جست‌وجوی استاد و پژوهشگر

Christine Drewمشاهده پروفایل

استادیار

• Behavior Analysis
• Special Education
• Intellectual and Developmental Disabilities (IDD)
• +۶ مورد دیگر

Dr. Christine Drew serves as Assistant Professor in Auburn University's College of Education within the Department of Special Education, Rehabilitation, and Counseling. She coordinates the Graduate Transition Certificate Program and advises the EAGLES Program, leveraging her expertise in behavior analysis for intellectual and developmental disabilities. Her academic foundation includes a Ph.D. from the University of Oregon, M.Ed. in Special Education from Texas State University, and B.A. in Economics from the University of Texas. Educational background: Ph.D. in Special Education from University of Oregon M.Ed. in Special Education with Applied Behavior Analysis concentration from Texas State University B.A. in Economics with minor in secondary social studies education from University of Texas Dr. Drew's research pioneers intersections of behavior analysis, sexuality education, and IDD support through parent collaboration. Her work advances telehealth interventions for challenging behavior and inclusive practices for neurodiverse populations, with growing emphasis on social justice dimensions like LGBTQIA+ inclusion and racial equity in autism services. Methodologically, she integrates single-case designs with community-based participatory approaches to address systemic barriers. Analysis of her 2021-2025 publications reveals three dominant trajectories: (1) Practical skill-building interventions for daily living and menstrual health, (2) Telehealth adaptations for family-implemented behavior support across generations, and (3) Critical examinations of equity gaps in disability research and incarceration systems. Her scholarly impact extends through editorial contributions to the Journal of Positive Behavior Interventions . Professional recognition includes Board Certified Behavior Analyst-Doctoral (BCBA-D) status achieved in 2019, though no formal scientific awards are documented. Her editorial board service demonstrates peer acknowledgment of expertise. As EAGLES Program Faculty Research Advisor, Dr. Drew mentors transition-focused projects while coordinating graduate certificate training. Her telehealth research during the pandemic suggests NIH or IES grant involvement, though specific funding isn't detailed. Current work emphasizes sustainable activism models for behavior analysts. Dr. Drew leads Auburn's EAGLES Program research initiatives, developing inclusive higher education frameworks for students with IDD. Her telehealth case studies involve multi-stakeholder teams including grandparents, parents, and school personnel, reflecting her commitment to ecological intervention approaches.

Shubha Kashinathمشاهده پروفایل

دانشیار

• Autism
• Speech-Language Pathology
• Early Intervention
• +۵ مورد دیگر

Shubha Kashinath is an Associate Professor and Chair in the Department of Speech, Language, & Hearing Sciences at California State University, East Bay. Her work focuses on bridging research and clinical practice to improve outcomes for individuals with communication impairments. She leads the CSD Early Social Communication Research Clinic, guiding undergraduate and graduate students in autism research, family-centered intervention, and collaborative practices. Additionally, she directs the Conversation Club, a social skills program for adults with autism enrolled in the College Link Program. Her research emphasizes autism, early intervention, and family-centered approaches, with a particular interest in augmentative and alternative communication (AAC) and culturally responsive practices. She teaches courses in autism, language disorders, counseling, and research methods. Dr. Kashinath’s publications span peer-reviewed journals, highlighting topics like paraeducator training, family routines-based interventions, and the efficacy of social skills programs. She actively mentors underrepresented students in speech-language pathology, emphasizing leadership and research engagement. Her professional service includes roles in academic leadership and community outreach, reflecting her commitment to advancing both scientific knowledge and practical clinical solutions.

