th graders with autism spectrum disorder.
Hur, S., Boesch, M. C. (2020). The effects of participant motivation on the effectiveness of video modeling. 20(2), 113-139.
Da Fonte, M. A., Boesch, M. C., Wolfe, N. P., Young, R. D. (2019). Communication system identification for individuals with complex communication needs: The need for effective feature matching.. 57, 171-228.
Feldman, S., Boesch, M. C. (2019). Conducting a trial-based functional analysis in the classroom. 19, .
Hur, S., Boesch, M. C. (2019). Video-based instruction for social and communication skills in individuals with autism spectrum disorder: A systematic review. 21(4), 125-160.
Boesch, M. C., Da Fonte, M. A., Ostroff, A. E., Wilson, J. B., Paranczak, J. (2018). Culturally sensitive considerations: Identifying and using reinforcers in the classroom.. The Journal of the International Association of Special Education. 18, 64-69.
Da Fonte, M. A., Boesch, M. C., Dodd, R. E., Bennett, B. P., Edwards-Bowyer, M. E. (2016). The SETT framework: SETTing the classroom for communication success. 3(1), 108-122. DADD Online Journal.
Boesch, M. C., Mehta, S., DeFont, A. (2016). A review comparing AAC intervention components yields a list of studied components, but conclusions regarding comparative effectiveness appear flawed. Evidence-Based Communication Assessment and Intervention. 10, 13-19. Taylor & Francis Online. http://dx.doi.org/10.1080/17489539.2016.1200256
Boesch, M. C., Mehta, S., DeFont, A. (2016). A Review comparing AAC systems yields mixed results indicating that a broad focus may lead to narrow recommendations. Evidence-Based Communication Assessment and Intervention. 10, 108-113. Taylor & Francis Online. http://dx.doi.org/10.1080/17489539.2016.1237159
Boesch, M. C., Mehta, S., Da Fonte, M. A. (2016). Comparing multiple communication modalities yields mixed results indicating that a broad focus may lead to narrow recommendations. Evidence-Based Communication Assessment and Intervention. 10(2), 108-113.
Diamond, G. P., Da Fonte, M. A., Boesch, M. C. (2016). I am working for _____: Successfully using token reward systems. The Journal of the International Association of Special Education. 16(1), 73-76.
Da Fonte, M. A., Boesch, M. C. (2016). Recommended augmentative and alternative communication competencies for special education teachers. 19(2), 47-58. Journal of International Special Needs Education.
Da Fonte, M. A., Boesch, M. C., Edwards-Bowyer, M. E., Restrepo, M. W., Bennett, B. P. (2016). A 3-step reinforcer identification framework: A step-by-step process. Education & Treatment of Children. 39(3), 389-409.
Boesch, M. C., Taber-Doughty, T., Wendt, O., Smalts, S. S. (2015). Using a behavioral approach to decrease self-injurious behavior in an adolescent with severe autism: A data-based case study. Education & Treatment of Children. 38(3), 305-328.
Boesch, M. C., Da Fonte, M. (2014). Best practices for assessing communication skills prior to preference assessments for students with severe developmental disabilities. Evidence-Based Practice Briefs. 9(3), 1-9.
Boesch, M. C., Wendt, O., Subramanian, A., Hsu, N. (2013). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills.. Research in Autism Spectrum Disorders. 7(3), 480-493.
Boesch, M. C., Wendt, O., Subramanian, A., Hsu, N. (2013). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on social-communicative skills and speech development. Augmentative and Alternative Communication: Journal of ISAAC-ISRAEL. 29(3), 197-209.
Wendt, O., Boesch, M. C. (2010). Systematic review documents PECS effectiveness for exchanged-based outcome variables, but effects on speech, social or challenging behavior remain unclear. Evidence-Based Communication Assessment and Intervention.
Boesch, M. C., Wendt, O. (2009). Reducing self-injurious behaviors in individuals with autism: Benefits of functional communication training. Evidence-Based Practice Briefs.
Research Report
Da Fonte, M. A., Boesch, M. C., Mohler, A., Papp, S. (2022). A Snapshot of Self-Reported AAC Knowledge and Skills of Tennessee Special Educators. 1-4. Nashville, TN: Vanderbilt Kennedy Center. https://vkc.vumc.org/assets/files/resources/Report-1-snapshot-of-aac.pdf
Da Fonte, M. A., Boesch, M. C., Papp, S., Mohler, A. (2022). Reflections on Training in Augmentative and Alternative Communication: The Views of Tennessee Special Education Teachers. 1-5. Nashville, TN: Vanderbilt Kennedy Center. https://vkc.vumc.org/assets/files/resources/Report-2-tn-sped-reflections.pdf
Da Fonte, M. A., Boesch, M. C., Papp, S., Mohler, A. (2022). Teacher to Teacher: Recommendations on AAC Practices. 1-5. Nashville, TN: Vanderbilt Kennedy Center. https://vkc.vumc.org/assets/files/resources/Report-3-recommendations.pdf

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Carnett, A. (Principal), Mehta, S. (Co-Principal), Boesch, M. C. (Co-Principal), "Effects of video peer modeling vs. self-modeling on functional communication and problem behavior of children with autism," Sponsored by Micro Grant Mentoring Program, University of North Texas, $1500 Funded. (20172018).
Boesch, M. C. (Co-Principal), "Project STArT: Systematic Training of Autism Teachers," Sponsored by Office of Special Education Programs, Federal, $1247881 Funded. (20132018).
Grant - Service
Boesch, M. C. (Principal), Aoyama, K. (Co-Principal), Mehta, S. (Co-Principal), "Project Communicate," Sponsored by Office of Special Education Programs, Federal, $1244239 Funded. (September 1, 2022August 31, 2027).
Grant - Teaching
Boesch, M. C. (Principal), "8-Week Course Design Institute," Sponsored by Center for Learning Enhancement, Assessment, and Redesign, University of North Texas, $1500 Funded. (2016).
Boesch, M. C. (Other), "Revision of EDSP 5310: Introduction to Autism Spectrum Disorders," Sponsored by TII Community of Practice, Center for Learning Enhancement, Assessment, and Redesign, University of North Texas, University of North Texas, $500 Funded. (20142015).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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