I believe that our foremost professional priority is to improve the effectiveness of clinical practice to better meet the needs of individuals with communication impairments who we serve. We can do so by advancing scientific knowledge of the profession as well as developing “real-world” interventions that bridge the gap between research and clinical practice. It is in this niche that my professional interests are grounded.
As director of the Early Social Communication Research Clinic, I lead undergraduate and graduate students in research, outreach, and training activities related to autism, family centered intervention and collaborative and consultative practices.
The specific research aims and activities of the Early Social Communication Research Clinic include:
(1) Efficacy of family centered interventions in natural environment
Our research aims to:
(a) describe patterns of language use in daily routines and activities by bilingual families of children with disabilities. Information from this research will provide evidence-based insights into patterns of language use and its’ clinical implications for early intervention.
(b) identify the effects of interventions to support teachers'/childcare workers use of language facilitation activities embedded in the day-to-day activities of the classroom.
(c) enhance parent-implemented interventions in daily routines in home and community settings.
(2) Enhancing implementation of evidence based practices in school based programs for children with autism spectrum disorders (ASD):
Our research focuses on:
(a) Use of clinical center-based models of intervention to enhance parent-child interaction with children with disabilities.
(b) Social validation study of communication skills in children with autism and their parent’s use of supportive strategies before and after intervention.
(3) personnel training approaches that enable university students and working professionals to develop professional competencies related to service delivery for young children with ASD, and infants and toddlers with communication disorders in natural environments.
We are developing methods to:
(a) evaluate use of eflective teaching to enhance collaborative/consultative practices used by students working with families of children with disabiltiies.
(b) identify core high-impact practices that enhance graduate students' knowledge and skills in working with individuals with ASD
(c) develop strategies to retain, recruit and mentor students from diverse backgrounds in speech language pathology.
- PhD, Florida State University
|Course #||Sec||Course Title||Days||From||To||Location||Campus||Textbook Info|
|SPPA 6080||01||Counsel Spch Lang Hring Disord||M||5:00PM||8:30PM||MB-1587||Hayward Campus||View Books|
Kashinath, S. (in press). Meta-analysis finds that peer-mediated and video-modeling social skills interventions are effective for children with autism, but caution is urged in interpreting the results. Evidence-Based Communication Assessment and Intervention.
Kashinath, S., Woods, J., & Goldstein, H. (2006). Enhancing generalized teaching strategy use in daily routines by parents of children with Autism. Journal of Speech Language and Hearing Research, 49(3), 466-485.
Woods, J., Kashinath, S., & Goldstein, H. (2004). Effects of embedding caregiver implemented teaching strategies in daily routines on children’s communication outcomes. Journal of Early Intervention, 26(3), 175-193.
Yu, B, & Kashinath, S. (2011). Family-centered care and other labors of love: Culturally competent service delivery for young children and their families. CSHA Magazine, 41(1), 12-13.
Manuscripts in Preparation
Kashinath, S., Woods, J. (in prep). Inclusive practices in childcare settings: A model for providing intervention in natural environments. For submission to Infants and Young Children.
Kashinath, S., Woods, J., & Dionne, E. (in prep). Social validation of parent-implemented interventions in daily routines for young children with autism.
Wetherby, Woods, Kashinath, & Daly-Holland (2012). Early Social Interaction Project: A model intervention project for young children with ASD and families in natural environments. In Prelock, P., & McCauley, R. Treatment of Autism Spectrum Disorders: Evidence-Based Intervention Strategies for Communication and Social Interactions. Paul Brookes: Baltimore, MD.
Kashinath, S.,& Yu, B. (2011). Enhancing Graduate Students’ Use of Collaborative Practices with Caregivers of Children with Disabilities. Poster presentation at the American Speech Language Hearing Association Convention, San Diego, California.
Kashinath, S., Sierra, M., Woods, J. (2010). Linking communication and play in young children with ASD. Poster presentation at the American Speech Language Hearing Association Convention, Philadelphia, PA.
Friedman, M., Kashinath, S., & Woods, J. (2010). How does your language grow? Monitoring Progress in Early Intervention. American Speech Language Hearing Association Convention, Philadelphia, PA.
Marturana, E., Brown, J., Kashinath, S., Friedman, M., & Woods, J.(2010). Meaningful measures of fidelity to support research to practice. Poster presentation at the American Speech Language Hearing Association Convention, Philadelphia, PA.
Woods, J., Brown, J., & Kashinath, S. (2010). Early Childhood Transition Partnerships to Improve Communication Intervention Quality. American Speech Language Hearing Association Convention, Philadelphia, PA.
Kashinath, S., Woods, J., & Saffo, R. (2009). Project ASSET: Autism Spectrum Specialized Education and Training. American Speech Language Hearing Association Convention. New Orleans, LA.
Kashinath, S., Woods, J., & Goldstein, H. (2004). More than Modeling: Consulting with Families in Natural Environments. American Speech Language Hearing Association Convention. Philadelphia, PA.
