Assoc. Prof. Mark Carter

Assoc. Prof. Mark Carter

Associate Professor Mark Carter

Title: Associate Professor and Director of MUSEC
Phone: 02 9850 7880
Fax: 02 9850 8254
Email: mark.carter@mq.edu.au
Office: X5A 106

Introduction

Associate Professor Carter contributes to a number of postgraduate programs in the areas of high support needs and communication.

Research Interests

  • Education of students with high support needs.
  • Educational issues in autism spectrum disorders.
  • Communication of individuals with intellectual disability.
  • Social interaction and friendships in individuals with intellectual disability.
  • Evidence-based practice in special education.
  • Interpretation and analysis of small n research.

Teaching Links

Administration  
CoordinatorSPED101Creating Effective Learning Environments for Students with Special Needs
CoordinatorSPED102Why People Believe Weird Things: Making Rational Decisions in an Irrational World
CoordinatorSPED803Curriculum and Instruction for Individuals with High Support Needs
CoordinatorSPED807Communication for Individuals with High Support Needs

Publications

YearCitation
2016

Sng, C., Carter, M., & Stephenson, J. (2016). Teaching a student with Autism Spectrum Disorder on-topic conversational responses with an iPad: A pilot study. Australasian Journal of Special Education, 1-17. DOI: http://dx.doi.org/10.1017/jse.2016.6

2016

Petrina, N., Carter, M., Stephenson, J., & Sweller, N. (2016). Perceived friendship quality of children with autism spectrum disorder as compared to their peers in mixed and non-mixed dyads. Journal of Autism and Developmental Disorders, 46(4), 1334-1343. DOI 10.1007/s10803-015-2673-5

