ABA Faculty

Education Background:

Ph. D. in Psychology from Western Michigan University

Brief Bio/Professional Experience:

Tina Sidener, Ph. D., BCBA-D, LBA(NYS) is Professor and Chair of the Department of Applied Behavior Analysis. Prior to joining the faculty at Caldwell University in 2006, Dr. Sidener held clinical positions serving children and adults with developmental disabilities, including a predoctoral internship at Kennedy Krieger Institute, Johns Hopkins University. 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:

Clinical Supervisor, 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, Professionalism for Behavior Analysts, Play Interventions for Children with Autism

Current Research (description of interests): establishing conditioned reinforcers, assessment and treatment of stereotypy, teaching verbal behavior and play skills to children with autism

Selected publications:

Kahlow, T., Sidener, T. M., Kisamore, A. N., & Reeve, K. F. (in press). Teaching the mand “when?” to children with autism spectrum disorder. The Analysis of Verbal Behavior.

Sainsbury, E. L., Sidener, T. M., Taylor-Santa, C., Reeve, K. F., & Sidener, D. W. (in press). A discrimination training procedure to establish praise as a conditioned reinforcer for children with autism. Journal of Applied Behavior Analysis.

Kay, J. C., Kisamore, A. N., Vladescu, J. C., Sidener, T. M., Reeve, K. F., & Taylor-Santa, C. (in press). Effects of exposure to prompts on the acquisition of intraverbals in children with autism spectrum disorder. Journal of Applied Behavior Analysis.

Gomes, S. R., Reeve, S. A., Brothers, K. J., Reeve, K. R., & Sidener, T. M. (2019). Establishing a generalized repertoire of initiating bids for joint attention in children with autism. Behavior Modification, online first. doi: 10.1177/0145445518822499

Szmacinski, N., DeBar, R. M., Sidener, T. M., & Sidener, D. W. (2018). Using an interrupted behavior chain and volume fading to teach manding. The Journal of Developmental and Physical Disabilities, 30, 653–668. doi: 10.1007/s10882-018-9610-4

Shnell, L. K., Sidener, T. M., DeBar, R. M., Vladescu, J. C., & Kahng, S. (2018). Effects of computer based training on procedural modifications to standard functional analyses. Journal of Applied Behavior Analysis, 51, 87-98. doi: 10.1002/jaba.423

Johnson, K., Vladescu, J. C., Kodak, T., Sidener, T. M., & Giannakakos, A. (2017). An assessment of differential reinforcement procedures for learners with autism spectrum disorder. Journal of Applied Behavior Analysis, 50, 290-303. doi: 10.1002/jaba.372

Bord, S., Sidener, T. M., Reeve, K. F., & Sidener, D. W. (2017). Teaching on-task rollerblading and ice-skating to a child with autism. Behavior Analysis in Practice, 10, 178–182. doi: 10.1007/s40617-016-0150-z

Cirelli, C. A., Sidener, T. M., Reeve, S. A., & Reeve, K. F. (2016). Using activity schedules to increase on-task behavior of children at-risk for attention deficit hyperactivity disorder. Education and Treatment of Children, 39, 283-300.

Pane, H. M., Sidener, T. M., Vladescu, J. C., & Nirgudkar, A. (2015). Evaluating function-based Social Stories™ with children with autism. Education and Treatment of Children. doi: 10.1177/0145445515603708

Somers, A. S., Sidener, T. M., DeBar, R. A., & Sidener, D. W. (2014). Establishing stimulus control of mands for items and mands for information in children with autism. The Analysis of Verbal Behavior, 30, 29-35. doi: 10.1007/s40616-014-0007-x

Taylor-Santa, C., Sidener, T. M., Carr, J. E., & Reeve, K. F. (2014). Evaluation of a discrimination training procedure to establish conditioned reinforcers for children with autism. Behavioral Interventions, 29, 157–176. doi: 10.1002/bin.1384

Rader, L., Sidener, T. M., Reeve, K. F., Sidener, D. W., Delmolino, L., Miliotis, A., & Carbone, V. (2014). Stimulus -stimulus pairing of vocalizations: A systematic replication. The Analysis of Verbal Behavior, 30, 69-74. doi: 10.1007/s40616-014-0012-0

Miliotis, A., Sidener, T. M., Reeve, K. F., Carbone, V., Sidener, D. W., Rader, L., & Delmolino, L. (2012). Stimulus-stimulus pairing of vocalizations: Evaluation of number of presentations of target sound per trial. Journal of Applied Behavior Analysis, 45, 809–813. doi: 10.9101/jaba.2012.45-809

Saylor, S., Sidener, T. M., Reeve, S. A., Fetherston, 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. doi: 10.1901/jaba.2012.45-185

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, 26, 15-30.