Priscilla Burnham Riosaمشاهده پروفایل

دانشیار

• Therapeutic Rapport
• Parent-Child Relationships
• Mental Health
• +۴ مورد دیگر

Priscilla Burnham Riosa is an Associate Professor and Department Chair in the Department of Applied Disability Studies at Brock University. She holds a PhD in Human Development from the University of Guelph and an MSc in Developmental Psychology from Western University, with a postdoctoral fellowship at York University focusing on mental health and autism. Her research emphasizes improving well-being and quality of life for individuals with disabilities and their families, with key interests in therapeutic rapport, mindfulness-based interventions, and community-engaged research. The Burnham Riosa Lab explores topics such as parent-child relationships, mental health disparities among migrants, and healthcare accessibility for individuals with autism. Her academic trajectory includes publications on autism spectrum disorder interventions, emotion regulation in children, and healthcare provider training. Current students include Shona Mills, Kevin Yu, and Sara Tanasichuk. Past advisees have contributed to studies on sibling perspectives of autism and risk factors for violence in autistic adults. She is accepting ABA/LDCC students for Fall 2024. Research trends in her publications reflect a focus on translational science, bridging clinical practice and community needs. Collaborations span disciplines like behavioral analysis, pediatric healthcare, and qualitative methodologies. Her work addresses gaps in service provision while advocating for strengths-based approaches to disability. Advising and mentoring have been central to her career, with a record of guiding students through rigorous qualitative and quantitative studies. The Burnham Riosa Lab collaborates with institutions like the Centre for Applied Disability Studies to advance inclusive policies and interventions.

Julie Koudysمشاهده پروفایل

دانشیار

• Augmentative and Alternative Communication
• Behavioral Interventions for ASD
• Long-term Outcomes of Behavioral Interventions
• +۳ مورد دیگر

Dr. Julie Koudys is an Associate Professor and Clinical Coordinator in the Department of Applied Disability Studies at Brock University. She holds a Ph.D. in Clinical Psychology from York University and is a Registered Psychologist and Board Certified Behavior Analyst at the doctoral level. Her research focuses on augmentative communication systems, behavioral interventions for ASD and developmental disabilities, and long-term outcomes of early interventions. Dr. Koudys has served on key Ontario government committees for autism programs and currently represents the Behavior Analyst Certification Board (BACB) internationally. Education: Ph.D., Clinical Psychology (York University). Professional Affiliations: Registered Psychologist (Ontario), Board Certified Behavior Analyst - Doctoral (BCBA-D). Research Interests: Parent-implemented behavioral interventions for problem behavior and sleep difficulties in children with ASD Evaluation of Picture Exchange Communication System (PECS) efficacy and implementation strategies Long-term outcomes of early intensive behavioral intervention (EIBI) Cultural responsiveness in applied behavior analysis Awards: 2017 ONTABA Research Award for contributions to ASD treatment guidelines, 2018 ONTABA President’s Service Excellence Award for committee work. Active in professional regulation policy development and telehealth applications for behavior analytic training. Advising: Current MA students include Hannah Floyd, Elizabeth Gay, and Taylor McNeely. Has supervised 10+ graduate students over past decade. Research collaborations include studies on autism policy, telehealth training, and cultural competency in ABA practices.

Jamie Owen-DeSchryverمشاهده پروفایل

استاد

• Clinical Psychology
• Autism Spectrum Disorder
• Educational Interventions
• +۳ مورد دیگر

Jamie Owen-DeSchryver is a Professor in the Psychology Department at Grand Valley State University, specializing in Clinical Psychology with a focus on Autism Spectrum Disorder (ASD). Holding a PhD from SUNY Stony Brook, they combine academic research with practical applications in educational settings. Education: B.A. from Kalamazoo College M.A. from Johns Hopkins University Ph.D. from State University of New York at Stony Brook Their research centers on implementing educational and behavioral interventions for individuals with ASD across developmental stages, from preschool to college. Current projects include the Statewide Autism Resources and Training (START) initiative, funded by MDE/OSEP, where they develop materials and provide technical assistance to schools in Michigan. Recent publications highlight expertise in video modeling, visual supports, self-management systems, peer supports, and opportunities-to-respond techniques. They also mentor graduate students in school psychology on intervention strategies for K-12 students with diverse needs, including ADHD, learning disabilities, and anxiety disorders. Contact: Office: 1319 Au Sable Hall Phone: (616) 331-8703 Email: owendesj@gvsu.edu

