Education Background:

Ph.D. in Behavior Analysis from Western New England University

M.A. in Behavior Analysis from Western Michigan University

B.A. in Psychology from West Virginia University

Brief Bio/Professional Experience:

April completed her Ph.D. in Behavior Analysis at Western New England University in 2013 under the advisement of Dr. Amanda Karsten and her M.A. in Behavior Analysis at Western Michigan University in 2009 under the advisement of Dr. James Carr. April has worked in the field of behavior analysis for 10 years and has conducted research in the areas of verbal behavior and language development, skill acquisition, social skills, and reinforcement procedures for individuals with and without intellectual disabilities. She has published and presented her work in peer-reviewed journals and at local and national conferences. April is currently treasurer for the Verbal Behavior Special Interest Group and has served as a guest reviewer for the Journal of Applied Behavior Analysis and The Analysis of Verbal Behavior.

Additional Duties:

Director of Curriculum Development, Center for Autism and ABA

Teaching Interests & Courses Taught:

Verbal Behavior, Behavior Analysis and Learning, Survey of Research Methods and Statistics, Advanced Language and Social Skills, Assessing Autism Interventions, Ethics for Behavior Analysts

Current Research:

My principal research interests include strategies for teaching language with intellectually disabled populations, the development of language in non-disabled children, acquisition of problem solving strategies (e.g., visual imagining, self-talk) with intellectually disabled and non-disabled populations, and addressing social needs of young adults with Autism Spectrum Disorders.

Selected publications:

Kisamore, A.N., Karsten, A.M., Mann, C.C., & Conde, K.A. (2013). Effects of a differential observing response on complex intraverbal performance. The Analysis of Verbal Behavior, 29.

Love, J.R., Carr, J.E., LeBlanc, L.A., & Kisamore, A.N. (2013). Training behavioral research methods to staff in an early and intensive behavioral intervention setting: A program description and preliminary evaluation. Education and Treatment of Children, 36, 139-160.

Grow, L.L., Carr, J.E., Kodak, T.M., Jostad, C.M., & Kisamore, A.N. (2011). A comparison of methods for teaching receptive labeling to children with autism spectrum disorders. Journal of Applied Behavior Analysis, 44, 475-498.

Kisamore, A.N., Carr, J.E., & LeBlanc, L.L. (2011). Training preschool children to use visual imagining as a problem-solving strategy for complex categorization tasks. Journal of Applied Behavior Analysis, 44, 255-278.

Education Background:

B.A. Psychology – Queens College / City University of New York

Ph.D. Psychology (Behavior Analysis) – City University of New York

Brief Bio/Professional Experience:

Kenneth F. Reeve, Ph.D., BCBA-D is the Alvin Calman Professor of Applied Behavior Analysis at Caldwell College and Director of Research at the Center for Autism and ABA. Ken is a Board Certified Behavior Analyst – Doctoral who received his Ph.D. in behavior analysis with a specialization in developmental disabilities from the City University of New York. He is co-author of the book Behaviorspeak: A Glossary of Terms in Applied Behavior Analysis and was an invited contributor to a chapter on interacting with the media in Bailey and Burch’s book 25 Essential Skills for Behavior Analysts. Ken conducts research in concept formation, stimulus control, and teaching applications for children with autism and other developmental disabilities, and regularly publishes and presents his work on these topics. Ken also serves as a research consultant to early intervention agencies for children with pervasive developmental disorders.

Additional Duties:

Director of Research, Center for Autism and ABA

Teaching Interests & Courses Taught:

Research Methods, Assessing Autism Interventions, Scientific Writing, Concept Formation

Current Research:

Procedures to promote skill generalization in learners with autism, concept formation

Selected publications:

Marzullo-Kerth, D., Reeve, S. A., Reeve, K. F., & Townsend, D. B. (2011). Using multiple-exemplar training to teach a generalized repertoire of sharing to children with autism. Journal of Applied Behavior Analysis, 44, 279-294.

Reeve, S. A., Reeve, K. F., Townsend, D. B., & Poulson, C. L. (2007). Establishing a generalized repertoire of helping behavior in children with autism. Journal of Applied Behavior Analysis, 40(1), 123-136.

