جستجوی استاد راهنمای دانشگاهی

Richard Jochelson serves as Dean of Law at the Faculty of Law, University of Manitoba (Robson Hall), a position he has held since July 1, 2016. Previously, he taught criminal law for 10 years at the University of Winnipeg. Dr. Jochelson holds a Ph.D. in Law from Osgoode Hall Law School at York University, an LLM from the University of Toronto Faculty of Law, an LL.B. with Gold Medal from the University of Calgary Faculty of Law, and a B.Sc. in Zoology with Distinction from the same institution. He completed his legal training as a clerk at the Alberta Court of Appeal and Court of Queen's Bench before working at a major Canadian law firm. Dr. Jochelson's research program centers on critical issues in criminal justice and constitutional law, with primary interests in police powers jurisprudence, sexual regulation (particularly obscenity and indecency law), jury systems and representativeness, and legal pedagogy. His interdisciplinary approach bridges law with sociology and psychology, bringing empirical and theoretical rigor to legal scholarship. His work consistently addresses social justice concerns, examining how vulnerable populations interact with the justice system and how concepts like risk, precaution, and visibility shape legal decision-making. He has developed a distinctive methodology combining doctrinal analysis with empirical research on judicial behavior and jury decision-making. His recent publications reveal evolving scholarly priorities that respond to contemporary legal challenges. The 2025 article "Morbid Matters" addresses medical assistance in dying within federal corrections, while his 2024 works on youth terrorism cases and agnotology demonstrate expansion into new interdisciplinary territories. His longstanding commitment to police powers scholarship continues with "Ancillary Police Powers in Canada" (2024). The pandemic period saw significant contributions to understanding digital justice, mental health in legal education, and remote court proceedings. His criminal law scholarship maintains focus on jury representativeness, particularly regarding Indigenous inclusion following Bill C-75's elimination of peremptory challenges. Students' Teacher Recognition Award (CATL) - 2018 Dr. Jochelson has secured multiple SSHRC Insight Grants as both Principal and Co-investigator, demonstrating his ability to lead interdisciplinary research teams. His mentorship extends to junior academics and students, with several publications co-authored with emerging scholars. He has built significant research infrastructure, notably assembling nearly 40 interdisciplinary scholars across Canada for Robsoncrim.com, which has elevated the Criminal Law Edition of the Manitoba Law Journal to prominence as one of Canada's preeminent criminal law publications. As Dean of Law, Dr. Jochelson provides leadership in academic governance and legal education innovation. His service includes extensive committee work on academic affairs, workload policy, and hiring/tenure committees. His commitment to universal design principles informs both his teaching approach and administrative leadership, emphasizing accessibility and student-centered pedagogy that allows flexible evaluation methods tailored to individual learning preferences.

• Criminal Law
• Constitutional Law
• Police Powers
• +۷ مورد دیگر

Dr. Derek E. Daniels is an Associate Professor and Director of Graduate Studies in the Department of Communication Sciences and Disorders at Wayne State University’s College of Liberal Arts and Sciences. He is a licensed speech-language pathologist specializing in stuttering therapy and psychosocial aspects of stuttering. His research focuses on identity, stigma, intersectionality, and culturally responsive practices, with a particular emphasis on qualitative methods and social justice. He leads Camp Shout Out, a therapeutic camp for children and teens who stutter, and serves as a former President of the Michigan Speech-Language-Hearing Association. Dr. Daniels holds a Ph.D. from Bowling Green State University (2007), an M.A. from the University of Houston (2002), and a B.A. from Grinnell College (1998). His awards include the 2023 Professional of the Year Scholar and Service Award from the National Stuttering Association and the 2025 William T. Simpkins Service Award. He teaches courses such as 'Stuttering' and 'Normal Language Acquisition,' and his work emphasizes reducing stigma through education and advocacy. Dr. Daniels actively participates in professional organizations like the American Speech-Language-Hearing Association and has contributed to over 50 peer-reviewed publications and presentations globally.

