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PhD in Behavior Analysis Data on Program Graduates

As of April of 2014, fifteen of the program’s 18 graduates serve as faculty in colleges and universities in the U.S. and teach courses in behavior analysis, primarily at the graduate level. Seven of the program’s 18 graduates are in tenure track positions as assistant professors in colleges and universities in the U.S. The remaining 11 hold leadership positions in specialized schools and clinics providing behavior analytic services to persons with autism and developmental disabilities. The following table shows the names of the program graduates, their faculty advisors, dissertation titles, and current employment.

Student
(Faculty Advisor)

Review & 
Dissertation Titles

Current 
Employment

2010

Richard B. Graff 

(Amanda M. Karsten)

A review of considerations for conducting and interpreting stimulus preference assessments*

Evaluating the effectiveness of a self-instruction package for training staff to conduct systematic preference assessments*

Clinical Director, New England Center for Children; Adjunct Professor, Western New England University

Allen J. Karsina

(Rachel H. Thompson)           

The science of superstition: A review of superstition in the behavioral literature

Some determinants of choice in a computer-based game of chance*

Director of Professional Development, New England Center for Children; Adjunct Professor, Simmons College; Adjunct Professor, Western New England University

Magda M. Stropnik

(Gregory P. Hanley)           

Promoting vocational independence:  A review of barriers to employment and current best practices to address skill and motivational deficits in adolescents with autism

Assessment and treatment of off-task behavior exhibited by adolescents with autism in vocational contexts

Boston Project Director, New England Center for Children

2011

Lauren  Beaulieu

(Gregory P. Hanley)            

A review of tactics to improve compliance with young children

Improving compliance by teaching preschoolers to respond effectively to a teacher's call of their name and their group*

Assistant Professor of Psychology and Director of the Master of Science in Applied Behavior Analysis Program, Regis College 

Maureen A. Kelly

(Eileen Roscoe)   

Attention: Current understanding and implications

Evaluation of assessment methods for identifying social reinforcers*

Assistant Director of the Staff Intensive Unit, New England Center for Children

Kevin C. Luczynski

(Gregory P. Hanley)           

A review of concurrent chains arrangements: A method for determining context preferences

Group teaching strategies for promoting acquisition, generalization, and maintenance of functional communication and self-control skills with preschoolers*

Assistant Professor, Director of the Virtual Care Program, University of Nebraska Medical Center

Nicole M. Rodriguez

(Rachel H. Thompson)

Operant variability and autism

Assessment and treatment of arranging and ordering in individuals with autism*

Assistant Professor, Coordinator of Early Intervention Program,

University of Nebraska Medical Center

2012

Stacie L. Bancroft

(Rachel H. Thompson)       

A broad-based approach for developing comprehensive leisure repertoires in adolescents and adults with developmental disabilities

Assessment, treatment, and generalization of behavioral variability in selection of play stimuli

Program Director, New England Center for Children; Adjunct professor, Regis College; Adjunct Professor, Western New England University

Erin S. Leif

(Eileen Roscoe)               

Toward a behavioral analysis of self-monitoring

A component analysis of a self-management intervention for increasing appropriate task engagement in individuals with developmental disabilities

Program Specialist, The New England Center for Children,  Abu Dhabi; Adjunct Professor, Simmons College

Jacqueline N. Potter

(Gregory P. Hanley)         

A quantitative review of treatments for automatically-reinforced problem behavior

Increasing the amount and complexity of play in adolescents diagnosed with autism spectrum disorder by refining the tactic of “using stereotypy as reinforcement”*

Administrator of Program Services, Melmark New England; Adjunct Professor, University of Massachusetts, Lowell; Adjunct Professor,

Regis College

Paula Braga-Kenyon

(William V. Dube)

Outcomes of superimposition with fading and time delay errorless procedures on simple and conditional discrimination training

Effects of prompts requiring simple and conditional discriminative control in the acquisition of conditional discriminations

Vice President of Student Services, Bright Futures Academy NPS; Adjunct Professor, Northeastern University

2013

Cammarie Johnson

(William V. Dube)

Instructional sequences that encourage emergent stimulus relations

Merging separately-established stimulus classes with outcome-specific reinforcement

Director of Education, New England Center for Children; Adjunct Professor, Western New England University

April N. Kisamore

(Amanda M. Karsten)

Meeting the social needs of young adults with high functioning autism

Evaluating procedures derived from the conditional discrimination literature to teach complex intraverbals to children with autism spectrum disorder

Assistant Professor of Applied Behavior Analysis, Caldwell College; Director of Curriculum Development, Caldwell College Center for Autism and Applied Behavior Analysis

C. Sandy Jin

(Gregory P. Hanley)         

A review of treatments for sleep interfering behavior of young children

A comparative analysis of behavioral treatments for addressing

sleep interfering behaviors of young children*

Assistant Professor of Psychology, Eastern Connecticut State University

Diana E. Parry-Cruwys

(William H. Ahearn)

A behavior analytic review of joint attention

Using a direct observation assessment battery to assess outcome of early intensive behavioral intervention for children with autism

Assistant Director of the Home -based Intensive Instruction Program, New England Center for Children, Inc.

Meghan E. Robinson

(Gregory P. Hanley)         

In search of efficient and effective teaching: A review of matrix training

On the utility of matrix training for teaching action-object relations to preschoolers: A comparative analysis

Consulting Specialist, New England Center for Children, Inc.; Adjunct Professor, Elms College

Corey S. Stocco

(Rachel H. Thompson)           

Bidirectional influences on behavior:

implications for parent training and future directions for research

Teaching tacting of private events based on public accompaniments: Effects of contingencies, audience control, and stimulus complexity

Assistant Professor of Psychology, Briar Cliff University

Nicholas Vanselow

(Gregory P. Hanley)           

What about the other 95%? A review of behavior analytic solutions to challenges of typically developing children

An evaluation of computerized behavioral skills training

to teach safety skills to young children*

Assistant Professor of Psychology, Salve Regina University