Fields, L., Reeve, K. F., Matneja, P., Varelas, A., Belanich, J., Fitzer, A., & Shamoun, K. (2002). The formation of a generalized categorization repertoire: Effect of training with multiple domains, samples, and comparisons. Journal of the Experimental Analysis of Behavior, 78, 291-313.

Reeve, K. F., & Fields, L. (2001). Perceptual classes established with forced-choice generalization tests and transfer of function. Journal of the Experimental Analysis of Behavior, 76, 95-114.

Education Background:

Ph. D. in Psychology from Western Michigan University

Brief Bio/Professional Experience:

Prior to joining the faculty at Caldwell in 2006, Dr. Sidener held clinical positions serving individuals with developmental disabilities, tic disorders, and dementia, including a predoctoral internship at Kennedy Krieger Institute, Johns Hopkins University. Currently, she serves as a consultant and staff trainer for Garden Academy, a local private school for children with autism. She has published articles in the areas of autism treatment, assessment and treatment of tics, data collection, and dementia in elderly individuals, and has presented her research at both regional and national psychology conferences. She serves on the board of a number of academic journals and has published in the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, The Behavior Analyst, Behavioral Interventions, Research in Developmental Disabilities, Research in Autism Spectrum Disorders, Education and Treatment of Children, and the American Journal of Alzheimer’s Disease and Other Dementias.

Additional Duties:

Director of Training, Center for Autism and ABA

Teaching Interests & Courses Taught:

Language and Social Skills for Individuals with Autism, Motivational Systems and Reinforcement, Assessment and Treatment of Stereotypy

Current Research (description of interests): establishing conditioned reinforcers, assessment and treatment of stereotypy, pediatric feeding disorders, language and social skills training, and Skinner’s analysis of verbal behavior

Selected publications:

Miliotis, A., Sidener, T. M., Reeve, K. F., Carbone, V., Sidener, D. W., Rader, L., & Delmolino, L. (in press). Stimulus-stimulus pairing of vocalizations: Evaluation of number of presentations of target sound per trial. Journal of Applied Behavior Analysis.

Saylor, S., Sidener, T. M., Reeve, S. A., & Progar, P. R. (2012). Effects of three types of noncontingent auditory stimulation on vocal stereotypy in children with autism. Journal of Applied Behavior Analysis, 45, 185-190.

Howlett, M., Sidener, T. M., Sidener, D. W., & Progar, P. R. (2012). Manipulation of motivating operations and use of a script fading procedure to teach mands for information about location to children with autism. Journal of Applied Behavior Analysis, 44, 943-948.

Cassella, M., Sidener, T. M., Sidener, D. W., & Progar, P. R. (2011). Response interruption and redirection as treatment for vocal stereotypy in children with autism: A systematic replication. Journal of Applied Behavior Analysis, 44, 169-173.

Sidener, T. M., Carr, J. E., Firth, A. M., Heinicke, M. R., & Cornelius, C. E. (2010). Effects of single versus multiple verbal operant arrangements on the acquisition of mands and tacts in preschool children. The Analysis of Verbal Behavior, 26,

Kaplan-Reimer, H., Sidener, T. M., Reeve, K. F., & Sidener, D. W. (2010). Evaluating a stimulus control fading procedure to teach indoor rock climbing to children with autism. Behavioral Interventions, 26, 1-22.

Stevens, C., Sidener, T. M., Reeve, S. A., & Sidener, D. W. (2010). Effects of behavior-specific and general praise on acquisition of tacts in children with pervasive developmental disorders. Research in Autism Spectrum Disorders, 5, 666-669.

Sidener, T. M., Shabani, B. D., Carr, J. E., & Roland, J. P. (2006). An evaluation of strategies to maintain manding at practical levels. Research in Developmental Disabilities,27, 632-644.

Carr, J. E., Sidener, T. M., Sidener, D. W., & Cummings, A. R. (2005). Functional analysis and habit reversal treatment of tics. Behavioral Interventions, 20, 185-202.

Sidener, T. M., Carr, J. E., & Firth, A. M. (2005). Superimposition and withholding of edible consequences as treatment for automatically reinforced stereotypy. Journal of Applied Behavior Analysis, 38, 121-124.