- Micheal P Sandbank
Micheal P Sandbank
- Projects & Grants
- Grad Students
Micheal Sandbank is an internationally-recognized expert on early childhood interventions for young children on the autism spectrum. She is the lead researcher on Project AIM , a scoping systematic review and meta-analysis of all group design studies of interventions for young children on the autism spectrum. She was awarded the INSAR Young Investigator Award in 2021 for this work. Dr. Sandbank has shaped the development of international autism early intervention recommendations as a member of the WHO-UNICEF expert working group. She is also the director of the Brain and Language Lab, and is interested in the use of neural measures of speech processing to identify clinically useful practices for language intervention for young children with disabilities. Her research is informed by her past experiences working as a Special Educator and private clinician. Dr. Sandbank is currently accepting doctoral students with aligning research interests.
Ph.D. in Special Education, Vanderbilt University, 2015
M.S.Ed. in Special Education, Vanderbilt University, 2011
B.A. in Modern Language, University of Louisiana, Lafayette, 2006
Researches factors that influence language acquisition for children with autism by analyzing naturalistic language samples and neural measures of speech processing. Uses meta-analysis to examine intervention effects for children with autism. Contributes to investigations that use generalizability theory to examine factors that influence scores of reading and writing.
Member, Doctoral Program Committee, Special Education Department, University of Texas at Austin(2017)
Member, Doctoral Student Protocol Review Committee, Special Education Department, University of Texas at Austin(2017)
Member, Editorial Review Board, Topics In Early Childhood Special Education(2016)
Member, Undergraduate Advisory Council, Special Education Department, University of Texas at Austin(2016)
Grant Reviewer, Insights Grant, Social Sciences and Humanities Research Council of Canada(2016 - 2017)
Sandbank, M., Bottema-Beutel, K., Crowley, S., Cassidy, M., Feldman, J., Canihuante, M. & Woynaroski, T. (2020). Intervention effects on language in children with ASD: A Project AIM meta-analysis.. Journal of Speech, Language, and Hearing Research, 63, 1537–1560.
Bottema-Beutel, K., Crowley, S., Sandbank, M. & Woynaroski, T. (2020). Conflicts of Interest (COIs) in Autism Early Intervention Research: A Meta-analysis of COI Influences on Intervention Effects. Journal of Child Psychology and Psychiatry.
Sandbank, M., Bottema-Beutel, K. & Woynaroski, T. (2020). Intervention recommendations for children with autism in light of a changing evidence base.. JAMA Pediatrics.
Key, A., Venker, C. & Sandbank, M. (2020). Physiological markers of speech and language processing in neurodevelopmental disorders: New options for difficult to test populations.. American Journal of Intellectual and Developmental Disabilities.
Sandbank, M., Bottema-Beutel, K., Crowley, S., Cassidy, M., Dunham, K., Feldman, JI., Crank, J., Albarran, SA., Raj, S., Mahbub, P. & Woynaroski, T. (2020). Project AIM: Autism Intervention Meta-analysis for Studies of Young Children. Psychological Bulletin, 146(1), 1–29. doi:https://doi.org/10.1037/bul0000215.
Albarran, S. & Sandbank, M. (2019). Teaching Non-target Information to Children with Disabilities: An Examination of Instructive Feedback Literature. Journal of Behavioral Education, 28, 107–140.
Sandbank, M. & Cascio, C. (2019). Using a motion-tracking device to facilitate motion control in children with ASD for neuroimaging.. Developmental Neurorehabilitation, 22, 365–375.
Wilson, J., Chen, D., Sandbank, M. & Hebert, M. (2019). Generalizability of automated scores of writing quality in grades 3-5. Journal of Educational Psychology, 111, 619.
Sandbank, M., Woynaroski, T., Watson, L., Gardner, E., Keceli Kaysili, B. & Yoder, P. (2017). Predicting Intentional Communication in Preverbal Preschoolers with Autism. Journal of Autism and Developmental Disorders, 47(6), 1581–1594. doi:10.1007/s10803-017-3052-1.
Sandbank, M., Yoder, P. & Key, A. (2017). Word processing in children with ASD: Evidence from event-related potentials.. Journal of Speech, Language, and Hearing Research, 60, 3441–3455.
Sandbank, M. & Yoder, P. (2016). The Association Between Parental Mean Length of Utterance and Language Outcomes in Children With Disabilities: A Correlational Meta-Analysis. American Journal of Speech-Language Pathology. American Journal of Speech-Language Pathology, 25(2), 240–251.
Graham, S., Hebert, M., Sandbank, M. & Harris, K. (2016). Assessing the writing achievement of young struggling writers: application of generalizability theory.. Learning Disability Quarterly, 39(2), 72–82. doi:10.1177/0731948714555019.
Yoder, P., Tostanoski, A. & Sandbank, M. (2014). Adding modeled speech-generating device use to a naturalistic language intervention facilitates generalized communicative spoken utterances immediately after treatment and generalized gains on declarative use 12 weeks after treatment ends in children with ASD who began treatment in the word combination stage. Evidence-Based communication Assessment and Intervention(8), 157–162.
