Education

  • Ph.D. 2005 – University of Florida
  • M.Ed. 2002 – University of Virginia
  • B.S. 1997 – College of William and Mary

Areas of Expertise

  • Autism spectrum conditions
  • Community-partnered participatory research
  • Dissemination and implementation of evidence-based practices
  • Outcome measurement
  • Racial / ethnic disparities

Biography

Brian Boyd, Ph.D., is the William C. Friday Distinguished Professor in the UNC School of Education and director of the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. He was previously the director of the Juniper Gardens Children’s Project at the University of Kansas. Boyd is quite 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 that could be implemented within school and home contexts. His more recent work has focused on how issues of implicit bias and race affect the outcomes of children with and without disabilities. Boyd’s research has been continuously funded by federal agencies such as the Institute of Education Sciences and National Institutes of Health. He is past vice president of the International Society for Autism Research. He also serves on multiple national boards that are dedicated to improving the outcomes of autistic persons and those from historically underserved communities.

  • EDUC 809, Problems in Special Education

“EMERGE: Early Markers of Expressive and Receptive Language Growth in Ethnically Diverse Autistic Toddlers”; University of California at Los Angeles (UCLA), $617,746. (Prime Project: $617,746, NIH National Institute on Deafness and Other Communication Disorders (NIDCD)). (August 23, 2024 – July 31, 2029).

“Racism and Resilience Among Black Autistic Children and Caregivers”; NIH National Institute of Mental Health (NIMH), $3,598,268. (April 1, 2024 – February 28, 2029).

“Autism Research on Communication (ARCC)”; University of California at Los Angeles (UCLA), $120,000. (Prime Project: $120,000, HRSA). (September 1, 2025 – August 31, 2028).

“Examining adaptive peer-mediated interventions for preschoolers with autism spectrum disorder and limited or no spoken language: A Sequential Multiple Assignment Randomized Trial”; University of Kansas Center for Research, Inc. (KUCR), $510,441. (Prime Project: $510,441, NIH National Institute on Deafness and Other Communication Disorders (NIDCD)). (September 1, 2022 – May 31, 2027)

“Examining adaptive peer-mediated interventions for preschoolers with autism spectrum disorder and limited or no spoken language”, Boyd, B., Co-Investigator; NIDCD/NIH, $2,691,060. (August 1, 2022 – May 31, 2027).

“FITBI Parent implemented treatment for repetitive behaviors in children with ASD”; University of Kansas Center for Research, Inc. (KUCR), $248,001. (Prime Project: $1,535,794, NIH National Institute of Child Health and Human Development (NICHD)). (July 1, 2023 – March 31, 2026).

“Parent-implemented treatment for repetitive behaviors in children with ASD: Using a novel telehealth approach to increase service access”, Boyd, B., Lead Principal Investigator; NIDCD/NIH, $2,477,272. (April 8, 2021 – March 31, 2026).

“Autism Intervention Research Network on Behavioral Health (AIR-B Network)”; University of Kansas Center for Research, Inc. (KUCR), $106,470. (Prime Project: $2,000,000, DHHS Health Resources and Services Administration (HRSA)). (September 1, 2022 – August 31, 2025).

“Autism Intervention Research Network on Behavioral Health (AIR-B Network)”; University of Kansas Center for Research, Inc. (KUCR), $35,490. (Prime Project: $35,490, HRSA). (September 1, 2022 – August 31, 2025).

“FACE: Effects of Implicit Bias on Children’s Early Outcomes”; US Department of Education (DOED), $733,505. (December 17, 2022 – June 30, 2025).

“FLASH: Validation of an outcome measure of early social-communication for young children with ASD”; NIH National Institute of Child Health and Human Development (NICHD), $2,059,243. (August 1, 2022 – June 30, 2025).

“UT3 Autism Intervention Research Network on Behavioral Health (AIR-B)”, Boyd, B., Lead Principal Investigator; HRSA, $10,000,000. (August 1, 2020 – June 30, 2025).

“Validation of an outcome measure of early social-communication for young children with ASD”, Boyd, B., Lead Principal Investigator; NIDCD/NIH, $3,000,000. (August 1, 2020 – June 30, 2025).

“Combining the self-determined learning model of instruction and peer supports”, Boyd, B., Co-Principal Investigator; IES/US DOED, $3,300,000. (July 1, 2020 – June 30, 2025).

“EMERGE Early Markers of Expressive and Receptive (language) Growth in Ethnically diverse autistic toddlers”; University of California at Los Angeles, $325,995. (Prime Project: $661,734, NIH National Institute on Deafness and Other Communication Disorders (NIDCD)). (August 4, 2023 – July 31, 2024).

