RESEARCH
STAR Autism Support's Suite of Products is Grounded in Research
At STAR Autism Support®, we are dedicated to providing research-based curricula grounded in rigorous, peer-reviewed studies conducted in collaboration with leading universities nationwide. Our programs are validated by studies, align with Common Core and state standards, and are proven effective in improving outcomes for students with autism and other developmental disabilities.
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The STAR Program
The STAR Program (grades PK-5) is a foundational curriculum that combines structured and naturalistic instruction to teach communication, learning, play, behavior, and functional skills while supporting increasing independence across environments.
The STAR Program Benefits Based on Research
Effective in school settings
Curriculum-based assessments and progress monitoring
Strategies (how to teach) & Content (what to teach)
Age-appropriate content for all levels
Connected to the Common Core and other State Standards
Road map to individualize to all learners
Flexible implementation suitable for self-contained and inclusive classrooms
Research Highlights
Multiple studies have reported positive outcomes for learners receiving instruction through The STAR Program or comprehensive programs incorporating STAR, including gains in language, social interaction, skill acquisition, academics, and independence (Arick et al., 2003, 2004; Bacon et al., 2014; Young et al., 2016).
An early-intervention study found significant growth in curriculum-based skill mastery and supported the use of the STAR Student Learning Profile alongside standardized assessments to track learner progress (Bacon et al., 2014).
A randomized controlled trial involving 302 students showed that students made statistically significant gains in receptive language and social skills at programs that incorporated The STAR Program curricula, compared to students receiving typical services (Young, Falco, Hanita, 2016).
A five-year outcome study involving more than 120 learners in public-school programs documented progress across communication, social interaction, academics, and functional routines (Arick et al., 2004).
Research Study Summaries
PEER REVIEWED
Measuring Outcome in an Early Intervention Program for Toddlers with Autism Spectrum Disorder
A peer-reviewed study published in Autism Research and Treatment examined outcomes for toddlers with autism enrolled in an early intervention program using The STAR Program curriculum (Bacon et al., 2014). Conducted in collaboration with researchers from the University of California, San Diego and Weill Cornell Medical College, the study tracked children's skill development over a two-year period using the STAR Student Learning Profile (SLP). Findings showed that children made significant, measurable progress, mastering more than five times as many skills by the end of the program compared to when they started. The results underscore the effectiveness of The STAR Program as a rigorous, evidence-based approach to early autism intervention.
RANDOMIZED CONTROLLED TRIAL
Randomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder
A randomized, controlled trial published in the Journal of Autism and Developmental Disorders (Young, Falco, Hanita, 2016) compared outcomes for 3- to 5-year-old students with autism spectrum disorder using the Comprehensive Autism Program (CAP), which integrates The STAR Program curricula, against typical programs. The study included 84 teachers and 302 students and their parents, making it one of the largest and most rigorous trials of its kind in autism education. After a 6-8 month implementation period, results showed that students in the CAP group made statistically significant gains in receptive language and social skills at school compared to students receiving typical services.
OUTCOME STUDY
Designing an Outcome Study to Monitor the Progress of Students with Autism Spectrum Disorders
A long-term outcome study published in Focus on Autism and Other Developmental Disabilities (Arick et al., 2003) tracked the progress of more than 122 children with autism enrolled in public preschool and school-age programs across rural, suburban, and urban settings over a five-year period. Students received instruction using The STAR Program, while an independent team of researchers conducted assessments to monitor progress, ensuring objective results. Students made significant gains across multiple developmental areas, including expressive and receptive language, social interaction, academics, and independence with daily routines, with 91% of students showing measurable progress in expressive language alone.
References
Arick, J. R., Young, H. E., Falco, R. A., Loos, L. M., Krug, D. A., Gense, M. H., & Johnson, S. B. (2003). Designing an outcome study to monitor the progress of students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(2), 75–87. https://doi.org/10.1177/108835760301800201
Arick, J. R., Young, H. E., Falco, R. A., Krug, D. A., Loos, L. M., Gense, M. H., & Johnson, S. B. (2004). Autism spectrum disorders outcome study and training project: A statewide study of student progress, final project report, fall 1998 to summer 2003. Portland State University and Oregon Department of Education.
Bacon, E. C., Dufek, S., Schreibman, L., Stahmer, A. C., Pierce, K., & Courchesne, E. (2014). Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: Use of a curriculum-based assessment. Autism Research and Treatment, 2014, Article 964704. https://doi.org/10.1155/2014/964704
Young, H. E., Falco, R. A., & Hanita, M. (2016). Randomized, controlled trial of a comprehensive program for young students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(2), 544–560. https://doi.org/10.1007/s10803-015-2597-0
The Links Curriculum
Links (grades 6-12+) is a foundational curriculum that integrates academic instruction with functional school, home, community, and vocational routines. Through Academic Teaching Units, structured lessons, and routine-based instruction, learners build academic knowledge, communication, participation, and independence across everyday settings.