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.

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.

Education Background: 

B.A. Temple University

M.S. Northeastern University

Ph.D. The Ohio State University

Brief Bio/Professional Experience:

Dr. Ruth DeBar is a Doctoral-level Board Certified Behavior Analyst and a Licensed Behavior Analyst. She is a Professor in the Department of Applied Behavior Analysis at Caldwell University and also a Clinical Supervisor for the Center for Autism and Applied Behavior Analysis at Caldwell University. She earned her Master’s degree from Northeastern University via The New England Center for Children and completed her Ph.D. at The Ohio State University. She has published several peer-reviewed articles in journals like Behavior Analysis in Practice and in the Journal of Applied Behavior Analysis and has lead professional workshops on various topics relevant to serving individuals diagnosed with autism spectrum disorders. Her current
research interests include functional behavior assessment, preference, choice, social validity and use of video-based instruction to teach a range of adaptive skills including social skills, vocational skills, and engagement in exercise.

Additional Duties:

Director of Outreach, Center for Autism and ABA

Teaching Interests & Courses Taught:

Advanced Applied Behavior Analysis, Functional Behavior Assessment, Behavior Analysis and Learning, Advanced Behavior Analysis and Learning

Current Research:

Current research interests include functional behavior assessment, preference, choice, social validity and developing play and leisure skills for learners diagnosed with an ASD.

Articles Published:

Ahearn, W.H., Clark, K.M., DeBar, R. M., & Florentino, C. (2005).  On the role of preference in response competition.  Journal of Applied Behavior Analysis, 38, 247-250.

Ben Chaabane, D., Alber-Morgan, S. R., & DeBar, R. M. (2009). The effects of parent implemented PECS training on improvisation of mands by children with autism. Journal of Applied Behavior Analysis, 42, 671-678.

Carlile, K. A., DeBar, R. M., Reeve, S. A., Reeve, K. F. and Meyer, L. S. (2018). Teaching help‐seeking when lost to individuals with autism spectrum disorder. Journal of Applied Behavior Analysis, 51, 191-206. doi:10.1002/jaba.447

Ezzedine, E., DeBar, R.M., Reeve, S.A., & Buffington-Townsend, D.  (manuscript accepted) Using Video to Teach Play Comments to Dyads with ASD. Journal of Applied Behavior Analysis.

Flanagan, T. F., & DeBar, R. M. (2017). Trial-based functional analyses with a student identified with an emotional and behavioral disorder. Behavioral Disorders, 1-13. doi: 10.1177/0198742917719231

Kautz, M., DeBar, R.M., Vladescu, J. C. & Graff, R.B. (2017).  A Further Evaluation of Choice of Task Sequence. The Journal of Special Education, 52, 16-28.     https://doi.org/10.1177/0022466917735655

Legge, D., DeBar, R. M., & Alber-Morgan, S. R. (2009). The effects of self-monitoring with a motivAider® on the on-task behavior of fifth and sixth graders with autism and other disabilities. Journal of Behavior Assessment and Intervention in Children, 1, 43-52.

Malone, H. I., DeBar, R. M., & Sigafoos, J. (2009). An examination of preference for augmentative and alternative communication devices with two boys with significant  intellectual    disabilities. Augmentative and Alternative Communication, 25, 262-273, doi: 10.3109/07434610903384511

Planer, J., DeBar, R. M., Progar, P., & Reeve, K. F., & Sarokoff, R. (2018). Comparisons of relevant and irrelevant requests used in a high-probability request sequence to decrease non-compliance in children with autism. Behavioral Interventions, https://doi.org/10.1002/bin.1634

Szmacinski, N., DeBar, R.M., Sidener, T.A., & Sidener, D. (2018). Using an Interrupted Behavior Chain and Volume Fading to Teach Manding. The Journal of  Developmental and Physical Disabilities, 30, 653 668.https://doi.org/10.1007/s10882- 018-        9610-4

