Teresa Cardon

Dr. Teresa Cardon is a Senior Lecturer in the Department of Educational Psychology at the University of North Texas, where she contributes to teaching and research with a focus on learners with diverse abilities. She is dually certified as a Speech-Language Pathologist (SLP) and a Board Certified Behavior Analyst-Doctoral (BCBA-D), bringing over 25 years of clinical and educational experience to her academic role.

Research Interests: Her scholarly work emphasizes interprofessional education and practice, early intervention strategies, video modeling, autism spectrum disorder (ASD), media portrayals of autism, and collaboration bias among professionals. These interests reflect her commitment to improving outcomes through integrated, evidence-based approaches across educational and clinical settings.

Publication Trends: Her recent publications (2020–2022) reveal a consistent focus on autism across multiple domains—education, media, workplace inclusion, housing, and physiological assessment. The research combines qualitative insights with empirical methods, often emphasizing stakeholder perspectives and interdisciplinary collaboration, particularly between SLPs and BCBAs.

• Scientific Service:
• Serves on editorial boards of prominent journals
• Member, Practice Board Workgroup, Association for Behavior Analysis International
• Volunteer in various capacities for professional organizations

Advising and Grants: While no formal list of advisees or funded grants is provided, her active research and service roles suggest mentorship and potential grant involvement in special education and interprofessional practice. She supports educators and clinicians working with unique populations through scholarly dissemination and professional engagement.

Labs and Teams: Dr. Cardon collaborates with interdisciplinary teams across psychology, education, and behavioral sciences. She has contributed to national workgroups and multi-institutional research projects focused on autism and interprofessional collaboration, indicating active participation in larger academic and clinical networks.