• Stuttering therapy
• Psychosocial aspects of stuttering
• Identity and stigma
• +۴ مورد دیگر

Petra Kuppers is a Professor at the University of Michigan, specializing in disability culture, performance art, and ecocriticism. She holds a PhD from Falmouth College of Art/Plymouth University (1999) and is affiliated with multiple departments, including English, Drama, and Gender Studies. Her work bridges academic research with community-based performance, emphasizing socially just futures through art. Key roles include Artistic Director of The Olimpias, co-founder of Turtle Disco, and a Just Tech Fellow (2024–2026) for 'Planting Disabled Futures,' a VR project blending disability culture and environmental ethics. She teaches graduate courses on disability studies and creative writing, advising students through a monthly 'Research Coven.' Kuppers has authored influential books like *Disability and Contemporary Performance* (2003) and *Eco Soma* (2022), recognized with awards such as the Guggenheim Fellowship and ATHE Book Prize. Her poetry collections, including *Gut Botany* (2020) and *Diver Beneath the Street* (2024), explore intersections of disability, ecology, and true crime. Her research spans crip ecologies, archival activism, and somatic methods, with recent projects including *Crip/Mad Archive Dances* and participatory events like 'Crip Drifts.' She emphasizes accessibility in performance, digital art, and public engagement, often collaborating with Indigenous communities and global disability collectives.

• Disability Studies
• Performance Art
• Ecocriticism
• +۴ مورد دیگر

Anna Chalachanova is an Associate Professor in the Department of Health at VID University College, Norway. Her academic work centers on disability research, inclusive methodologies, and citizenship studies, with a primary focus on people with intellectual disabilities across Norway, Slovakia, and Great Britain. Her research spans inclusive research practices, citizenship frameworks for people with intellectual disabilities, higher education accessibility, sexual citizenship, religious inclusion, and protective care. She investigates how intellectual disabilities intersect with everyday citizenship experiences, voting rights, educational participation, and personal assistance services through participatory and co-creative methodologies that prioritize disabled voices. Analysis of her 15 most recent publications (2019-2025) reveals consistent thematic focus on citizenship and inclusion, with methodological emphasis on participatory research. Key trends include comparative studies between Norway and Slovakia, sexual citizenship barriers within personal assistance systems, and higher education experiences for intellectually disabled students. Her work demonstrates strong commitment to amplifying marginalized perspectives through narrative and co-created research approaches. Chalachanova actively contributes to multiple research initiatives including the ongoing PATHWAYS project (Faculty of Social Sciences) examining vulnerable institutional pathways for youth, and "To allow in" focused on barrier reduction for people with intellectual disabilities. Completed projects include "Higher education for people with intellectual disabilities" and "My vote counts too!" which evaluated voting participation mechanisms. These projects involve collaborations across Norwegian institutions, Slovakia, and Great Britain. Based in VID University College's Department of Health, she operates within interdisciplinary teams addressing disability inclusion through international partnerships. Her work connects Norwegian higher education contexts with Slovakian comparative frameworks, driving initiatives that transform citizenship practices and educational access for people with intellectual disabilities through evidence-based interventions.

• Disability research
• Inclusive research
• Citizenship studies
• +۴ مورد دیگر

Jacob M. Baum serves as the Buena Vista Foundation Associate Professor in the Department of History at Texas Tech University, specializing in later medieval and early modern European history with particular focus on the German-speaking world from 1400-1800. His research explores the intersections of ideas, culture, and daily life through the lens of the human body, spanning sensory studies, disability studies, and medical history. Dr. Baum challenges traditional narratives by examining how bodily experiences shaped historical developments during pivotal periods including the Protestant Reformation and early European colonial expansion, emphasizing how sensory knowledge emerged from practical problems confronted in daily life rather than purely intellectual frameworks. Dr. Baum's scholarly contributions include significant publications such as Reformation of the Senses (2019) and the co-edited volume Embodiment, Expertise and Ethics in Early Modern Europe: Entangling the Senses (2020), with his work increasingly focusing on disability history, particularly deafness in sixteenth-century Germany. His research demonstrates consistent methodological innovation, moving from sensory history to disability studies while maintaining focus on how bodily differences influenced social, cultural, and religious transformations. Hans Rosenberg Article Prize (2015) for 'From Incense to Idolatry: The Reformation of Olfaction in Late Medieval German Ritual' His research has received substantial support from prestigious organizations including the National Endowment for the Humanities, the National Humanities Center, the Mellon Foundation, and the Leibniz Institute for European History. At Texas Tech, Dr. Baum teaches undergraduate courses in European history, medical history, and disability history, as well as graduate courses in research methodology and historiography, actively mentoring students interested in his specialized chronological and thematic areas.

