MichaelSillerFaculty,Educational Psychologymichael.siller@unt.edu940-369-7557Matthews Hall 322FB

FacultyEducational PsychologyTabs Tab Style   Tab Shown on Load 1 Heading Content About  Michael Siller, PhD, is a developmental psychologist studying how children with autism develop and learn. He is particularly interested in learning that occurs in familiar daily routines and natural environments. His research includes descriptive longitudinal studies to understand developmental mechanisms, intervention trials to determine efficacy, and implementation science to make evidence-based practices accessible to providers in the community. Dr. Siller published the first pair of longitudinal studies to show that responsive parental behaviors reliably predict the long-term (16-year) language gains in autistic children. He also completed two clinical trials evaluating the efficacy of Focused Playtime Intervention, a parent-coaching intervention aligned with the Naturalistic Developmental Behavioral Intervention (NDBI) framework. Further, Dr. Siller co-founded an inclusive, university-affiliated laboratory preschool focused on autism and developed professional development programs for community-based preschool teachers. As the Executive Director of the UNT Kristin Farmer Autism Center, Dr. Siller strives to integrate clinical and educational services, and aims to support the implementation of evidence-based practices in community settings. He envisions a world in which children with or at increased likelihood for autism can access interventions promptly and transition seamlessly between intense clinician-delivered interventions, inclusive educational settings, and supportive learning environments at home and in the community. Dr. Siller’s research has been funded by the National Institutes of Health and numerous private foundations (e.g., Autism Speaks, The Far Fund, The Marcus Foundation). Dr. Siller co-edited the Springer Handbook of Parent Implemented Interventions for Very Young Children with Autism, and his articles have been published in leading journals. Publications  Siller, M., Morgan, L., Fuhrmeister, S., Wedderburn, Q., Schirmer, B., Chatson, E., &Gillespie, S. (2023). Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings. Autism: The International Journal of Research and Practice, 13623613231179289. Advance online publication. DOI: 10.1177/13623613231179289 Siller, M., ^Murthy, H., &Fuhrmeister, S. (2023). Distance learning in an inclusive preschool focused on autism during the COVID-19 pandemic: A mixed methods multiple case study of four children. Infants &Young Children, 36(3), 211-227. DOI: 10.1097/IYC.0000000000000244 Siller, M. (2023), Moving beyond the mother–child dyad: a commentary on Oppenheim et al. (2023). Journal of Child Psychology and Psychiatry. DOI: 10.1111/jcpp.13849 Siller, M., Pickard, K., Fuhrmeister, S., Kushner, E., Rudrabhatla, A., &Morgan, L. (2022). Teacher-implemented parent coaching in inclusive preschool settings for children with autism. Journal of Early Intervention, 44(2), 211–231. DOI: 10.1177/10538151221083552. Morgan, L., Close, S., Siller, M., Kushner, E., &Brasher, S. (2022). Teachers’ experiences: social emotional engagement – knowledge and skills. Educational Research, 64, 41-59, DOI: 10.1080/00131881.2021.1988865 Siller, M., Morgan, L., Wedderburn, Q., Fuhrmeister, S., &Rudrabhatla, A. (2021). Inclusive early childhood education for children with and without autism: Progress, barriers, and future directions. Frontiers in Psychiatry, 12, 1-12. DOI: 10.3389/fpsyt.2021.754648. Siller, M., Hotez, E., Swanson, M., Delavenne, A., Hutman, T., Sigman, M. (2018). Parent Coaching Increases the Parents’ Capacity for Reflection and Self-Evaluation: Results from a Clinical Trial in Autism. Attachment &Human Development, 20(3), 287–308. DOI: 10.1080/14616734.2018.1446737 Siller, M. &Morgan, L. (2018). Handbook of Parent Implemented Interventions for Very Young Children with Autism. Switzerland: Springer International Publishing. Faculty Research Community-viable Family-school Partnership Intervention for Children with Social-communication Deficits in Early Childhood Education