Sandbank, M. & Yoder, P. (2014). Measuring representative communication in young children with developmental delay.. Topics in Early Childhood Special Education, 34(3), 133–141. doi:10.1177/0271121414528052.
Bottema-Beutel, K., Yoder, P., Woynaroski, T. & Sandbank, M. (2014). Targeted interventions for social communication symptoms in preschoolers with autism spectrum disorders.. Handbook of Autism Spectrum Disorders (4ed., pp. 788–812). Hoboken, NJ: Wiley.
Yoder, P., Bottema-Beutel, K., Woynaroski, T., Chandrasekhar, R. & Sandbank, M. (2013). Social communicative intervention effects vary by dependent variable type in preschoolers with autism spectrum disorders.. Evidence-Based Communication Assessment and Intervention, 7, 150–174. doi:10.1080/17489539.2014.917780.
Sandbank, M., Chow, J., Bottema-Beutel, K. & Woynaroski, T. (n.d.). Evaluating Evidence-Based Practice in Light of the Boundedness and Proximity of Outcomes: Capturing the Scope of Change. Autism Research.
Project AIM: Autism Early Intervention Meta-Analysis
In 2011, a review of early interventions for children with autism published in the journal Pediatrics indicated that only 2 high quality group design studies had been published on this topic. The authors of the review concluded that our knowledge about the effectiveness of early intervention for children with autism was limited. The past five years has seen a tidal wave of studies published in this area. Dr. Micheal Sandbank of the Brain and Language Lab, in concert with colleagues from the ACER Lab at Boston College and the BAND Lab at Vanderbilt University, has quantitatively summarized 150 reports of group design early intervention studies for children with autism. The first work from this project is published in the journal Psychological Bulletin.
Young Investigator Award, International Society for Autism Research (2021 - 2021)
Small Grants Proposal, College of Education (2020 - 2020)
Dean's Fellowship, College of Education (2018 - 2018)
Summer Research Assignment, College of Education (2017 - 2017)
Robert Gaylord Ross Writing Award, Vanderbilt University (2014)
Graduate Honor Scholarship, Vanderbilt University (2011 - 2015)
Peabody Dean's Fellowship, Vanderbilt University (2011 - 2015)
Motherhood and Academia, Special Education Doctoral Students, The University of Texas at Austin (2019)
Part C and Section 619: Early Intervention and Early Childhood Special Education Law, College of Education, The University of Texas at Austin, (2018)
What's happening when language-learning children hear words? Measuring word processing in children with and without ASD., Autism Consortium, The University of Texas (2018)
Autism, Baby Talk, and the Development of Language Comprehension, Department of Developmental Psychology, University of Texas at Austin, Sarah M. and Charles E. Seay Building (2017)
Susanne A Albarran, Ph.D., expected 2020 (Supervisor)
Meta-analysis as a methodology for investigating the effects of interventions on outcomes for young children with autism Language development in young children with autism or children who are at risk for autism Neural measures of speech processing in young children Applied Behavior Analysis (ABA) for individuals with autism and related disorders
Jenna E Crank (Supervisor)
|2021||Fall||SED 384: 1-Overview Early Childhd Sed|
|2021||Summer||SED f396R: 2-Single-Sub Rsch Design-Wb|
|2021||Spring||SED 384: 5-Adv Prac Early Chldhd Sed-Wb|
|2021||Spring||SED 384: Communication Intervention-Wb|
|2020||Fall||SED 384: 1-Overview Erly Childhd Sed-Wb|
|2020||Fall||SED 384: Instruct/Interventn In Ecse-Wb|
|2020||Summer||SED s396R: 2-Single-Subject Rsch Desgn-Wb|
|2020||Spring||SED 395D: 5-Early Childhood Special Educ|
|2020||Spring||SED 384: Communication Intervention|
|2019||Fall||SED 384: 1-Overview Early Childhd Sed|
|2019||Fall||SED 384: Instructn/Interventn In Ecse|
|2019||Summer||SED s384: Instructn & Interventn In Ecse|
|2019||Spring||SED 384: Communication Intervention|
|2018||Fall||SED 384: 1-Overview Early Childhd Sed|
|2018||Fall||SED 384: Instructn/Interventn In Ecse|
|2018||Summer||SED s384: Instructn & Interventn In Ecse|
|2017||Fall||SED 384: 1-Overview Early Childhd Sed|
|2017||Fall||SED 384: Instructn & Interventn In Ecse|
|2017||Spring||SED 384: Communication Intervention|
|2017||Spring||SED 378E: Adv Early Childhood Interventn|
|2016||Fall||SED 384: 1-Overview Early Childhd Sed|
|2016||Fall||SED 384: Instructn & Interventn In Ecse|
|2016||Spring||SED 378E: Adv Early Childhood Interventn|
|2015||Fall||SED 384: 1-Overview Early Childhd Sed|
Brain and Language Lab
The Brain and Language Lab examines language development in young typically developing children and those with developmental disabilities using brain and behavioral measures. We strive to conduct research that will inform us about potential treatment approaches when language is delayed.