Research

Link to Samantha Didrichsen’s Google Scholar.

Link to Samantha Didrichsen’s ResearchGate

This page includes highlights to my research. To see all research, consider viewing my CV.

Project Equity:  A study to capture, appreciate, and understand young children’s language diversity.
Link to CHILDES TalkBank English and AAE Cameron corpus.
Corpus Description: This corpus will eventually contain audio-recordings averaging 45min for each of 44 four- and five-year-old children who participated in six different interactive activities with 1 of 3 assessors at their early childhood site (two activities per assessor, counterbalanced by assessor). In Session A, children viewed Frog, Where Are You? on a tablet, then told their own story; they were then invited to tell another story using playsets and manipulatives reminiscent of scenes in the picturebook. In Session B, children chose their favorite characters and told a third, new story to a new assessor; they also completed a tablet-based self-regulation assessment called HTKS-Kids. In Session C, children completed the Differential Abilities Scales (DAS-II) Naming Vocabulary and Verbal Comprehension subtests, and the Goldman-Fristoe Test of Articulation (GFTA-III).
Citation: Cameron, C. E., Starke, K., Lewis-Jones, T., Baker, M., Didrichsen, S., & Mead, C. (2023). Technical codebook for Project Equity: A study to capture, appreciate, and understand young children’s language diversity. Unpublished document.

Familiar vs. Unfamiliar Stimuli in Multiple Stimulus Preference Assessments
Link to official publication: Special Education Research, Policy & Practice
Abstract: This study examined the effect of including familiar and unfamiliar stimuli in a series of multiple stimulus preference assessment with a child with an autism spectrum disorder. Results showed that certain pairings of familiar and similar unfamiliar stimuli had a high frequency of being selected per session, and a high average duration of engagement. The results suggest that including similar unfamiliar stimuli in multiple stimulus preference assessments may be key in expanding the interests of individuals with autism and finding more preferred items to use as reinforcers.
Citation: Didrichsen, S., & McDonald, M. (2022). Familiar vs. Unfamiliar Stimuli in Multiple Stimulus Preference Assessments. Special Education Research, Policy & Practice, 6, 71–77. https://issuu.com/hofstra/docs/2022_edition–special_education_research_policy_?fr=sOGU2MTUyNDE4MjI
Link for Poster Session for Familiar vs. Unfamiliar Stimuli in Multiple Stimulus Preference Assessments
Citation: Didrichsen, S., & McDonald, M. (2017, May). Familiar vs. Unfamiliar Stimuli in Multiple Stimulus Preference Assessments. http://dx.doi.org/10.13140/RG.2.2.21869.97761