Kashinath, S., Woods, J., & Goldstein, H. (2003). Enhancing Caregiver Use of Embedded Intervention in Routines. Poster presentation at 13th Annual NIDCD-Sponsored Research Symposium on “Outcomes Research and Evidence-Based Practice”. Chicago, IL.
Kashinath, S., & Woods, J. (2002). Enhancing caregiver-child interaction in natural environments. Poster presentation at American Speech Language Hearing Association Convention, Atlanta, GA.
Woods, J., Kashinath, S., Cripe, K., & Jeong, K. (2002). Using a consultative approach with caregivers in the natural environment. Poster presentation at American Speech Language Hearing Association Convention, Atlanta, GA.
Darden, F., Kashinath, S., Woods, J., & Goldstein, H. (2002). Facilitating joint engagement in parent-child interaction in daily routines. Poster presentation at American Speech Language Hearing Association Convention, Atlanta, GA.
Woods, J., & Kashinath, S. (2001). Enhancing Caregiver Interaction in Natural Environments through a Triadic Approach. American Speech Language Hearing Association Convention, New Orleans.
Woods, J., Kashinath, S., & Templeton, K. (2001). Clinicians as Collaborative Team Members for Infant/Toddler Community Services. Poster presentation at American Speech Language Hearing Association Convention, New Orleans.
Kashinath, S., Cleary, J., Allen, L., Wetherby, A., & Goldstein, H. (1999). Caregiver perceptions of young children’s communicative abilities. American Speech Language Hearing Association Convention, San Francisco.
Coston, J., & Kasinath, S. (2008, September). The Building Blocks of Florida’s Team-Based Primary Service Provider Approach. Presented to the Early Step program in Tallahassee, FL.
Morgan, L., & Kashinath, S. (2005). Infant-Toddler Communication Assessment. Florida State University Infant/Toddler Summer Institute, Tallahassee, Florida.
Galant, K., & Kashinath, S. (2003). Assessment and intervention in natural environments for young children with ASD. Fall Statewide Meeting, Infants and Toddlers Early Intervention Program. Tampa, Florida.
Kashinath, S., & Galant, K. (2003). More than modeling: Enhancing caregiver-child interactions in natural environments. Fall Statewide Meeting, Infants and Toddlers Early Intervention Program. Tampa, Florida.
Kashinath, S., & Galant, K. (2003). Enhancing Caregivers' Use of Intervention Strategies within Daily Routines. Statewide Service Coordinators’ Conference, Orlando, Florida.
Co-Investigator, The California Wellness Foundation. Recruiting, Retaining, and Mentoring Minorities (R2M2): Diversifying the speech-language pathology pipeline. August, 2012-August, 2015.
Principal Investigator, Research and Scholarly Activity (RSCA), Faculty Research Grant, Office of Research and Professional Development,California State University East Bay. August, 2011-December, 2011.
Principal Investigator, U.S. Department of Education, Office of Special Education and Rehabilitation Services, Personnel Development to improve services for children with disabilities and their families. “Autism Spectrum Specialized Education and Training. August, 2009-August 2010.
Student Investigator, U.S. Department of Education, Office of Special Education and Rehabilitation Services, Student-Initiated Grant. “Effects of Family Guided Routines Intervention on Caregivers’ Teaching Interactions with their Children with Autism”. August, 2001- August 2002.
2011 Program Committee, Infants and Toddlers, American Speech Language Hearing Association Convention
2011 Reviewer (Journal of Autism and Developmental Disorders)
2011 Reviewer (American Journal of Speech Language Pathology)
2008 Guest Reviewer (Early Childhood Services: An Interdisciplinary Journal)
2007 Grant Reviewer (ASHA Multicultural Grants Competition)
2005 Guest Reviewer (Topics in Early Childhood Special Education)
2005 Member, Multicultural Issues Board, American Speech-Language
2003-05 President, Asian Indian Caucus, American Speech-Language Hearing Association
2001-03 Secretary- Treasurer, Asian Indian Caucus, American Speech-Language Hearing Association
2004-05 Certified Trainer, Intervention in Natural Environments
Early Steps, Children’s Medical Services, Florida
Community and Local
2011-present Volunteer, Kidango Inc.
2010-present Volunteer, Fremont Unified School District
2007-09 Member, Whole Child Leon, Tallahassee, FL
2007-09 Volunteer, Kids Incorporated of the Big Bend, Tallahassee, FL
Fall, 2012 Member, CSUEB Academic Senate
Spring, 2011 Faculty Marshall, Graduation
2011-present Member, Faculty Assessment Coordinator Team (FACT)
2011-present Co-chair, TT Search Committee
2010-present Member, Adhoc Committee on Graduate Curriculum Review,
2010-present Administrator, Continuing Education Activities (CEA)
2010 Faculty Designee, AAC Technology review and acquisition