Torres, R., DeBar, R. M., Reeve, S. A., Meyer, L. S., & Covington, T. M. (2018). The Effects of a Video-Enhanced Schedule on Exercise Behavior. Behavior Analysis in Practice, 11, 85-96. https://doi.org/10.1007/s40617-018-0224-1

Education Background:

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

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

B.A. Psychology – Fairleigh Dickinson University

Brief Bio/Professional Experience:

Sharon A. Reeve, Ph.D., BCBA-D is the Chairperson, Professor, and Graduate Program Coordinator in the Applied Behavior Analysis department at Caldwell University. She also serves as the Executive Director of the Center for Autism and ABA. Sharon is a Board Certified Behavior Analyst (Doctoral level) who received her Ph.D. in behavior analysis from the City University of New York. She has been active in the field of applied behavior analysis and autism treatment for over 20 years. She also serves as a reviewer and editorial review board member on a number of professional journals in ABA. Sharon conducts research investigating generalization of language, social, and leisure skills for individuals with autism and other developmental disabilities, and regularly publishes and presents her work on these topics. She has also consulted for school and home-based ABA programs and serves on various advisory boards for agencies and schools involved with autism intervention.

Additional Duties:

Executive Director, Center for Autism and ABA

Teaching Interests & Courses Taught:

Teaching Language and Social Skills to Individuals with Autism, Applied Practicum in ABA, Thesis in ABA

Current Research:

Promoting generalization of social and leisure skills in learners with autism, data collection procedures

Selected publications:

Garcia-Albea, E., Reeve, S. A., Brothers, K. J., & Reeve, K. F. (in press). Using script fading and multiple exemplar training to increase vocal interactions in children with autism. Journal of Applied Behavior Analysis.

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.

Blum-Dimaya, A., Reeve, S. A., Reeve, K. F., & Hoch, H. (2010). Teaching children with autism to play a video game using activity schedules and game-embedded simultaneous video modeling. Education & Treatment of Children, 33, 351-370.

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.

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 University 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:

Tina Sidener, Ph. D., BCBA-D, LBA(NYS) is Professor and Chair of the Department of Applied Behavior Analysis. Prior to joining the faculty at Caldwell University in 2006, Dr. Sidener held clinical positions serving children and adults with developmental disabilities, including a predoctoral internship at Kennedy Krieger Institute, Johns Hopkins University. 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:

Clinical Supervisor, 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, Professionalism for Behavior Analysts, Play Interventions for Children with Autism

Current Research (description of interests): establishing conditioned reinforcers, assessment and treatment of stereotypy, teaching verbal behavior and play skills to children with autism

Selected publications:

Kahlow, T., Sidener, T. M., Kisamore, A. N., & Reeve, K. F. (in press). Teaching the mand “when?” to children with autism spectrum disorder. The Analysis of Verbal Behavior.

Sainsbury, E. L., Sidener, T. M., Taylor-Santa, C., Reeve, K. F., & Sidener, D. W. (in press). A discrimination training procedure to establish praise as a conditioned reinforcer for children with autism. Journal of Applied Behavior Analysis.

Kay, J. C., Kisamore, A. N., Vladescu, J. C., Sidener, T. M., Reeve, K. F., & Taylor-Santa, C. (in press). Effects of exposure to prompts on the acquisition of intraverbals in children with autism spectrum disorder. Journal of Applied Behavior Analysis.

Gomes, S. R., Reeve, S. A., Brothers, K. J., Reeve, K. R., & Sidener, T. M. (2019). Establishing a generalized repertoire of initiating bids for joint attention in children with autism. Behavior Modification, online first. doi: 10.1177/0145445518822499

Szmacinski, N., DeBar, R. M., Sidener, T. M., & Sidener, D. W. (2018). Using an interrupted behavior chain and volume fading to teach manding. The Journal of Developmental and Physical Disabilities, 30, 653–668. doi: 10.1007/s10882-018-9610-4

Shnell, L. K., Sidener, T. M., DeBar, R. M., Vladescu, J. C., & Kahng, S. (2018). Effects of computer based training on procedural modifications to standard functional analyses. Journal of Applied Behavior Analysis, 51, 87-98. doi: 10.1002/jaba.423

Johnson, K., Vladescu, J. C., Kodak, T., Sidener, T. M., & Giannakakos, A. (2017). An assessment of differential reinforcement procedures for learners with autism spectrum disorder. Journal of Applied Behavior Analysis, 50, 290-303. doi: 10.1002/jaba.372

Bord, S., Sidener, T. M., Reeve, K. F., & Sidener, D. W. (2017). Teaching on-task rollerblading and ice-skating to a child with autism. Behavior Analysis in Practice, 10, 178–182. doi: 10.1007/s40617-016-0150-z

Cirelli, C. A., Sidener, T. M., Reeve, S. A., & Reeve, K. F. (2016). Using activity schedules to increase on-task behavior of children at-risk for attention deficit hyperactivity disorder. Education and Treatment of Children, 39, 283-300.