2015Petrina, N., Carter, M., & Stephenson, J. (2015).  Parental perception of the importance of friendship and other outcome priorities in children with Autism Spectrum Disorder. European Journal of Special Needs Education, 30(1), 61-74. DOI: 10.1080/08856257.2014.943566
2014Carter, M., Stephenson, J., Clark, T., Costley, D., Martin, J., Williams, K., Browne, L., Davies, L., & Bruck, S. (2014). Perspectives on regular and support class placement and factors that contribute to success of inclusion for children with ASD. Journal of International Special Needs Education, 17(2), 60-69. doi: http://dx.doi.org/10.9782/2159-4341-17.2.60
2014Stephenson, J., & Carter, M. (2014). The work of teacher aides in Australia: An analysis of job advertisements. International Journal of Special Education, 29 (3), 145-153.
2014Brown, P., Stephenson, J., & Carter, M. (2014). Multicomponent training of teachers of students with severe disabilities. Teacher Education and Special Education, 37(4), 347 - 362.DOI: 10.1177/0888406414546873
2014Stephenson, J., & Carter, M. (2014). What do employers ask for in advertisements for special education positions? Australasian Journal of Special Education, 38, 51-62. doi: 10.1017/jse.2014.3
2014Sng, C. Y., Carter, M., & Stephenson, J. (2014). A review of video modelling and scripts in teaching conversational skills to individuals with Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders, 1(2), 110-123. DOI 10.1007/s40489-013-0010-5
2014Leong, H. M., Stephenson, J., & Carter, M. (2014). The use of Sensory Integration Therapy in Malaysia and Singapore by special education teachers in early intervention settings. Journal of Intellectual & Developmental Disability, 39(1), 10-23. doi:10.3109/13668250.2013.854876
2014Carlon, S., Stephenson, J., & Carter, M. (2014). Parent reports of treatments and interventions used with children with autism spectrum disorder: A review of the literature. Australasian Journal of Special Education, 38, 63-90.doi:10.1017/jse.2014.4
2014Ho, B., Carter, M, & Stephenson, J. (2014). Cognitive-behavioral approach for children with Autism Spectrum Disorders: A meta-analysis. Review Journal of Autism and Developmental Disorders. 1, 18-33 doi: 10.1007/s40489-013-0002-5
2014Petrina, N., Carter, M., & Stephenson, J. (2014). The nature of friendship in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 8, 111-126.
2013Leong, H. M., Carter, M., & Stephenson, J. (2013). Sensory integration therapy in Malaysia and Singapore: Sources of information and reasons for use in early intervention. Education and Training in Autism and Developmental Disabilities. 48(3), 421-435
2013Webster, A. A., & Carter, M. (2013). Mutual liking, enjoyment, and shared interactions in the closest relationships between children with developmental disabilities and peers in inclusive school settings. Journal of Developmental and Physical Disabilities, 25, 373-393. doi: 10.1007/s10882-012-9319-8
2013Carter, M. (2013) Reconsidering the overlap-based measures for quantitative synthesis of single subject data: What they tell us and what they don't. Behavior Modification, 37, 378-390. doi: 10.1177/0145445513476609
2013Webster, A. A., & Carter, M. (2013). A descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings. Journal of Intellectual and Developmental Disability, 38, 1-11. doi: 10.3109/13668250.2012.743650
2013Kemp, C., Kishida, Y., Carter, M., & Sweller, N. (2013). the effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings. Early Childhood Research Quarterly, 28, 134-143.  doi: 10.1016/j.ecresq.2012.03.003
2013Carlon, S., Carter, M., & Stephenson, J. (2013). A review of declared factors identified by parents of children with autism spectrum disorders (ASD) in making intervention decisions. Research in Autism Spectrum Disorders, 7, 369-381. doi: 10.1016/j.rasd.2012.10.009
2013Stephenson, J., Carter, M., & O'Neill, S. (2013). Evidence-based practices in Australia. In B.G. Cook, M. Tankersley, & T.J. Landrum, Advances in learning and behavioral disabilities (Vol .26): Evidence-based practices. Bingley, UK: Emerald Group Publishing. doi: 10.1018/S0735-004X(2013)0000026014
2012Stephenson, J., O'Neill, S., & Carter, M. (2012). Teaching students with disabilities: A web-based examination of preparation of pre-service primary school teachers. Australian Journal of Teacher Education, 37, 13-23.
2012Stephenson, J., Carter, M., & Kemp, C. (2012). Quality of the information on educational and therapy interventions provided on the web sites of national autism associations. Research in Autism Spectrum Disorders, 6, 11-18. doi: 10.1016/j.rasd.2011.08.002
2012Ho, B.P.V., Stephenson, J., & Carter, M. (2012). Anger in children with autism spectrum disorder: Parent's perspective. International Journal of Special Education, 27, 14-31.