Rosemary Condillacمشاهده پروفایل

دانشیار

• Applied Behavior Analysis (ABA)
• Disability Studies
• Developmental Disabilities
• +۴ مورد دیگر

Rosemary Condillac is an Associate Professor and Graduate Program Director in the Department of Applied Disability Studies at Brock University, serving as the BACB Liaison. She holds a Ph.D. in School and Child Clinical Psychology from OISE/UT (2002), an MA in Applied Developmental Psychology-Clinical (1997), and a B.A. in Psychology from York University (1988). Her expertise spans over 25 years in disabilities research and practice. Dr. Condillac's research focuses on evidence-based practices for individuals with disabilities, including intellectual disabilities, autism, and fetal alcohol spectrum disorders. She investigates behavioral treatment adherence by caregivers and ABA applications in education and wellness. She has contributed to deinstitutionalization outcomes research and autism assessment methodologies. Previously, she served as past-president of the Ontario Association for Behavior Analysis (ONTABA) and past-chair of the Ontario Association on Developmental Disabilities Research SIG. Her work emphasizes bridging clinical practice with research, particularly through innovative service models like the TRE-ADD program. She advises MA students in the Applied Disability Studies program and mentors post-doctoral fellows. Her lab offers volunteer opportunities for undergraduates and graduates, fostering collaborative research in ABA and disability studies.

Audrey N. Hoffmanمشاهده پروفایل

استادیار

• Applied Behavior Analysis
• Challenging Behavior Assessment and Treatment
• Staff Training and Supervision
• +۷ مورد دیگر

Dr. Audrey N. Hoffman is an Assistant Professor in the Department of Special Education and Rehabilitation Counseling at Utah State University. She serves as Verified Course Sequence Coordinator for the MS in Applied Behavior Analysis (ABA) program and as Co-Director of the Behavior Support Services (BSS) within the Sorenson Center for Clinical Excellence. PhD in Disability Disciplines (ABA), Utah State University (2017) MS in Special Education (ABA), Utah State University (2014) BS in Psychology, Utah State University (2008) Her research focuses on behavior analysis across three domains: assessment and treatment of challenging behavior, staff training/supervision practices, and translational research on high-tech reinforcers. She specializes in clinical services for individuals with developmental disabilities using functional assessment and evidence-based interventions. Recent publications demonstrate expertise in MSWO preference assessments , token economy systems , and telehealth implementation . Her work appears in journals like Behavioral Interventions and Behavior Analysis in Practice , emphasizing practical applications in educational and residential settings. Delivers courses on single-case designs, functional assessment, supervision, and systems change Mentored 19 graduate students in behavior analysis and special education Licensed Behavior Analyst (2015) and Board Certified Behavior Analyst (Doctoral Level, 2014) Clinical and research work spans school, home, and clinical settings through BSS, focusing on sustainable behavior change and translational research methodologies.