Pane, H. M., Sidener, T. M., Vladescu, J. C., & Nirgudkar, A. (2015). Evaluating function-based Social Stories™ with children with autism. Education and Treatment of Children. doi: 10.1177/0145445515603708

Somers, A. S., Sidener, T. M., DeBar, R. A., & Sidener, D. W. (2014). Establishing stimulus control of mands for items and mands for information in children with autism. The Analysis of Verbal Behavior, 30, 29-35. doi: 10.1007/s40616-014-0007-x

Taylor-Santa, C., Sidener, T. M., Carr, J. E., & Reeve, K. F. (2014). Evaluation of a discrimination training procedure to establish conditioned reinforcers for children with autism. Behavioral Interventions, 29, 157–176. doi: 10.1002/bin.1384

Rader, L., Sidener, T. M., Reeve, K. F., Sidener, D. W., Delmolino, L., Miliotis, A., & Carbone, V. (2014). Stimulus -stimulus pairing of vocalizations: A systematic replication. The Analysis of Verbal Behavior, 30, 69-74. doi: 10.1007/s40616-014-0012-0

Miliotis, A., Sidener, T. M., Reeve, K. F., Carbone, V., Sidener, D. W., Rader, L., & Delmolino, L. (2012). Stimulus-stimulus pairing of vocalizations: Evaluation of number of presentations of target sound per trial. Journal of Applied Behavior Analysis, 45, 809–813. doi: 10.9101/jaba.2012.45-809

Saylor, S., Sidener, T. M., Reeve, S. A., Fetherston, 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. doi: 10.1901/jaba.2012.45-185

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, 26, 15-30.

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.

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.

Education Background: 
Ph.D. Central Michigan University
MA Central Michigan University
BS Syracuse University

Brief Bio/Professional Experience: 
Jason C. Vladescu, Ph.D., BCBA-D, NCSP, LBA(NY) is an Associate Professor in the Department of Applied Behavior Analysis at Caldwell University and a Clinical Supervisor in the Center for Autism and Applied Behavior Analysis. He graduated from Central Michigan University in 2010 with a Ph.D. in School Psychology. Dr. Vladescu completed his pre-doctoral internship and post-doctoral fellowship at the University of Nebraska Medical Center’s Munroe-Meyer Institute. His research interests include early behavioral intervention for children with autism spectrum and related disorders, increasing the efficiency of academic instruction, staff training, and applied applications of equivalence-based instruction. He has published in the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, Behavioral Interventions, Behavior Analysis in Practice, The Psychological Record, Behavior Modification, Teaching of Psychology, Journal of Psychoeducational Assessment, and the Journal of Speech-Language Pathology and Applied Behavior Analysis. Jason is an associate editor for the Journal of Applied Behavior Analysis. He is currently on the editorial boards for the Journal of Applied Behavior Analysis, Behavioral Development, Behavior Analysis in Practice, Behavioral Interventions, and School Psychology Quarterly.

Additional Duties: 
Clinical Supervisor, Center for Autism and ABA

Teaching Interests & Courses Taught
Research Methods in ABA, Behavior Analysis in Learning, Introduction to ABA, Developmental Disabilities, Assessing Autism Interventions, Behavior Application to Childhood Disorders, Advanced Research Methods, Applied Practicum in ABA, Thesis in ABA, Dissertation in ABA

Current Research: 
Early behavioral intervention for children with autism spectrum and related disorders, increasing the efficiency of academic instruction, staff training, and applied applications of equivalence-based instruction

Selected publications: 

Schnell, L. K., Vladescu, J. C., Kisamore, A. N., DeBar, R. M., Kahng, S., & Marano, K. (accepted for publication). Assessment to identify learner-specific prompt and prompt-fading procedures for children with autism spectrum disorder. Journal of Applied Behavior Analysis.