2012Carter, M., Stephenson, J., & Browne, L. (2012). The efficacy of the natural language paradigm: An illustration of three strategies for synthesising results of single subject research. Paper presented at the joint Conference of the Australian Association of Special Education and the Tasmanian Principals Association, 12-13th July, Hobart, Tasmania. Published in Special Education Perspectives, 21(2), 9-16.
2012Carter, M., Strnadova, I., & Stephenson, J. (2012).Reported prevalence of evidence-based instructional practices by special educators in the Czech Republic. European Journal of Special Needs Education, 27, 319-335. doi:10.1080/08856257.2012.691229
2012Carter, M., & Stephenson, J. (2012). The use of multi-sensory environments in schools servicing children with severe disabilities. Journal of Developmental and Physical Disabilities, 24, 95-109. doi: 10.1007/s10882-011-9257-x
2012Carter, M. (2012) Behaviors associated with joint attention can be taught to children with autism but questions remain about the function of these behaviors. Evidence-Based Communication Assessment and Intervention, 6, 171-173. doi: 10.1080/17489539.2012.759725
2011Leong, H.M., Stephenson, J., & Carter, M. (2011) The use of sensory integration therapy by intervention service providers in Malaysia. International Journal of Disability, Development and Education, 58(4), 341-358. doi:10.1080/1034912X.2011.626608
2011Carter, M., Stephenson, J., & Strnadova, I. (2011). Agreeing to agree: A response to Dempsey's Commentary on the reported prevalence by Australian special educators of evidence-based instructional practices. Australasian Journal Of Special Education, 35, 226-229. doi: 10.1375/ajse.35.2.226
2011Carlon, S., Carter, M., & Stephenson, J. (2011). An internet survey of treatments used by Australian parents of children with autism spectrum disorders. Special Education Perspectives, 20, 40-51.
2011Roberts, J., Williams, K., Carter, M., Evans, D., Parmenter, T., Silove, N., Clark, T., & Warren, A. (2011). A randomized controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based. Research in Autism Spectrum Disorders, 5, 1553-1566. doi:10.1016/j.rasd.2011.03.001
2011Reynhout, G., & Carter, M. (2011). Social Stories: Possible theoretical rationale. European Journal of Special Needs Education,26, 367-378. doi:10.1080/08856257.2011.595172
2011Stephenson, J. & Carter, M. (2011). The use of multisensory environments in schools for students with severe disabilities: Perceptions from teachers. Journal of Developmental and Physical Disabilities. iFirst. doi: 10.1007/s10882-011-9232-6
2011Carter, M., Stephenson, J., & Strnadova, I. (2011). Reported prevalence by Australian special educators of evidence-based instructional practices. Australasian Journal of Special Education, 35, 47-60. doi: 10.1375/ajse.35.1.47
2011Stephenson, J. & Carter, M., (2011). Use of multisensory environments in schools for students with severe disabilities: Perceptions from schools. Education and Training in Autism and Developmental Disabilities, 46, 276-290.
2011Reynhout, G., & Carter, M. (2011). Evaluation of the efficacy of Social Stories using three single subject metrics. Research in Autism Spectrum Disorders, 5, 885-900. doi:10.1016/j.rasd.2010.10.003
2011Carter, M., Roberts, J., Williams, K., Evans, D., Parmenter, T., Silove, N., Clark, T., & Warren, A. (2011). Interventions used with an Australian sample of preschool children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 1033-1041. doi:10.1016/j.rasd.2010.11.009
2011Stephenson, J., Carter, M., & Arthur-Kelly, M. (2011). Professional learning for teachers without special education qualifications working with students with severe disabilities. Teacher Education and Special Education, 34, 7-20. doi: 10.1177/0888406410384407
2011Carter, M. (2011). Many social skills interventions for individuals with ASD have some supporting evidence, but this review is illustrative rather than comprehensive. Evidence-Based Communication Assessment and Intervention, 5(2), 67-69. doi: 10.1080/17489539.2011.602588
2011Carter, M. (2011). Book review: Attention, Behaviour and Coordination: The A.B.C. of Learning Success. Australasian Journal of Special Education, 35, 97-99. doi:10.1375/ajse.35.1.97
2010Huck, S., Kemp, C., & Carter, M. (2010). Self-concept of children with disability in mainstream settings. Journal of Intellectual and Developmental Disability, 35, 141-154.
2010Carter, M. (2010). Preliminary analysis indicates speech generating devices appear to be useful for developing communication in children with Autism Spectrum Disorders [Abstract]. Evidence-Based Communication Assessment and Intervention, 4, 113-115. Abstract of van der Meer, L. A., & Rispoli, M. (2010). Communication interventions involving speech-generating devices for children with autism: A review of the literature. Developmental Neurorehabilitation, 13 294-306.