Research Highlights
Research on Links has documented gains in learner independence during functional and community routines following targeted assessment and instruction (Arick et al., 2012).
In a pilot implementation study, 90% of participating learners improved their estimated Links Adjusted Independence scores across selected routines (Arick et al., 2012).
Learners demonstrated progress across routines using modeling, one-step directions, multiple-step directions, and naturally occurring cues, with an average gain of 23% across the cue-type comparisons analyzed (Arick et al., 2012).
A large-scale field test involving 30 school districts, 133 instructors, and 478 learners provided evidence of the reliability and validity of the routine-assessment system on which the Links assessment process is based (Arick et al., 2000).
Research Study Summaries
STUDENT OUTCOME STUDY
Implementation of the Links Curriculum: Study of Student Independence During Routines
A study published in the Links Implementation Manual (Arick, Hoffman, & Magee-Arick, 2012) examined outcomes for students with moderate to severe disabilities using the Links Curriculum. Instructors from across the United States implemented a structured pre-post assessment protocol to measure students' independence in functional and community routines. Results showed that 90% of students made measurable gains in independence, demonstrating that the Links Curriculum is an effective, evidence-based approach for building real-world skills in natural environments.
RELIABILITY & VALIDITY
Reliability and Validity of the Links Routine Assessment and Development System
A large-scale field test conducted for the Oregon Department of Education (Arick, Hoffman, & Nave, 2000) evaluated the reliability and validity of the assessment system used in the Links Curriculum. The study involved 30 school districts, 133 instructors, and 478 students with moderate to severe disabilities, one of the largest validation studies of its kind. Results confirmed that the Links assessment system is a highly reliable and valid tool for measuring student independence, giving educators confidence that the data it produces accurately reflects real student progress.
References
Arick, J. R., Hoffman, T., & Arick, J. M. (2012). Implementation of the Links Curriculum: Study of student independence during routines. In Links implementation manual (Chap. 2). STAR Autism Support.
Arick, J. R., Nave, G., & Hoffman, T. (2000). Reliability and validity of the Links Routine Assessment and Development System. Oregon Department of Education, Statewide Alternate Assessment for Students with Disabilities Technical Adequacy Report.
SOLER Curriculum
SOLER Essentials (grades K-5) and SOLER Classic (grades 3-8) support social understanding, emotional awareness, self-regulation, relationship skills, and peer interaction through structured instruction and meaningful practice.
The Collaborative for Academic, Social, and Emotional Learning (CASEL)
The Collaborative for Academic, Social, and Emotional Learning (CASEL) has identified five key skill domains for social and emotional learning (learn more at https://casel.org). These five domains are:
These domains are interconnected and essential to SEL. The Social Learning and Emotional Regulation (SOLER) program is designed to directly address each of these domains, providing a foundation for students with autism to develop SEL skills.
How does SOLER Classic connect to CASEL?
These domains are interconnected and essential to SEL. The Social Learning and Emotional Regulation (SOLER) program is designed to directly address each of these domains, providing a foundation for students with autism to develop SEL skills. The SOLER Classic curriculum aligns with the CASEL-defined domains and addresses each curricular area with multiple lessons.
SOLER Classic
Curricular Areas
Self-Awareness
Self-Management
Social Awareness
Relationship Skills
Responsible Decision-Making
Communication
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Self-Management
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Self-Awareness
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Friendships
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Perspective-taking
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Connections
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Note: SOLER Essentials includes Problem-Solving instead of Connections. Problem-Solving is a skill that directly supports Responsible Decision-Making and is closely linked to Self-Management, Relationship Skills, and Social Awareness in the CASEL framework.
Research Highlights
SOLER’s instructional approach draws on established social-emotional learning research and ABA-based instructional procedures for explicitly teaching and practicing social-emotional skills (Durlak et al., 2011; STAR Autism Support, n.d.-a).
SOLER’s curriculum areas connect to CASEL’s five interrelated competency areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Collaborative for Academic, Social, and Emotional Learning, 2020; STAR Autism Support, n.d.-a).
A meta-analysis of 213 school-based SEL programs involving more than 270,000 learners found improvements in social-emotional skills, attitudes, behavior, and academic performance, including an 11-percentile-point gain in academic achievement compared with control groups (Durlak et al., 2011).
Internal SOLER implementation data reported growth in learner skill acquisition and improvement in staff implementation fidelity.
(STAR Autism Support, n.d.-b).
References
Collaborative for Academic, Social, and Emotional Learning. (2020, October 1). CASEL’s SEL framework. https://casel.org/casel-sel-framework-11-2020/
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
STAR Autism Support. (n.d.-a). SOLER introduction and background [Curriculum background document].
STAR Autism Support. (n.d.-b). SOLER curriculum case study [Internal implementation report].
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