• Medieval History
• Early Modern European History
• German History
• +۴ مورد دیگر

Dr. Farzana Aman Tanima is a Senior Lecturer at the University of Sydney Business School’s Accounting, Governance, and Regulation department. She previously held roles at the University of Wollongong (2017–2023). Her research focuses on critical and dialogic accounting, social justice, and challenging neoliberal frameworks through participatory approaches. Born in Bangladesh, she earned her PhD in 2015 from Victoria University of Wellington, New Zealand, with a thesis on dialogic accounting practices for marginalized women. Education: PhD in Accounting, Victoria University of Wellington, 2015 Undergraduate Honours Degree, Victoria University of Wellington Research Interests: Dr. Tanima’s work centers on dialogic accounting to democratize accounting practices, with focus on NGOs, microfinance, Indigenous education, and race. She employs participatory action research and autoethnography to address systemic inequalities. Key areas include: Accounting’s role in empowerment and development Decolonizing accounting education through Jindaola Critical race theory and counter-accounting Awards: 2024 Mary Parker Follet Award (AAAJ Journal) 2020 VC OCTAL Teaching Award 2015 AFAANZ Best PhD Award Teaching & Mentorship: She leads pedagogical initiatives embedding Indigenous perspectives into curricula and fosters dialogic learning. Supervised two completed PhDs, with co-authored publications. Active in mentoring early-career researchers through invited talks and workshops. Labs/Teams: Part of the Alternative Accounting Research Network and editorial boards for CPA Journal and Financial Accountability & Management . Co-leads special issues on critical dialogics and publicness in accounting.

• Critical Accounting
• Dialogic Accounting and Accountability
• Social Justice and Human Rights
• +۶ مورد دیگر

Susanne Iwarsson is a Professor in Gerontology and Care for Older People at Lund University's Faculty of Medicine, holding the Mary and Seved Ribbing Professorship since 2005. She also serves as Director of the Centre for Ageing and Supportive Environments (CASE) and Coordinator of the Swedish National Graduate School for Competitive Science on Ageing and Health (SWEAH). Her academic journey includes a PhD in Medical Science (1997) and promotions to Associate Professor (1999) and Professor (2003). She has held leadership roles such as Pro-dean of the Faculty of Medicine (2006-2011) and Coordinator of the strategic research area MultiPark (2012-2014). Her research focuses on environmental gerontology, housing accessibility, and proactive ageing strategies. Key contributions include the Housing Enabler assessment tool and studies on ageing populations' participation in society. She has supervised 18 PhD students and 6 licentiates, with ongoing supervision of 4 current PhD candidates. Major projects include the Home, Health and Disability longitudinal study (2002-present) and the UserAge program exploring user participation in ageing research. Awards include the Excellent Teaching Practitioner title (2010) and Doctor Honoris Causa. Her work addresses UN Sustainable Development Goals related to health, sustainable cities, and reduced inequalities. Collaborations span universities in Sweden, Finland, Latvia, and the U.S., with partnerships in healthcare and municipal sectors.

• Gerontology
• Occupational Therapy
• Public Health
• +۶ مورد دیگر

Lisa B. Limeri is an Assistant Professor at the Department of Biological Sciences, Texas Tech University. Her work bridges social psychology, educational psychology, and STEM education to address retention and success in biology education. She leads the Limeri Lab, focusing on social-psychological factors affecting student persistence and instructor-student dynamics. Ph.D., Biological Sciences, University of Pittsburgh (2012–2017) Postdoctoral Research, Biology Education Research, University of Georgia (2017–2021) Her research examines how students' and instructors’ beliefs about abilities influence academic outcomes. She develops classroom interventions to reduce stressors and improve educational experiences. The lab’s recent work spans mindset measurement, community cultural wealth, disability frameworks, and mentoring surveys. Scientific awards include the STEP Program Fellow (2021–Present) and Scholar Certification from the Center for Integrated Research on Teaching and Learning (2017). She mentors doctoral students Anastasia Chouvalova and Mason Tedeschi and collaborates with postdoctoral researchers. The Limeri Lab has received recognition for its contributions to undergraduate research at Texas Tech symposia.

