Brian Boyd
- Investigator, Juniper Gardens Children's Project
- Professor, Applied Behavioral Science
Contact Info
444 Minnesota Ave
Kansas City, KS 66101-2942
Biography —
Brian Boyd, Ph.D. is an Professor and Director of the Juniper Gardens Children’s Project at the University of Kansas. As Director of a center rooted in community-based, applied research, he has been heavily engaged in research that involves the most vulnerable, and often marginalized, populations. As a special educator by training, much of his research has involved the development and evaluation of evidence-based practices and building community partnerships to implement these interventions within school-based contexts. This work led to some of the first comparative efficacy studies of classroom-based interventions for preschool-aged children with autism spectrum disorder. In addition, Dr. Boyd has been actively engaged in research on the sensory and repetitive behaviors of children and adolescents with ASD, including the development and validation of outcome measures and much needed interventions for this core symptom domain. His more recent work has focused on how issues of implicit bias and race affect the lives and outcomes of children of color, including those with disabilities. Dr. Boyd’s work has been funded by both the Institute of Education Sciences and the National Institutes of Health. Currently, he serves on multiple national boards that are dedicated to improving the outcomes of individuals with disabilities and those from historically underserved communities.
Research —
Research Interests
Community-engaged research; development and evaluation of evidence-based practices; restricted, repetitive behaviors and interests in autism spectrum disorders
Professional Service
Editor, Journal of Early Intervention and remove Autism: the international journal of research & practice
Standing Panel Member, Childhood Psychopathology and Developmental Disabilities, NIH Study Section
Associate Editor, American Journal of Intellectual and Developmental Disabilities
Editorial Board Member (for all of the following journals), Autism: The International Journal of Research & Practice, Journal of Positive Behavior Intervention, Infants and Young Children, Journal of Early Intervention, Journal of Autism and Developmental Disorders, Topics in Early Childhood Special Education
Selected Publications —
Awards & Honors —
Honors
R324A160033 (IES/ US DOED)
07/01/16 – 06/30/20
Promoting ASAP Collaboration through Technology (PACT): An Intervention Modification to Enhance Home-School Partnerships To develop a customized website and test the potential efficacy of its use in supporting home-school implementation of the ASAP intervention for preschool-aged children with ASD
1RO1HD82127 (NICHD/NIH)
12/10/14 – 11/30/19
Behavioral Inflexibility in IDD: Outcome Measurement To develop and psychometrically validate an outcome measure for repetitive and inflexible behaviors that can be used in clinical trials for IDD populations.
Awarded in 2016 the Distinguished Early Career Research Award from the Council for Exceptional Children (CEC)
Grants & Other Funded Activity —
- 1R01HD105036 (NICHD/NIH) Boyd (PI) 04/08/21 – 03/31/26
- Parent-implemented treatment for repetitive behaviors in children with ASD: Using a novel telehealth approach to increase service access
- To examine the efficacy of a remote-delivered intervention designed to decrease the repetitive and inflexible behaviors of children with ASD
- Role: PI, FTE: 15%, Award amount: $2,477,272
- Spencer Foundation Justice (PI) 07/01/21 – 06/30/24
- Longitudinal Peer Social Networks and Early Language Development: Transforming Understanding of Critical Features of Young Children’s Classroom Experiences.
- To use novel sensor technologies to examine children’s peer interactions and social networks.
- Role: Co-PI, FTE: 2%, Award amount: $1,000,000
- 1R01HD100364 (NICHD/NIH) Boyd (PI) 08/01/20 – 06/30/25
- Validation of an outcome measure of early social-communication for young children with ASD
- To validate the Early Communication Indicator measure for use with young children with ASD
- Role: PI, FTE: 15%, Award amount: $3,000,000
- 1UT3MC394360100 (HRSA) Kasari (PI) 08/01/20 – 06/30/25
- UT3 Autism Intervention Research Network on Behavioral Health (AIR-B)
- To establish and maintain an interdisciplinary research network designed to provide national leadership and advance research on evidence-based interventions for children with ASD and other developmental disabilities
- Role: site PI, FTE: 10%, Award amount: $10,000,000
- R324B2000021 (IES/US DOED) Wills (PI) 07/01/20 – 06/30/25
- Postdoctoral Research Training in Special Education: A Research to Practice Model
- To recruit and train postdoctoral scholars interested in learning to conduct community-engaged research with children with autism or emotional and behavioral disorders
- Role: Co-PI, FTE: 5% (cost-shared), Award amount: $766,000
- R324A200007 (IES/US DOED) Shogren (PI) 07/01/20 – 06/30/25
- Combining the self-determined learning model of instruction and peer supports: Examining the impact of academic, social, and functional outcomes for students with autism spectrum disorders in inclusive secondary classrooms
- To examine the direct and comparative effects of the SDLMI and Peer Support interventions on the outcomes of high-school aged students with ASD
- Role: Co-PI, FTE: 10%, Award amount: $3,300,000
- F32HD101311 (NICHD/NIH) Wallisch (PI) 12/1/19-11/30/22
- Examining Biobehavioral Mechanisms of Extreme Eating Behaviors in Young Children with ASD
- To understand the cognitive mechanisms associated with food-motivated behavior in children with ASD
- Role: Primary mentor, Award amount: $194,682
- R305A190199 (IES/US DOED) Boyd (PI) 07/01/19 – 06/30/23
- Effects of implicit bias on children’s early outcomes
- To examine the impact of implicit bias in early childhood classrooms on children’s developmental outcomes
- Role: PI, FTE: 15%, Award amount: $1,399,978
- 1R01DC017181 (NIDCD/NIH) Vivanti (PI) 04/01/19 – 03/31/22
- Prevalence and profile of suboptimal responders to early intervention
- To determine the prevalence of and characterize children with autism spectrum disorder who remain minimally verbal despite having received established early-intervention for language
- Role: site PI, FTE: 5%, Award amount: $1,200,000