Marano, K., E., Vladescu, J. C., Reeve, K. F., DiGennaro Reed, F. (accepted for publication). Effect of conducting behavioral observations and ratings on staff implementation of a paired-stimulus preference assessment. Journal of Applied Behavior Analysis.

Kay, J. C., Kisamore, A. N., Vladescu, J. C., Sidener, T. M., Reeve, K. F., & Taylor-Santa, C. (accepted for publication). Effects of exposure to prompts on the acquisition of intraverbals in children with autism spectrum disorder. Journal of Applied Behavior Analysis.

Cubicciotti, J. E., Vladescu, J. C., Reeve, K. F., Carroll, R. A., & Schnell, L. K. (accepted for publication). Effects of stimulus presentation order during auditory-visual conditional discrimination training for children with autism spectrum disorder. Journal of Applied Behavior Analysis.

Lee, N., Vladescu, J. C., Reeve, K. F., Peterson, K. M., & Giannakakos, A. R. (2018). Effects of
behavioral skills training on the stimulus control of safety responding. Journal of Behavioral Education. Advance online review.

Regan, B., Vladescu, J. C., Reeve, K. F., & DeBar, R. M. (2018). Equivalence-based instruction with non-food items to increase portion-size estimation accuracy. The Psychological Record. Advance online publication.

O’Grady, A. C., Reeve, S. A., Reeve, K. F., Vladescu, J. C., & Lake, C. M. (2018). Evaluation of computer-based training to teach adults visual analysis skills of baseline-treatment graphs. Behavior Analysis in Practice. Advance online publication.

Northgrave, J., Vladescu, J. C., DeBar, R. M., Toussaint, K. A., & Schnell, L. K. (2018). The effect
of reinforcer choice on skill acquisition in children with autism spectrum disorder. Behavior Analysis in Practice. Advance online publication.

Giannakakos, A. R., Vladescu, J. C., & Simon, R. (2018). The use of behavioral skills training to teach installation and use of child passenger safety restraints. Journal of Applied Behavior Analysis, 51, 915-923. doi: 10.1002/jaba.493

Schnell, L. K, Vladescu, J. C., Kodak, T., & Nottingham, C. L. (2018). Comparing procedures on
the acquisition and generalization of tacts for children with autism spectrum disorder. Journal of Applied Behavior Analysis, 51, 769-783. doi: 10.1002/jaba.480

Dass, T. K., Kisamore, A. N., Vladescu, J. C., Reeve, K. F., & Reeve, S. A. (2018). Teaching children with autism spectrum disorder to tact olfactory stimuli. Journal of Applied Behavior Analysis, 51, 538-552. doi: 10.1002/jaba.470

Schnell, L.K., Sidener, T. M., DeBar, R. M., Vladescu, J. C., & Kahng, S. (2018). Effects of
computer-based training on procedural modifications to standard functional analyses. Journal of Applied Behavior Analysis, 51, 87-98. doi: 10.1002/jaba.423

Kautz, M., DeBar, R. M., Vladescu, J. C., & Graff, R. (2018). A further evaluation of choice of task sequence. Journal of Special Education, 52, 16-28.

Borlase, M., Vladescu, J. C., Kisamore, A. N., Reeve, S., & Fetzer, J. (2017). Analysis of precursors to multiply controlled problem behavior: A replication. Journal of Applied Behavior Analysis, 50, 668-674doi: 10.1002/jaba.398

Nottingham, C. L., Vladescu, J. C., Kodak, T., & Kisamore, A. N. (2017). Incorporating multiple secondary targets into learning trials for individuals with autism spectrum disorder. Journal of Applied Behavior Analysis, 50, 653-661. doi:10.1002/jaba.396

Rossi, M. R., Vladescu, J. C., Reeve, K. F., & Gross, A. C. (2017). Teaching safety responding to children with autism spectrum disorder. Education and Treatment of Children, 40, 187-208.

Johnson, K. A., Vladescu, J. C., Kodak, T., & Sidener, T. (2017). An assessment of differential reinforcement procedures for learners with autism spectrum disorder. Journal of Applied Behavior Analysis, 50, 290-303. doi: 10.1002/jaba.372

Nottingham, C. L., Vladescu, J. C., Giannakakos, A. R., Schnell, L. K., & Lipschultz, J. L. (2017). Using video modeling with voiceover instruction plus feedback to train implementation of stimulus preference assessments. Learning and Motivation, 58, 37-47.