“Effects of implicit bias on children’s early outcomes”, Boyd, B., Lead Principal Investigator; IES/US DOED, $1,399,978. (July 1, 2019 – June 30, 2023).

“Examining adaptive peer-mediated interventions for pre-schoolers with autism spectrum disorder and limited or no spoken language: A Sequential Multiple Assignment Randomized Trial”; University of Kansas Center for Research, Inc. (KUCR), $69,798. (Prime Project: $2,691,060, NIH National Institute on Deafness and Other Communication Disorders (NIDCD)). (September 1, 2022 – May 31, 2023).

  • University Scholarly Achievement Award, KU. (2022).
  • Council for Exceptional Children.
  • International Society for Autism Research.

Journal Article

Shogren, K. A., Hume, K., Rentschler, L. F., & Boyd, B. A. (2026). Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges. Focus on Autism and Other Developmental Disabilities. Published. https://doi.org/10.1177/10883576251407633

Boyd, B. A. (accepted). Associations among demographic and clinical characteristics and discrimination experiences of autistic youth. Journal of Autism and Developmental Disorders.

Boyd, B. A. (accepted). Examining the use of implementation science in autism intervention research: A scoping review. Autism.

Rentschler, L. F., Hume, K., Steinbrenner, J. R., Bagatell, N., Boyd, B. A., & Shogren, K. (2025). Efficacy of an Online Caregiver Learning Series for Promoting Daily Living Skills of Autistic Adolescents. Journal of Autism and Developmental Disorders. Published. https://doi.org/10.1007/s10803-025-06766-3

Boyd, B. A. (2024). Adapting the Early Communication Indicator as a social-communication outcome measure for young autistic children: A pilot study. American Journal of Speech Language Pathology. Published.

Boyd, B. A. (accepted). Culturally responsive early intervention for marginalized families of young autistic children: A qualitative inquiry. Journal of Early Intervention.

Rentschler, L. F., Hume, K., Steinbrenner, J. R., Bagatell, N., Boyd, B. A., & Shogren, K. (2024). Efficacy of an Online Caregiver Learning Series for Promoting Daily Living Skills of Autistic Adolescents. Journal of Autism and Developmental Disorders. Accepted. https://doi.org/10.1007/s10803-025-06766-3

Boyd, B. A. (2024). Initial examination of the use of the Brief Observation of Social Communication Change (BOSCC) across home and school contexts. Infant and Child Development. Published.

Boyd, B. A. (published). The impact of parenting stress and cultural orientation on communication skills in minimally verbal children with autism spectrum disorders: A comparative study in India and US. Research in Autism Spectrum Disorders.

Boyd, B. A. (accepted). Unpacking the prevalence: A cautionary tale against overstating the impact of the recently narrowed gap for Black autistic youth. Autism Research.

Boyd, B. A. (accepted). Bridging priorities for autism clinical and educational practice in inclusive early childhood education. Topics in Early Childhood Special Education.

Boyd, B. A. (published). The next generation of quality indicators for group design research in special education. Exceptional Children.

Steinbrenner, J., McIntyre, N., Rentschler, L., Pearson, J., Luelmo, P., Jaramillo, M., Boyd, B. A., & Hume, K. (2022). Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices.. Published.

Reszka, S. S., Belardi, K., Amsbary, J., Boyd, B. A., & Watson, L. R. (2019). Fidelity of a Teacher-Implemented Intervention for Preschoolers With Autism Spectrum Disorder: No, Some, and Unexpected Effects. Topics in Early Childhood Special Education, 39(1), 56–67. https://doi.org/10.1177/0271121419834343

Boyd, B. A. (accepted). The impact of parenting stress and cultural orientation on communication skills in minimally verbal children with autism spectrum disorders: A comparative study in India and US. Research in Autism Spectrum Disorders.

Book Chapter

Boyd, B. A., Lee, J., & Hume, K. (accepted). Autism Spectrum Disorder: Understanding current educational research and practice. In In JM Kauffman, DP Hallahan, PC Pullen (Eds.), Handbook of special education (3rd ed., pp. 486-508). Routledge..

Boyd, B. A., Lee, J., & Hume, K. (published). Autism Spectrum Disorder: Understanding current educational research and practice. In Handbook of Special Education. Routledge.

Other

Wallisch, A., Irvin, D., Lou, Y., Boyd, B. A., & Rous, B. (accepted). Advances in measuring wandering behavior in the early childhood classroom..

Dallman, A., Harrop, C., Lecavalier, L., Bodfish, J., Kalburgi, S., Jones, D., Holloway, J., & Boyd, B. A. (published). Brief report: Replication of the psychometric characteristics of the Behavioral Inflexiblity Scale in an independent sample..

Kaiser, K., Villalobos, M., Locke, J., Iruka, I., Proctor, C., & Boyd, B. A. (published). Centering Black parent voices: A culturally grounded autism parent training program..

