معرفی
Jennifer Neyman is a Senior Lecturer in the Special Education & Applied Behavior Analysis Department at Gonzaga University, where she teaches evidence-based instruction, inclusive practices, behavior management, and response-to-intervention strategies. She also oversees the Early Childhood Special Education Program and directs the on-campus Integrated Lab Preschool, providing inclusive education for young children with and without disabilities.
Education:
- B.Ed., Special Education, Gonzaga University
- M.Ed., Special Education, Gonzaga University
Her research and teaching focus on applied behavior analysis and academic interventions in special education. She emphasizes bridging theory and practice through action research, guiding both undergraduate and graduate students in designing and implementing evidence-based strategies. Her work spans interventions in reading, mathematics, spelling, handwriting, behavior management, and communication for students with diverse disabilities including autism, intellectual disabilities, and learning disabilities.
Her recent publications and conference presentations (2023–2024) demonstrate a consistent focus on direct instruction methods such as flashcards, racetrack procedures, model-lead-test, token economies, and precision teaching. These studies target skill acquisition in academic, behavioral, and life skills domains across preschool, elementary, middle, and high school settings. The research often involves students with autism spectrum disorder, learning disabilities, ADHD, and developmental delays, primarily in self-contained or inclusive classrooms.
Scientific Awards:
- No awards listed in the provided text.
Jennifer Neyman actively mentors students, co-authoring numerous research projects with them, particularly through undergraduate research conferences such as the Spokane Intercollege Research Conference. She emphasizes field supervision and maintains strong connections with K–12 classrooms. She also contributes to college-level instruction by promoting data-based decision-making among teacher candidates. Her work is deeply rooted in practitioner-focused, behavior-analytic approaches to improving educational outcomes for individuals with special needs.
She leads the Integrated Lab Preschool, an on-campus facility that serves as both an educational program for young children and a training ground for future special educators. This lab supports experiential learning and applied research in early childhood special education and inclusive practices.
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