Siglia Camargo Brazil 2011 Grantee US-Canada Program PhD Special Education Texas A & M from College Station in Texas Associate Professor - Universidade Federal de Pelotas, Brazil
Siglia is an educator of elementary school teachers, furthering their training and qualifications.
The research groups Siglia coordinates develop guides for preschool and elementary school teachers regarding best educational practices to teach students with autism within inclusive, mainstreaming settings.
Awards:
Distinguished Honor Graduate at Texas A&M University (Fall 2012)
Examples of her work:
CAMARGO, S.P.H.; SILVA, G. L. ; CRESPO, R. ; OLIVEIRA, C. R. ; MAGALHAES, S. L. . DESAFIOS NO PROCESSO DE ESCOLARIZAÇÃO DE CRIANÇAS COM AUTISMO NO CONTEXTO INCLUSIVO: DIRETRIZES PARA FORMAÇÃO CONTINUADA NA PERSPECTIVA DOS PROFESSORES. EDUCAÇÃO EM REVISTA (ONLINE), v. 36, p. 1-22, 2020.
LEAO, A. T. ; CAMARGO, S. P. H. ; FRISON, L. M. B. . Communication of students with ASD: A self-regulation of learning based intervention. Psicologia. Teoria e Prática, v. 21, p. 473-500, 2019.
CAMARGO, S. P. H.; RISPOLI, MANDY ; GANZ, J. B. ; HONG, E. ; DAVIS, H. S. ; Mason, R. Behaviorally-based interventions for teaching social interaction skills to children with ASD in inclusive settings: A meta-analysis. Journal of Behavioral Education, v. 25, p. 223-248, 2016.
CAMARGO, S.P.H.; RISPOLI, M. ; GANZ, J. B. ; HONG, E. ; DAVIS, H. ; Mason, R. . A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Developmental Disorders, v. 44, p. 2096-2116, 2014.
RISPOLI, M. ; CAMARGO, S. P. ; Machalicek, W. ; LANG, R. ; SIGAFOOS, J. . Functional Communication Training in the Treatment of Challenging Behavior Maintained by Access to Rituals. Journal of Applied Behavior Analysis, v. 47, p. 1-14, 2014.
CAMARGO, S. P. H.; RISPOLI, M. ; GANZ, J. B. ; HONG, E. ; DAVIS, H. ; Mason, R. . A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Developmental Disorders, v. 44, p. 2096-2116, 2014.
NEELY, L. ; RISPOLI, M. ; CAMARGO, S. P. ; DAVIS, H. ; BOLES, M. . The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism. Research in Autism Spectrum Disorders, v. 7, p. 509-516, 2013.
GANZ, J. B. ; HEATH, A. K. ; LUND, E. M. ; CAMARGO, S. P. ; RISPOLI, M. J. ; BOLES, M. ; PLAISANCE, L. . Effects of Peer-Mediated Implementation of Visual Scripts in Middle School. Behavior Modification, v. 36, p. 378-398, 2012.