Vladescu, J. C., & Kodak, T. M. (2016). Using a multiple-schedule arrangement to bring mands under the control of adult behavior in a child with autism. Behavioral Interventions, 31, 3-11. doi: 10.1002/bin.1422

Spiegel, H.J., Kisamore, A. N., Vladescu, J.C., & Karsten, A.M. (2016). The effects of video modeling with voice-over instruction on parent implementation of guided compliance. Child & Family Behavior Therapy, 38, 299-317. doi: 10.1080/07317107.2016.1238690

Delli Bovi, G. M., Vladescu, J. C., DeBar, R. M., Carroll, R. A., & Sarokoff, R. A. (2016). Using video modeling with voiceover instruction to train public school staff to implement a preference assessment. Behavior Analysis in Practice. Advance online publication. doi: 10.1007/s40617-016-0135-y

Giunta, T., Reeve, S. A., DeBar, R.M., Vladescu, J. C., Reeve, K. F., & Carlile, K. A. (2016). Comparing continuous and discontinuous data collection during discrete trial teaching of tacting by children with autism. Behavioral Interventions, 31, 311-331. doi: 10.1002/bin1446

Giannakakos, A. R., Vladescu, J. C., Kisamore, A. N., & Reeve, S. (2016). Using video modeling with voiceover instruction plus feedback to train staff to implement direct teaching procedures. Behavior Analysis in Practice, 9, 126-134. doi: 10.1007/s40617-015-0097-5

Toussaint, K. R., Kodak, T., & Vladescu, J. C. (2016). An evaluation of choice on instruction efficacy and individual preference for children with autism. Journal of Applied Behavior Analysis, 49, 170-175. doi: 10.1002/jaba.263

Trucil, L. M., Vladescu, J. C., Reeve, K. F., DeBar, R. M., & Schnell, L. K. (2015). Improving portion-size estimation using equivalence-based instruction. The Psychological Record, 65, 761-770. doi: 10.1007/s40732-015-0146-z

Pane, H. M., Sidener, T. M., Vladescu, J. C., & Nirgudkar, A. (2015). Evaluating function-based Social StoriesTM with children with autism. Behavior Modification, 39, 912-931. doi: 10.1177/0145445515603708

Deliperi, P., Vladescu, J. C., Reeve, K. F., Reeve, S. A., & DeBar, R. M. (2015). Training staff to implement a paired-stimulus preference assessment using video modeling with voiceover instruction. Behavioral Interventions, 30, 314-332. doi: 10.1002/bin.1421

Boudreau, B. A., Vladescu, J. C., Kodak, T. M., Argott, P., & Kisamore, A. N. (2015). A comparison of differential reinforcement procedures on the acquisition of tacts in children with autism. Journal of Applied Behavior Analysis, 48, 918-923. doi: 10.1002/jaba.232

Lipschultz, J. L., Vladescu, J. C., Reeve, K. F., Reeve, S. A., & Dipsey, C. R. (2015) Using video modeling with voiceover instruction to train staff to conduct stimulus preference assessments. Journal of Developmental and Physical Disabilities, 27, 505-532. doi: 10.1007/s10882-015-9434-4

Nottingham, C. L., Vladescu, J. C., & Kodak, T. M. (2015). Incorporating additional targets into learning trials for individuals with autism spectrum disorders. Journal of Applied Behavior Analysis, 48, 227-232. doi: 10.1002/jaba.179

Allan, A. C., Vladescu, J. C., Kisamore, A. N., Reeve, S. A., & Sidener, T. M. (2015). Evaluating the emergence of reverse intraverbals in children with autism. The Analysis of Verbal Behavior, 31, 59-75. doi: 10.1007/s40616-014-0025-8

Vladescu, J. C., & Kodak, T. M. (2013). Increasing instructional efficacy by embedding additional stimuli in learning trials for children with autism spectrum disorders. Journal of Applied Behavior Analysis, 46, 805-816.

Vladescu, J. C., Carroll, R., Paden, A., & Kodak, T. M. (2012). The effects of video modeling with voiceover instruction on accurate implementation of discrete trial instruction Journal of Applied Behavior Analysis, 45, 419-423.

Vladescu, J. C. & Kodak. T. (2010). A review of recent studies on differential reinforcement during skill acquisition in early intervention. Journal of Applied Behavior Analysis, 43, 351-355.

MA., BCBA Assistant Clinical Supervisor Doctoral Student in Applied Behavior Analysis Caldwell University