In this episode of Project OASIS, Erin speaks with Dr. Jesse Fleming, Assistant Professor at Arizona State University and Co-Director of Research Initiatives for Project OASIS. Drawing on his experience as a general education teacher, special education teacher, instructional coach, and researcher, Jesse reflects on how his work has evolved toward improving inclusion and long-term outcomes for students with disabilities.
The conversation explores the importance of school-research partnerships, the need for accessible and open educational research, and the role of peer-mediated supports in fostering meaningful social connections for autistic students. Jesse also discusses how positive behavior systems, classroom structure, and opportunities for authentic peer interaction can reduce exclusionary discipline practices and strengthen belonging for all learners.
Resources:
PBIS: https://www.pbis.org/
Fleming, J. I., Grasley-Boy, N. M., Gage, N. A., Lombardo, M., & Anderson, L. (2024). Effects of tiered SWPBIS fidelity on exclusionary discipline outcomes for students with disabilities: A conceptual replication. Journal of Positive Behavior Interventions, 26(1), 3-13. https://doi.org/10.1177/10983007231193173
Preprint: https://edarxiv.org/4rks5
Wilson, S. E., Fleming, J. I., Therrien, W. J., & Jamieson, O. (2026). A meta-analytic review of direct peer-mediated social interventions for secondary students with intellectual and developmental disabilities. Remedial and Special Education. Advance Online Publication. https://doi.org/10.1177/07419325251409318
If anyone would like a copy of the articles, please let us know and we will connect you to Dr. Fleming.
Click here for more information about Project OASIS, or to learn more about today’s co-host, Erin Rotheram-Fuller.
