Jessica Steinbrenner

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Associate Professor

University of North Carolina at Chapel Hill

United States

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Jessica Steinbrenner is an Associate Professor at the University of North Carolina at Chapel Hill, United States. Her research focuses on adaptive behavior, health, and social participation among autistic young adults, as well as the experiences and perceptions of caregivers in supporting autistic individuals. She has contributed significantly to the literature on postsecondary transitions and vocational activities for autistic students.

Recent Grants

Grant: Close

Validation of an outcome measure of early social-communication for young children with ASD

Open Date: 2020-08-01

Close Date: 2025-06-30

Grant: Close

Making Professional Development Work for Preschool Classroom Teams Serving Students with ASD: Adapting a PD Model Using Normalization Process Theory

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Close Date:

Articles (12)

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2025

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2025

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2025

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2025

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2025

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2025

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2024

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2024

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2024

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2023

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UNITED STATES

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Jessica Steinbrenner

Research Interests

Explore related searches

Contact this professor

About

Recent Grants

Articles (12)

Adaptive Behavior, Self-Determination, and Health in Autistic Young Adults

Postsecondary Landscape for Autistic Young Adults: Special Issue on Autism, Young Adulthood, and Life Post High School

Caregiver Perceptions and Use of the Early Communication Indicator–Autism: Examining Differences Among Demographic Groups

Social and Vocational Activities of Autistic High School Students and Relationships With Educational Programming

Efficacy of an Online Caregiver Learning Series for Promoting Daily Living Skills of Autistic Adolescents

Pediatric feeding academic and post-graduate training experiences of speech-language pathologists and occupational therapists in the United States: differences, preferences, and gaps

Adapting the Early Communication Indicator as a Social Communication Outcome Measure for Young Autistic Children: A Pilot Study

Participation in Social and Leisure Activities After High School for Autistic Young Adults

Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives

Building Inclusive High School Communities for Autistic Students

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

Implementation of a multi-family autism transition program in the high school setting

Collaborators (5)

Linda R. Watson

Kara Hume

Dwight Irvin

Anna Wallisch

Christopher Brum

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