Fern A. Fisherمشاهده پروفایل

دانشیار مهمان

• Access to Justice
• Housing Law
• Judicial Administration
• +۵ مورد دیگر

Fern A. Fisher is the Sassower Distinguished Visiting Professor of Law and Visiting Associate Professor of Law at the Maurice A. Deane School of Law, Hofstra University, where she also serves as Special Assistant for Social Justice Initiatives to the Dean. She brings decades of judicial and legal leadership experience to her academic role. Her educational background includes a JD from Harvard Law School (1978) and a BA summa cum laude, Phi Beta Kappa from Howard University (1975). Fern A. Fisher's research and professional interests center on access to justice, housing law, and judicial reform. She has been a national leader in improving legal services for underserved communities and advancing equity in the judiciary. Her work bridges legal scholarship, policy, and practical reform. She has contributed extensively to legal practice guides and public education, including authoring the "Views from the Bench" section in the Thomson-West practice guide on Residential Landlord-Tenant Law in New York for over two decades and hosting a public affairs television series on housing issues. Her expertise has been sought internationally, including advising the Yale Law School China Law Center on judicial improvements. Recipient of the Gary Bellow Public Service Award (2006) Appointed to ABA Standing Committee on Delivery of Legal Services (2008) Active leadership in professional associations including the Association of the Bar of the City of New York and New York County Lawyers Association Judge Fisher has supervised judicial externs and taught graduate law courses such as Externship Seminar (Judicial), Independent Study, and Access to Justice in Challenged Societies. She has not held formal research grants mentioned in the text but has led major institutional initiatives in access to justice. She is associated with the law school’s social justice and clinical education programs, contributing to student training and policy development in public interest law.

Geralyn R. Timlerمشاهده پروفایل

استاد

• Social Communication Disorders
• Language Development
• Language Assessment and Intervention
• +۳ مورد دیگر

Geralyn R. Timler is a Professor in the Department of Communication Sciences & Disorders at James Madison University (JMU), and Director of the On-Campus Program for the Speech-Language Pathology (M.S.) degree. She holds a Ph.D. in Speech and Hearing Sciences from the University of Washington, an M.S. in Communicative Disorders from the University of Wisconsin-Madison, and a B.A. in Communicative Disorders from the University of Wisconsin-Eau Claire. Her research focuses on social communication, language development and disorders, and assessment/intervention strategies. She leads the Social Communication and Language Evaluation (SCALE) Lab, which emphasizes evidence-based practices for children with neurodevelopmental disorders. Key areas of interest include neurodiversity-affirming approaches, social communication deficits in ADHD and autism spectrum disorders, and linguistic diversity in assessment. Dr. Timler has published extensively on pragmatic language disorders, interprofessional interventions, and diagnostic accuracy. She is actively involved in training graduate students in clinical practices that bridge theory and real-world application. Her educational background spans three decades of academic excellence, with a strong emphasis on applied clinical research. She collaborates across disciplines to address gaps in understanding and treating complex communication disorders. Dr. Timler’s work often intersects with cultural competence, particularly in assessing children from linguistically diverse backgrounds such as Bahamian Creole English speakers. She advocates for improved diagnostic tools that account for overlapping symptoms in neurodevelopmental conditions. Her contributions to the field include refining social communication interventions for preschoolers and school-age children, emphasizing peer interactions and generalization of skills.

Trenton J Landonمشاهده پروفایل

دانشیار

• Clinical Supervision of Counselors
• Professional Development
• Rural Rehabilitation
• +۶ مورد دیگر

Trenton J Landon, Ph.D., is an Associate Professor in the Department of Special Education and Rehabilitation Counseling at Utah State University. With academic credentials from Michigan State University (Ph.D., 2016) and Utah State University (MS, 2005), he integrates clinical expertise as a Utah-licensed Clinica Mental Health Counselor (2023) and Certified Rehabilitation Counselor (2005) into pedagogical and research domains. Ph.D. in Counselor Education & Supervision (Rehabilitation Counseling), Michigan State University, 2016 MS in Rehabilitation Counseling, Utah State University, 2005 BA in International Studies (Chinese) and BS in Sociology, both from Utah State University, 2004 His research program investigates clinical supervision efficacy , professional identity formation , and equitable service delivery for individuals with disabilities in rural communities. Key contributions include: Developing ethical decision-making frameworks for counselors Advancing understanding of turnover intent in state VR systems Validating assessment tools for supervisory relationships Addressing multicultural competence in global contexts Recent publications (2023-2025) analyze: Organizational factors affecting VR workforce retention Psychosocial assessment adaptations for neurodiverse adolescents Gatekeeping behaviors among counselor educators Comparative analysis of clinical vs administrative supervision Ethical challenges in forensic and business settings As a mentor, he has guided graduate students like Kayla Currier-Kipping while maintaining active involvement in curriculum development (e.g., REH 6240 - Ethical Decision-Making in Counseling , REH 6320 - DSM-5 Applications ) and grant-writing internships.

