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Current ABA Students: Research Interests
ABA Student |
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Why I selected the ABA program at UNCW |
E-mail |
Rachael Cushing |
Animal Models of Human Psychopathology
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"My interest in ABA result from having a sister with autism who received an intensive 40 hour a week ABA program for 5 years. After being trained on various behavior teams, I realize the gift that ABA is and has been for so many families. My goal is to be able to effectively implement the techniques and principles of ABA to help many other individuals and families in need. After being exposed to the UNCW ABA program, I am 100% certain that my goals will be reached. I feel extremely fortunate to be a part of this program and confident that it will excel to be a leader in producing qualified behavior analysts. " |
rlc7570@uncw.edu |
Whitney Hendricks |
Early Childhood Development, Developmental Disabilities, and Parent-Child Interactions |
"I came to the program because it offered a unique combination of ABA training as well as clinical training. I think that it may be one of only a few programs in the country that offers both. I feel like I have it really good here at UNCW because while I am being trained as a Behavior Analyst, I am also getting a background in the experimental analysis of behavior. All in all, I like the program because it offers this diversity - not to mention that you are learning from a great faculty." |
wgh6191@uncw.edu |
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Effects of Drugs on "Self-Control" |
"The ABA program at UNCW provides a theoretical foundation for the scientific investigation of behavior, in addition to the opportunity to explore both the experimental analysis of behavior and applied behavior analysis. I am interested in a behavior analytic approach towards understanding and explaining the environments role in developmental and pathological phenomena." |
wjh2256@uncw.edu |
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Early Childhood Development, Developmental Disabilities, and Parent-Child Interactions
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"I came to UNCW because I loved working with children with autism, and I wanted to be able to help children with developmental disabilities by using behavior analytic principles. In this masters program, we have the rare opportunity to not only take classes in behavior analysis, but also in clinical psychology. I feel that I have learned so much in my short time here at UNCW. Another important aspect of this program is that both the ABA and clinical faculty offer every student individual attention." |
mti5290@uncw.edu
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Decision Making in Autism
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"I came to the ABA program at UNCW because I am interested in working with children who have developmental disabilities. My research involves decision making in adults with high functioning autism." |
mkl9049@uncw.edu |
Heather Mosier |
Interteaching |
"I was interested in the ABA program because I found the course Principles of Behavior Change very intriguing as an undergraduate student. I have worked with people with disabilities for two years and would like to be able to apply behavioral principles to the problems that some of these individuals have. While this program is very rigorous, I have learned a lot and am anxious to be able to apply what I have learned." |
hrm0014@uncw.edu |
Anne Stull |
Stimulus Equivalence, Developmental Disabilities
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"I selected the ABA program at UNCW because I am interested in working with adults and children with developmental disabilities. I have worked with individuals with disabilities for the past seven years, and I enjoy it tremendously. I chose this program because I am certain that it will prepare me to be a qualified and effective Behavior Analyst." |
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Becca Veenstra |
Stimulus Equivalence, Behavioral Consulting, and Early Interventions with Children with Developmental Disabilities and Autism |
"I selected UNCW's ABA program because the curriculum was a perfect fit for what I want to do. There are not many other masters programs that offer a blend of training in both clinical psychology and applied behavior analysis The faculty members' extensive knowledge and continuous support and encouragement has created a comfortable learning environment that has prepared me for a career in applied behavior analysis." |
rav2096@uncw.edu
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Current/Previous Students and Thesis Titles
Billy Higgins (2007) Do Delay Signals Modulate the Effects of d-Amphetamine on "Self-Control"
Choice?
Anne Stull (2007) Conditional Discrimination Acquisition in Young Children: Are the
Facilitative Effects of Naming Due to Stimulus Discrimination?
Becca Veenstra (2007) Analysis of Conditions Impacting Equivalence Class Merger in Young
Children
Maureen Aro (2006) The Impact Of Simple Discrimination Training And Class-Specific Reinforcement On Conditional Discrimination Acquisition, Class Expansion, And Equivalence Performances In Children
Natalie Jacome (2006) The Effects Of Outcome Reversals On The Conditional Discrimination, Equivalence, And Reinforcer-Probe Performances Of Children
David Maguire (2006) Identifying Behavioral Mechanisms Of Drug Action: Effects Of Methamphetamine On Sensitivity To Reinforcer Amount
Amanda Guld (2005) Using Equivalence Probes And Class-Specific Reinforcement To Teach Math Facts To Typically Developing Children And Children With Developmental Disabilities
Christina Engle (2005) Aging And Categorization: Using Generalized Equivalence Classes And Their Characteristics To Compare Older And Younger Adults
Shanna Babalonis (2005) Caffeine Self Administration: Pharmacological And Behavioral Factors Modulating Rates Of Caffeine Self-Administration
Kelly Stanley (2004) The Influence Of Training Structures And Instructions On Generalized Stimulus Equivalence Classes And Typicality Effects
Christina Ashford (2003) Compound Class-Specific Reinforcers And Equivalence Performances In Children Diagnosed With Developmental Disabilities
Stacey Febbo (2003) Effects of Stimulant Drugs On Self-Control Choices In Pigeons:Determining Behavioral Mechanisms Of Drug Action
Tracey Pena (2003) Generalized Identity Matching-To-Sample In Rats Using Olfactory Stimuli
Dustin Stairs (2003) Effects Of Buproprion On Nicotine Self-Administration And Food-Maintained Responding In Rats
Therese Bartholomew (2001) Class-Specific Responses In Children’s Conditional Discrimination Acquisition,Equivalence Class Formation And Post-Reversal Performances
James Hummel (2001) Effects Of D-Amphetamine On "Procrastination" In Pigeons
Ashley Madden (2001) Developmental Changes And Typicality Effects In The Formation Of Generalized Equivalence Classes
Holly Schomer (2001) The Impact Of Class-Specific Reinforcers On Conditional Discrimination Acquisition And Equivalence Performances
Elaine Hogan (2000) Contextual Control And Children’s Equivalence Performances Following Baseline Reversals
David Ziegler (2000) Using The Morris Swim Task For Drug Discrimination
Rebecca Click (1999) Stimulus Equivalence: Investigating Learning Processes in Children
Christy Jordan (1999) Comparison Of Training Procedures And Stimulus Equivalence In Young Children
Katherine Stewart (1999) Typicality Effects In Contingency-Shaped Stimulus Classes
Olive Hollinger (1998) Reinforcement Estimates Differ Across Equivalence Probe Trial Types
Kimberly Epting (1997) Formation And Maintenance Of Equivalence Classes Via Instructions Versus Reinforcement-Contingency Training
Heather Wright (1996) Effect of Duration Of Exposure To Original Conditional Discriminations And Equivalence Probe Tests On Equivalence Test Performances Following Modification Of Original Contingencies
Alonzo Cole (1996) Reversal Of Baseline Relations And Stimulus Equivalence: An Analysis of Comparison Choice
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