Amsbary, J., Lin, M., Savage, M., Fanning, L., Reska, S., Watson, L., & Boyd, B. A. (published). Engaging parents in the development and testing of a website to support social communication and play development for preschoolers with autism spectrum disorder..

Jones, D., Dallman, a., Harrop, C., Whitten, A., Pritchett, J., Lecavalier, L., & Boyd, B. A. (published). Evaluating the feasibility of the NIH toolbox cognition battery in children and adolescents with autism spectrum disorder..

Boyd, B. A., Howard, W., Bodfish, J., Lecavalier, L., Harrop, C., Jones, D., Dallman, A., & Hollway, J. (accepted). Examining sensitivity to developmental change on the Behavioral Inflexibility Scale..

Buzhardt, J., Wallisch, A., Boyd, B. A., Salley, B., Jiam, F., & Irvin, D. (published). Exploration of growth in expressive communication for infants and toddlers with autism spectrum disorder..

Wallisch, A., Boyd, B. A., Hall, J., Kurth, N., Streed, C., Mulcahy, A., McMaughan, D., & Batza, K. (accepted). Healthcare disparities among autistic, LGBTQ+ persons..

Lord, C., Charman, T., Havdahl, A., Anagnostou, E., Boyd, B. A., Carbone, P., & McCauley, J. (published). Lancet commission on the future of care and clinical research in autism..

Bodfish, J., Lecavalier, L., Harrop, C., Dallman, A., Kalburgi, S., Hollway, J., & Boyd, B. A. (published). Measuring the functional impact of behavioral inflexibility in children with autism using the Behavioral Inflexibility Scale-Clinical Interview (BIS-CI)..

Dallman, A., Perry, C., Goldblum, J., Butera, N., Boyd, B. A., & Harrop, C. (accepted). Occupational disruption leading to occupational changes: The influence of the COVID-19 pandemic on autistic children and their families..

Maye, M., Boyd, B. A., Martinez-Pedraza, F., Halladay, A., Thurm, A., & Mandell, D. (published). Short report: Biases, barriers, and possible solutions: Steps towards addressing autism researchers under-engagement with racially, ethnically, and socioeconomically diverse communities..

Amsbary, J., Lin, M., Savage, M., Reska, S., Crais, E., Watson, L., & Boyd, B. A. (accepted). Targeting social-communication and play skills for preschoolers with autism spectrum disorder..

Toste, J., Logan, J., Shogren, K., & Boyd, B. A. (accepted). The next generation of quality indicators for group design research in special education..

Williams, E., Smith, M., & Boyd, B. A. (accepted). The role of diversity advisory boards in autism research..

Locke, J., Hassrick, E., Stahmer, A., Iadarola, S., Boyd, B. A., Mandell, D., Shih, W., Hund, L., & Kasari, C. (published). Using novel implementation tools for evidence-based intervention delivery (UNITED) across public service systems for three evidence-based interventions in under-resourced communities: Study protocol..

Professional

  • Expert Content Consultant, UCONN Equity Center on Early Childhood Intervention Personnel Development. (2023 – 2028).
  • Committee Member, What Works Clearinghouse – IES. (2024 – 2026).
  • President-Elect, International Society for Autism Research. (2024 – 2025).
  • Committee Member, National Academy of Sciences – DOD Autism Care Demonstration Program. (2023 – 2025).
  • Associate Editor, Journal of Autism and Developmental Disorders. (2023).
  • Board of Advisors, Autism Science Foundation. (2023).
  • Editorial Review Board Member, Journal of Clinical Child and Adolescent Psychology. (2022 – 2023).
  • Reviewer/Referee, Autism Science Foundation. (2022 – 2023).
  • Committee Member, Medical and Science Advisory Committee. (2021 – 2023).
  • Vice President, International Society for Autism Research (INSAR). (2021 – 2023).
  • Editorial Review Board Member, Child Development. (2019 – 2023).
  • Editorial Review Board Member, Journal of Early Intervention. (2019 – 2023).
  • Chairperson, FPG Child Development Institute. (2022).
  • Reviewer/Referee, Child and Family Studies and Department of Public Health Sciences. (2022).
  • Reviewer/Referee, Department of Psychiatry and Behavioral Sciences. (2022).
  • Reviewer/Referee, Department of Special Education and Clinical Sciences. (2022).
  • Reviewer/Referee, PCORI. (2022).
  • Co-Chair, Institute of Educational Sciences’ Annual PI meeting. (2021 – 2022).

University

  • Member, APT. (2023 – 2026).
  • Search Committee Member, ADDSE faculty search. (2024).
  • Search Committee Member, School of Education. (2023).
  • Search Committee Member, School of Education. (2022).
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