• Applied Behavior Analysis
• Autism Spectrum Disorders
• Early Intervention Strategies
• +۶ مورد دیگر

Amy Polick is a Teaching Professor and Associate Dean of Academic Affairs at Florida State University's Panama City Campus, affiliated with the Department of Psychology. She holds a Ph.D. from Auburn University (2011) and specializes in Applied Behavior Analysis (ABA). Education: Ph.D., Auburn University, 2011 Polick’s research and teaching focus on applying ABA principles to address socially significant behaviors. Key areas include early intervention for individuals with Autism Spectrum Disorders, ABA implementation in school and mental health settings, behavior reduction strategies, and training graduate students in ABA programs. She also explores ABA's clinical utility in workplace applications, response effort manipulations, and evaluating behavioral treatment claims.

Kristen Padillaمشاهده پروفایل

دانشیار بالینی

• Applied Behavior Analysis
• School Psychology
• Assessment and Measurement
• +۳ مورد دیگر

Dr. Kristen Padilla serves as a Clinical Associate Professor in Baylor University's School of Education, Department of Educational Psychology, and directs the Baylor Center for Developmental Disabilities (BCDD). A credentialed school psychologist and Board Certified Behavior Analyst (BCBA), she holds multiple certifications including LBA, LSSP, BCBA, and NCSP. Her education includes a PhD (2020) and EdS (2010) from Baylor University and a BA (2004) from the University of Texas Austin. Certifications were obtained between 2010-2019 across behavior analysis and school psychology domains. Research focuses on applied behavior analysis in schools, specifically validity/reliability of ABA assessments, behavior analytic practices for students with autism spectrum disorder (ASD), and training for behavior analysts. Her work addresses critical gaps in supporting emergent bilingual students with disabilities and teacher consultation in behavior management. Major awards include NASP's Early Career Spotlight Award, TASP's Outstanding School Psychologist award, and Baylor's Task Supervisor of the Year recognition from the Diana Garland School of Social Work. $2,318,529 grant from U.S. Department of Health and Human Services for Autism Consortium of Texas LEND program $2,999,257 grant from U.S. Department of Education for Project ¡LEER! supporting English learners As BCDD director, she supervises graduate students providing assessment/intervention services and coordinates community trainings on ASD. She teaches graduate courses in ABA practicum, assessment, and autism leadership training while authoring a textbook titled "Assessment and Measurement in Applied Behavior Analysis".

Karen Lionello-DeNolfمشاهده پروفایل

دانشیار

• Experimental Behavior Analysis
• Applied Behavior Analysis
• Autism Spectrum Disorder
• +۲ مورد دیگر

Karen Lionello-DeNolf serves as Associate Professor and Director of the Master of Arts in Applied Behavior Analysis program at Assumption University within the D’Amour College of Liberal Arts and Sciences, Department of Psychology. A Board Certified Behavior Analyst and experimental psychologist, she conducts research in both laboratory and applied settings focusing on environmental variables impacting behavior. Her educational credentials include: Ph.D. in Experimental Psychology from Purdue University (2001) M.S. in Experimental Psychology from Purdue University (1997) B.A. in Psychology from Illinois Wesleyan University (1995) Dr. Lionello-DeNolf's research centers on experimental and applied behavior analysis, autism spectrum disorder, developmental disabilities, and relational learning. She investigates how behavioral principles can address social problems through translational research bridging laboratory findings with real-world interventions. Her work emphasizes empirical validation of behavioral processes across diverse populations and settings. Analysis of her 2014-2024 publications reveals consistent focus on equivalence classes, relational learning, and behavioral interventions for developmental disabilities. Key trends include theoretical expansions of Sidman's equivalence model, translational studies from pigeon research to human applications, and investigations into cooperative behavior and inequity aversion. Her work demonstrates strong alignment between fundamental behavior analysis and clinical practice, particularly in autism interventions. As program director for the Applied Behavior Analysis MA program, Dr. Lionello-DeNolf oversees curriculum development and student thesis supervision (ABA 800-803). She teaches undergraduate courses including Psychology of Learning (PSY 253) and Introduction to Autism Spectrum Disorder (PSY 383), alongside graduate-level ABA methodology courses. Her role combines academic instruction with program leadership in this specialized clinical training track.

