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Dr. Elizabeth Starr

Dr. Elizabeth Starr

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Contact Information Icon  Contact Information
Phone: (519) 253-3000 ext. 3836
Office: Room 3342A, Leonard & Dorothy Neal Education Building

Profile Icon  Profile

Professor, Ph.D. University of Alberta

Research Interests Icon  Teaching and Research Interests

Dr. Starr’s research and academic interests primarily focus on educational issues concerning children with special educational needs, and specifically those with autism spectrum disorders and their families. Her work has included an evaluation of a parent education program for parents with children newly diagnosed with autism spectrum disorders (ASD), a study of parental perceptions of the education of children with autism spectrum disorders, a two-year outcome study examining stability and change among high-functioning children with autism spectrum disorders. In recent research she has examined different aspects of transition to kindergarten of children with ASD and other exceptionalities with colleagues both in Canada and Australia. Dr. Starr is currently developing a course on mental health in the classroom for preservice teacher candidates focusing on mental health literacy for teachers.

Courses Taught Icon  Courses Taught

Publications Icon  Selected Publications

Popovic, S, Starr, E. M., & Koegel, L. (Submitted). Short-term parent-mediated pivotal response treatment: Teaching social initiation to children with autism spectrum disorder.

Trembath, D., & Starr, E. M. (2017). Supporting children and their parents during the transition to school. Journal of Clinical Practice in Speech-Language Pathology, 19(3), 137-141.

Starr, Elizabeth, M; Popovic, Svetlana; McCall, Brian P., (2016)Supporting children with autism spectrum disorder at primary school: Are the promises of early intervention maintained?, Current Developmental Disorders Reports, 3(1), 46-56. doi: 10.1007/s40474-016-0069-7.

McCall, B. P., & Starr, E. M. (2016) Effects of autism spectrum disorders on parental employment in the United States: Evidence from the National Health Interview Survey, Community, Work, and Family. (online first). doi: 10.1080/13668803.2016.1241217

Starr, E. M., Martini, T., & Kuo, B. (2016). Transition to Kindergarten for Children with Autism Spectrum Disorders: Experiences of Ethnically Diverse Parents, Teachers, Early Childhood Resource Teachers and Early Intervention Providers, Focus on Autism and Developmental Disorders, 31(2), 115-128. doi: 10.1177/1088357614532497.

Starr, E. M., & Foy, J., (2012). In parents' voices: The education of children with autism spectrum disorders, Remedial and Special Education33, 207-216, DOI: 10.1177/0741932510383161.

Starr, E., & Foy, J. (2012). In parents' voices: The education of children with autism spectrum disorders, Remedial and Special Education, Published Online First: September 24, 2010, DOI: 10.1177/0741932510383161

Finnigan, E., & Starr, E. (2010). Increasing Social Responsiveness in a Child with Autism: A Comparison of Music and Non- Music Interventions, Autism, 14, 321-348.

Education Icon  Education

Ph.D. - University of Alberta
M.Ed. - Acadia University
B.Ed. - Queen's University
B.A. - University of Guelph


Svetlana Popovic - (2017) Short-term Parent Mediated PRT: Teaching Social Initiation to Children with Autism Spectrum Disorder through Question Asking (Master's Thesis)

Turan, M. (2014). Parent Satisfaction of the Ontario Intensive Behaviour Intervention Program. Ph.D. Dissertation

Finnigan, E. (2008). Increasing Social Responsiveness of Children with Autism: Music and Non-Music Interventions. Master’s Thesis

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