• Biology Education Research
• Social Psychology
• Educational Psychology
• +۴ مورد دیگر

Brett Gilley is an Associate Professor of Teaching in the Department of Earth, Ocean and Atmospheric Sciences at The University of British Columbia (UBC), Vancouver Campus. His primary affiliation is within the Faculty of Science. He specializes in geoscience education with a focus on inclusive fieldwork practices, collaborative learning strategies, and accessibility in STEM education. He is currently not accepting students for advising. His research interests span geology and geoscience education, with a strong emphasis on making field experiences accessible for students with disabilities, developing innovative teaching methodologies, and fostering inclusive learning environments. Gilley has contributed to projects like the Earth Science Experiential and Indigenous Learning (EASEIL) initiative, which integrates Indigenous knowledge and community partnerships into curriculum design. Notable trends in his publications include advancing universal design in geoscience field courses, evaluating collaborative testing strategies, and exploring the impact of technology (e.g., ChatGPT) on student research practices. His work often bridges pedagogical innovation with practical implementation in large undergraduate science programs. While no formal awards are listed, his contributions to inclusive education and curriculum development reflect a commitment to equitable STEM education. His professional activities include mentoring faculty through UBC’s evidence-based pedagogy graduate course and participating in interdisciplinary curriculum development teams.

• Geology
• Geoscience Education
• Science Education
• +۳ مورد دیگر

Ada M. Fenick, MD, is a Professor of Pediatrics (General Pediatrics) at Yale School of Medicine. She holds multiple leadership roles including Associate Director for Pediatrics in the Biopsychosocial Approach to Health clerkship, Medical Director of School-Based Health Centers, and Medical Director of the Medical-Legal Partnership Project. Her clinical practice focuses on economically disadvantaged pediatric populations, emphasizing developmental aspects of child health and addressing toxic stress impacts. Education: BS in Biomedical Sciences (University of Michigan, 1990), MD (University of Michigan, 1993), Pediatric Residency (Weill-Cornell/NY Medical Center, 1996) Research: Centers on pediatric primary care innovations such as group well-child care models, medical-legal partnerships, and obesity prevention. Key themes include health equity, social determinants of health, and curriculum development. Her recent work emphasizes leveraging medical student experiences to improve curricula addressing social drivers of health. Over 20 peer-reviewed publications since 2020 focus on topics like electronic phenotyping algorithms for obesity screening and frameworks for group pediatric care implementation. Awards: Includes Howard A Pearson MD Teaching Award (2013) and multiple institutional recognitions for clinical excellence and innovation. She leads initiatives like the Yale Primary Care Pediatrics Curriculum and collaborates with community organizations to enhance access to early intervention services for vulnerable children. Her work integrates clinical care, education, and policy advocacy to promote holistic child health outcomes.

• Pediatric Primary Care
• Obesity
• Breastfeeding
• +۴ مورد دیگر

Diane Carr is a Professor of Media and Cultural Studies at the Institute of Education, University College London (UCL), where she serves as Director of the Digital Media MA Programme. Based in the Culture, Communication & Media department, Carr is an established scholar in game studies, media studies, and critical disability studies. Her work bridges academic research with practical applications in digital media education. Carr's research focuses on media studies and cultural studies perspectives on digital games and players, with particular emphasis on critical analysis, methodology, representation, and screen studies. During 2024-25, her research follows two key themes: developing ludic autoethnography to articulate real-world experiences of discrimination, and examining complicity with big tech, datafication, and AI in games and education. Her work consistently explores the intersection of disability studies with game studies, challenging normative representations of ability in digital spaces. Carr's publications reveal a sustained engagement with disability representation in games, particularly through analyses of titles like Dead Space and Deus Ex. Her research demonstrates how games function as cultural texts that both reflect and shape societal attitudes toward disability, ability, and bodily difference. She employs textual analysis and autoethnographic approaches to examine how games construct notions of normalcy and deviance. UCL Widening Participation community of practice awards (2022) ONE UCL Award for collegiality, 'Ways of Working/Working Together' (2021) UKLA Postgraduate Research Prize (2015) Carr has supervised numerous PhD students including Danielle Kleinerman (in progress), Angeliki Symeonidi (2020), Bruno de Paula (2019), and Angela Colvert (2015). Her research funding includes significant projects like 'Disability and Community: Dis/engagement, Dis/enfranchisement, Dis/parity and Dissent' (2016-2021) funded by the AHRC, 'Alternative Futures: Disability and Community' (2014-2015), and 'Digital Games: Representations of disability' (2013-2014). She has also led projects on AI education using science fiction and virtual worlds in higher education. As Director of the Digital Media MA Programme, Carr leads initiatives that connect game studies with critical media education. Her teaching includes research design and game studies on the MA Digital Media Critical Studies program. Notably, Carr is deaf, bringing lived experience to her critical disability studies work while actively contributing to academic discourse on accessibility and representation in digital spaces.