2010Ho, B. P. V., Carter, M., & Stephenson, J. (2010). Anger management using a cognitive-behavioural approach for children with special education needs: A literature review and meta-analysis. International Journal of Disability, Development and Education, 57, 245-265.
2010Carter, M. (2010). Evidence appears limited for group-based social skills training for school-age children with Autism Spectrum Disorders, but this review may not tell the whole story [Abstract]. Evidence-Based Communication Assessment and Intervention, 4, 11-13. Abstract of White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development in children with Autism Spectrum Disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37, 1858-1868.
2010Webster, A., & Carter, M. (2010). Characteristics of the closest relationships between children with developmental disabilities and peers in inclusive settings. Australasian Journal of Special Education, 34, 61-78.
2010Webster, A., & Carter, M. (2010). Adaptation of an interview-based protocol to examine close relationships between children with developmental disabilities and peers. Australasian Journal of Special Education, 34, 79-94.
2010Driscoll, C., & Carter, M. (2010). The effects of spatial density on the social interaction of preschool children with disabilities. International Journal of Disability, Development and Education, 57, 191-206.
2009Reynhout, G., & Carter, M. (2009). Transitions: Using Social Stories to facilitate change for students with special needs. Special Education Perspectives, 18, 61-71.
2009Preston, D., & Carter, M. (2009). A review of the efficacy of the picture exchange communication system intervention. Journal of Autism and Developmental Disorders, 39, 1471-1486.
2009Driscoll, C., & Carter, M. (2009). The effects of social and isolate toys on the social interaction of preschool children with disabilities. Journal of Developmental and Physical Disabilities, 21, 279-300.
2009Carter, M. (2009). The effects of graphing conventions and response options on interpretation of small n graphs. Educational Psychology, 29, 643-658.
2009Stephenson, J., & Carter, M. (2009). The use of weighted vests with children with autism spectrum disorders and other disabilities. Journal of Autism and Developmental Disorders, 39, 105-114.
2009Reynhout, G., & Carter, M. (2009). The use of social stories by teachers and their perceived efficacy research in autism spectrum disorders. Research in Autism Spectrum Disorders, 3, 232-251.
2009Hyatt, K., Stephenson, J., & Carter, M. (2009). A review of three controversial educational practices: Perceptual motor programs, sensory integration and tinted lenses. Education and Treatment of Children, 32, 313-342.
2008Reynhout, G., & Carter, M. (2008). A pilot study to determine the efficacy of a Social Story intervention for a child with autistic disorder, intellectual disability and limited language skills. Australasian Journal of Special Education, 32, 161-175.
2008Leong, H. M., & Carter, M. (2008). Research on the efficacy of sensory integration therapy: Past, present and future. Australasian Journal of Special Education, 32, 83-99.
2008Kishida, Y., Kemp, C. R., & Carter, M. (2008). Revision and validation of the Individual Child Engagement Record: A practitioner-friendly measure of learning opportunities for children with disabilities in early childhood settings. Journal of Intellectual and Development Disability, 33, 158-170.
2008Chiang, H. M., & Carter, M. (2008). Spontaneity of communication in individuals with autism. Journal of Autism and Developmental Disorders, 38, 693-705.
2008Carter, M., & Wheldall, K. (2008). Why can't a teacher be more like a scientist? Science, pseudoscience and the art of teaching. Australasian Journal of Special Education, 32, 5-21.
2008Carter, M., Stephenson, J., & Clayton, M. (2008). Students with severe challenging behaviour in regular classrooms: Support and impacts. Australian Journal of Guidance and Counselling, 18, 141-159.
2007Webster, A. A., & Carter, M. (2007). Social relationships and friendships of children with developmental disabilities: Implications for inclusive settings. A systematic review. Journal of Intellectual & Developmental Disability, 32, 200-213.
2007Carter, M., & Driscoll, C. (2007). A conceptual examination of setting events. Educational Psychology, 27, 1-9.
2007Stephenson, J., Carter, M., & Wheldall, K. (2007). Still jumping on the balance beam: Continued use of perceptual motor programs in Australian schools. Australian Journal of Education, 51, 6-18.
2007Reynhout, G., & Carter, M. (2007). Social Story efficacy with a child with autism spectrum disorder and moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 22, 173-182.
2006Reynhout, G., & Carter, M. (2006). Social stories for children with disabilities. Journal of Autism and Developmental Disorders, 36, 445-469.