JP Legerskiمشاهده پروفایل

استاد بالینی

• Child Psychopathology
• Memory Development
• Social & Emotional Development
• +۳ مورد دیگر

JP Legerski is a Clinical Professor and NPCC Clinical Director at the Department of Psychology, University of North Dakota. He specializes in child psychopathology, memory development, and social-emotional development. His work focuses on trauma interventions, refugee youth mental health, and disaster response. Legerski received his Ph.D. in Clinical Child Psychology from the University of Kansas (2010), with prior degrees from Brigham Young University (B.S., 2004) and a pre-doctoral internship at Boys Town (2010). His research explores topics including post-traumatic stress in disaster survivors, cultural adaptations of evidence-based therapies, and burnout among behavioral health professionals. Notable contributions include studies on Bosnian war-affected youth and Hurricane Katrina evacuees. He teaches courses such as Clinical Practice, Child Psychopathology, and Advanced Individual Research. Legerski's publications span academic journals and edited volumes, with emphasis on trauma treatment, diagnostic frameworks, and developmental psychology. His clinical work integrates mindfulness practices and cognitive-behavioral approaches. He currently oversees graduate student training in UND's Clinical Psychology PhD Program.

Diana Parry-Cruwysمشاهده پروفایل

دانشیار

• Applied Behavior Analysis
• Autism Spectrum Disorder
• Early Intervention
• +۳ مورد دیگر

Dr. Diana Parry-Cruwys is an Associate Professor in the Master of Science in Applied Behavior Analysis program at Regis College, where she also serves as the fieldwork coordinator and co-director of the Regis Autism Center. She holds a PhD from Western New England University, a master’s from Northeastern University, and a Bachelor of Arts in English and Psychology from Furman University. Her research focuses on early intensive behavioral intervention (EBI), joint attention development, and inclusive practices for children with autism spectrum disorders. Dr. Parry-Cruwys has presented widely at national conferences and serves on the editorial board of Behavioral Interventions and the Berkshire Association of Behavior Analysis and Therapy events committee. Her academic roles include teaching courses such as ABA 604 (Treatment Evaluation), ABA 608 (Behavior Intervention), and fieldwork thesis series. Her work emphasizes practical applications of behavior analysis in educational and clinical settings, with recent publications exploring compassionate care in graduate programs, APA citation training methodologies, and environmental behavioral interventions for sustainability. Dr. Parry-Cruwys’ research trends reflect a commitment to bridging academic rigor with real-world impact. Her articles address topics ranging from autism intervention efficacy to systemic racism mitigation through behavior analytic frameworks. She has contributed to textbook chapters on behavioral treatment for autism and pioneered training programs for graduate students in data management and practicum adherence. Her work consistently integrates innovative instructional methods with ethical considerations in behavioral practice. Notable collaborative efforts include co-authoring studies on observational learning mechanisms and recycling behavior modification on college campuses. While no formal grants are highlighted in the provided text, her editorial and committee roles indicate active participation in professional community-building initiatives. Dr. Parry-Cruwys’ academic leadership extends to the Regis Autism Center, where she oversees applied research and clinical training programs. Her work exemplifies the intersection of empirical research, pedagogical innovation, and societal impact within the field of applied behavior analysis.