• Media Studies
• Cultural Studies
• Digital Games
• +۴ مورد دیگر

Naomi Rogers, Ph.D. (She/Her) is Professor of the History of Medicine in the Section of the History of Medicine and the Program in the History of Science and Medicine at Yale University. She holds courtesy appointments in the History Department and the Women's, Gender and Sexuality Studies Program, and serves on Yale's Dean's Advisory Council for LGBTQI Affairs. Professor Rogers teaches undergraduate, graduate, and medical students, regularly lecturing on the history of AIDS, reproduction, health economics, eugenics, nutrition, disability, and health activism. Professor Rogers' educational background includes: PhD in History from University of Pennsylvania (1986) MA from University of Pennsylvania (1986) BA in Music from Melbourne University (1980) BA with Honors from Melbourne University (1979) Her research focuses on 20th and 21st century history of medicine with emphasis on health inequities and social justice. Professor Rogers' historical interests span gender and health, disease and public health, disability studies, feminism, alternative medicine, health policy, and health activism. Her work critically examines the intersection of medical practices with social movements, particularly how marginalized communities have challenged medical orthodoxy throughout American history. She has published extensively in journals such as American Journal of Public Health, Bulletin of the History of Medicine, Journal of Medical Humanities, Radical History Review, Social History of Medicine, and Women and Health. Professor Rogers' recent scholarship demonstrates a consistent focus on the historical dimensions of contemporary health issues, particularly vaccine politics, abortion history, and community health activism. Her publications reveal patterns of resistance to medical authority, the role of race and gender in shaping health outcomes, and the historical roots of current health justice movements. Her work bridges academic history with public engagement, as evidenced by her frequent media commentary on COVID-19 and other health issues in outlets including BBC Radio, CNN, Huffington Post, National Public Radio, New York Times, Wall Street Journal, and Washington Post. Among her notable recognitions: AAHN's Lavinia L. Dock Award for Exemplary Historical Research for 'Polio Wars: Sister Kenny and the Golden Age of American Medicine' (2014) Presenter of the AAHM's Garrison Lecture: 'Radical Visions of American Medicine: Politics and Activism in the History of Medicine' (2017) Professor Rogers has been actively involved in academic leadership and mentoring. She has served as Director of Graduate Studies for the 2022-23 academic year, Chair of the Women's Faculty Forum, and Liaison to the Committee on Status of Women in Medicine. Her service extends to editorial boards including the Journal of the History of Medicine and Allied Sciences since 2018. She has also contributed to public understanding of medicine through consultations for documentaries including 'The Polio Crusade' (PBS), 'On the Basis of Sex' (Focus Features), and 'War on Science' (in process). Currently, Professor Rogers serves on the Medical School's OBGYN 'Dobbs' Sessions Planning Committee, which has organized webinars for the Yale community, and was co-organizer of the history-themed session 'Rooted in History: Abortion, Law and American Health Care.' She is working on her book project 'Health Radicalism and the Humanization of American Medicine' (under contract with Oxford), examining critics of medical orthodoxy since 1945 including civil rights, consumer, and feminist activists. She also conducts ongoing research on antisemitism in American medicine in the decades before and after World War II.

• History of Medicine
• Health Inequities
• Social Justice
• +۷ مورد دیگر

Professor Luke Prendergast is the Deputy Dean of the School of Computing, Engineering & Mathematical Sciences (SCEMS) at La Trobe University (LTU) and holds a Professorship in the Department of Mathematics and Statistics. He previously served as Head of Department (2014–2020) and led LTU's Statistics Consulting Platform. His research focuses on robust statistics, meta-analysis, dimension reduction, and applied statistics, leading the DRAMA research group. Collaborations span fields like endocrinology, disability studies, and respiratory health. He actively contributes to research grants, including projects on Prader-Willi syndrome and exercise for disability populations. Professor Prendergast's recent work emphasizes statistical software development (e.g., the rquest package) and applications in biostatistics, such as metabolomics analysis and health intervention fidelity. His articles address topics like quantile-based hypothesis testing, geospatial accessibility for disability care, and motivational interviewing efficacy. Professional roles include NHMRC grant review panels, editorial boards for Nutrients and Respirology , and leadership in the Statistical Society of Australia (SSA Vic). His teaching includes courses in meta-analysis, linear models, and data-based critical thinking. Grants funded projects on exercise programs for cerebral palsy populations and community-university partnerships for disability inclusion. Luke's work bridges statistical theory with real-world health challenges, emphasizing robust methodologies and interdisciplinary collaboration.