2006Kemp, C., & Carter, M. (2006). The contribution of academic skills to the successful inclusion of children with disabilities. Journal of Developmental and Physical Disabilities, 18, 123-147.
2006Kemp, C., & Carter, M. (2006). Active and passive task related behaviour, directions following and the inclusion of children with disabilities. Education and Training in Developmental Disabilities, 41, 14-27.
2006Apps, M., & Carter, M. (2006). When all is said and done, more is said than done: Research examining constructivist instruction for students with special needs. Australasian Journal of Special Education, 30, 107-125.
2005Stephenson, J., & Carter, M. (2005). Student teachers' perceptions of best practice in practicum with learners who have high support needs. Australasian Journal of Special Education, 29, 60-83.
2005Kemp, C., & Carter, M. (2005). Identifying skills for promoting successful inclusion in Kindergarten. Journal of Intellectual and Developmental Disability, 30, 31-44.
2004Driscoll, C., & Carter, M. (2004). Spatial density as a setting event for the social interaction of preschool children. International Journal of Disability, Development and Education, 51, 7-37.
2003Carter, M. (2003). Communicative spontaneity in children with high support needs who use augmentative or alternative communication systems II: Antecedents and effectiveness of communication. Augmentative and Alternative Communication, 19, 155-169.
2003Carter, M. (2003). Communicative spontaneity in children with high support needs who use augmentative or alternative communication systems I: Classroom spontaneity, mode and function. Augmentative and Alternative Communication, 19, 141-154.
2002Grunsell, J., & Carter, M. (2002). The behavior chain interruption strategy: Generalization to out-of-routine contexts. Education and Training in Mental Retardation and Developmental Disabilities, 37, 378-390.
2002Kemp, C., & Carter, M. (2002). The social skills and social status of mainstreamed students with intellectual disabilities. Educational Psychology, 22, 391-411.
2002Carter, M. (2002). Communicative spontaneity in individuals with high support needs: An exploratory consideration of causation. International Journal of Disability, Development and Education, 49, 225-242.
2002Carter, M., & Iacono, T. (2002). Professional judgments of the intentionality of communicative acts. Augmentative and Alternative Communication, 18, 177-191.
2002Carter, M., & Hotchkis, G. (2002). A conceptual analysis of communicative spontaneity. Journal of Intellectual and Developmental Disability, 27, 168-190.
2001Carter, M., & O'Gorman Hughes, C. A. (2001). Toys and materials as setting events on the social interaction of preschool children. Australasian Journal of Special Education, 25, 49-66.
2001Carter, M. & Grunsell, J. (2001). The behavior chain interruption strategy: A review of research and discussion of future directions. Journal of the Association for Persons with Severe Handicaps, 26, 37-49.
2001O'Gorman Hughes, C., & Carter, M. (2001). Toys and materials as setting events for the social interaction of pre-school children with special needs. Educational Psychology, 22, 429-444.
2000Kemp, C., & Carter, M. (2000). Demonstration of classroom survival skills in kindergarten: A five-year transition study of children with intellectual disabilities. Educational Psychology, 20, 393-411.
2000Carter, M. (1999). The effects of an aided augmentative system on communication and speech in a preschool child with developmental delay: A case study. Australasian Journal of Special Education, 23, 25-46.

Grants

YearSourceTitleAmount
2011ARC Linkage Grant (Aspect and Autism SA).The efficacy of models for educational service delivery for students with autism spectrum disorders$348,446
2009Australian Association of Special Education Research award for 2009.Promoting research-based practice by teachers of students with high support needs$7,000
2007ACES Learning and Teaching Fund Allocation.Video sequences illustrating exemplary practice in the education of students with special needs in real classrooms$44,430
2007ACES Learning and Teaching Fund Allocation,Use of technology in the education of students with high support needs: Teacher use of multisensory environments$9,000
2006Macquarie University External Collaborative Research Grants SchemePromoting responsive interactions between teachers and students with severe disability and complex communication needs.$30,300
2005Macquarie University Research Development GrantThe Effects of Graphing Conventions on Interpretation of Small N Research$9,500
2005ARC Linkage Grant (University of Sydney and Autism Association of NSW)Comparative Analysis of Early Intervention Programs for Young Children with Autism$306,000

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