Research

My primary research area is clinical assessment, treatment, and staff training in intellectual and developmental disabilities, with two extremely marginalized groups: individuals with severe problem behavior and adults with intellectual disabilities. My research is highly valued, receiving over $4 million in continuous external funding.

 

I developed a second, complimentary research area that centers on creativity and problem solving, with several inter-lab projects related to disabilities, health care providers, and problem solving. For example, one project involved increasing the variability of activity selections with an individual who engaged in severe self-injury when his routines were interrupted. Another involved increasing variability in staff play interactions with young autistic children.

 

This research has resulted in 11 publications, three submitted this year, over eight research and practice positions per year, over 25 theses, two dissertations, and mentorship of over 50 students.

 

At the heart of applied behavior analysis is being responsive to the unique needs of each client. This presents several real-world challenges, such as time limitations, health concerns, and institutional priorities. I’ve ethically embraced this by being creative and flexible. For example, during the Covid-19 pandemic, we created and evaluated an indirect system for monitoring and supporting staff practices for cleaning and handwashing. We also developed a preference-based procedure for successfully increasing mask wearing by adults with intellectual disabilities. These projects engage graduate students in research, increase the wellbeing of many people, and have contributed to the generalized knowledge base.

 

In addition to client well-being, developing opportunities and mentoring student researchers is a priority. I have one of the largest lab systems in our department and systematically fund and include students in research activities. The majority my presentations and publications include mentored students. Although time consuming, the inclusion of hands-on experience for students is an important part of why I have attracted so many students to my labs.

 

I have successfully disseminated my research in many ways. The department criteria for tenure indicate at least one publication per year and other scholarly activities. I have surpassed this requirement and have 11 peer-reviewed publications and several in the pipeline. The publications are a strong indicator of my growing national reputation: one publication was invited, four publications are in preeminent conceptual and applied/practice journals, and two publications were invited chapters for highly regarded, peer-reviewed books. My research garners considerable national international and regional attention, evidenced by over 35 presentations, multiple of which were invited based on my expertise. 

 

I have been recognized as an expert in my research areas, serving on editorial boards of national and international journals, including as an Associate Editor for the Journal of Mental Health Research in Intellectual Disabilities and as a regular reviewer for several preeminent disciplinary journals.
 

Teaching

When I started at UNT, I continued to refine and expand my strong teaching methods. My focus is on innovative, empirically supported teaching methods that provide many opportunities for students to engage in higher-order skills, including analyzing, evaluating, and creating. I have continually increased the complexity of activities and sophistication across courses, including those in my area of expertise (assessment and treatment of problem behavior) and in general courses (research methods and staff training). In my courses, students develop and refine research projects that also become their theses, conduct staff training and supervision programs they can use at their work and practicum sties, and participate in developing and conducting functional assessments and treatments with clients. My students learn highly complex and useful skills.

 

I have taught eight different courses at UNT. My SPOT scores are very high (median, 4.4, CEI median: 5.1). As a Board Certified and Licensed Behavior Analyst, I teach our students outside the classroom in theses, practica, and dissertations, preparing students to obtain certification and perform at a high clinical level as soon as they graduate. I have mentored 35 students obtaining fieldwork toward certification and licensure. 

 

Service

As a person and professional, my approach is to be a servant leader. I seek opportunities in which I can offer my effort and expertise to organize and help others to use their skills and abilities at the highest possible level. I was recently re-elected to the TxABA Executive Council, I chair two department committees (M.S. Admissions and Scholarships), coordinate three areas (BACB VCS, BACB ACE, Sona), serve on one college committee and numerous department committees, and was appointed by President Keller to the Learning Design Group. At the national level, I am a site visitor for ABAI accreditation and was re-appointed an SME for the BACB.