• Robust Statistics
• Dimension Reduction
• Meta-Analysis
• +۳ مورد دیگر

Professor Larry D. Lynd is a prominent researcher at the University of British Columbia's Faculty of Pharmaceutical Sciences, with additional appointments as a Scientist at the Centre for Health Evaluation and Outcome Sciences (CHEOS) at Providence Health Care Research Institute, Director of the Collaboration for Outcomes Research and Evaluation (CORE), Scholar at the Peter Wall Institute of Advanced Studies, and Associate of the UBC School of Population and Public Health. Dr. Lynd completed his PhD in the Department of Health Care and Epidemiology at UBC and a post-doctoral fellowship in health economics at McMaster University. As a pharmacist (BSP) and epidemiologist, he has developed a distinguished career at the intersection of health outcomes research, epidemiology, and health economics, with a particular focus on the application of large administrative health datasets to inform practice and policy. His research spans multiple high-impact areas including rare diseases, multiple sclerosis, respiratory disease, and genomic medicine. Dr. Lynd leads major research initiatives such as the CANadian PROactive Cohort study for People Living with MS, the GenCOUNSEL study evaluating whole genome sequencing for clinical genetic services, and the Early Health Technology Assessment platform for the Nanomedicines Innovation Network. His recent publications demonstrate a strong emphasis on health technology assessment, genomic medicine implementation, multiple sclerosis outcomes research, and addressing unmet needs in clinical genetic services. Dr. Lynd's scientific contributions have been recognized through prestigious awards including the Dr. John McNeil Excellence in Health Research Mentorship Award (2022), Fellowship in the Canadian Academy of Health Sciences (2018), and the UBC Faculty of Pharmaceutical Sciences PharmD Teaching Award (2014-2015). As a mentor, Dr. Lynd has supervised doctoral students including Tamara Mihic (PhD in Pharmaceutical Sciences) and Kennedy Borle (PhD in Interdisciplinary Studies). He has secured substantial research funding, with recent grants totaling over $5 million from organizations including the Canadian Institutes for Health Research, Genome Canada, MS Society of Canada, and Genome British Columbia. Dr. Lynd actively contributes to health policy through leadership roles on committees including as chair of the Health Canada Special Advisory Committee on Non-Prescription Drugs, Special Advisory Committee to the Respiratory and Allergy Therapies Division of Health Canada, BC Ministry of Health Services Expensive Drugs for Rare Diseases Committee, and the BC PharmaNet Data Stewardship Committee.

• Health Outcomes Research
• Epidemiology
• Health Economics
• +۶ مورد دیگر

Rasha Baruni is an Assistant Professor in the Department of Psychology at the University of Manitoba's Faculty of Arts. She teaches courses including Seminar in Behaviour Modification (PSYC 4540/8240) and Seminar in Basic Operant Research (PSYC 4540/8270). Her academic background includes a PhD in Applied Behaviour Analysis from the University of South Florida (2023), an MS in Applied Behaviour Analysis from St. Cloud State University (2012), and a BA Honours in Psychology from York University (2007). PhD (Applied Behaviour Analysis), University of South Florida, 2023 MS (Applied Behaviour Analysis), St. Cloud State University, 2012 BA Honours (Psychology), York University, 2007 Baruni's research focuses on applied behavior analysis for child safety , particularly in digital environments. She develops and evaluates behavioral skills training (BST) and conjugate reinforcement schedules to address physical and digital safety threats (e.g., firearms, social media risks). Her work extends to staff training methodologies and procedural fidelity in intervention implementation. Recent publications analyze conjugate reinforcement dynamics, remote safety training efficacy, and BST adaptations. Research trends show emphasis on digital safety threats , cross-cultural interventions , and technology-assisted training for both children and practitioners. She actively explores ways to improve stakeholder accessibility to safety programs. Currently accepting Master’s and PhD students, Baruni collaborates with international institutions on behavioral safety initiatives and maintains active research connections through platforms like Google Scholar and ResearchGate.

• Applied Behavior Analysis
• Child Safety and Injury Prevention
• Autism Spectrum Disorder
• +۳ مورد دیگر