Now-graduated members of the lab get together at ABAI 2018. Left to right: Michael Mathews, Claudia Diaz-Salvat, Lucie Romano, Stephanie Jones, Catherine Williams, Apral Foreman, Natalie Shuler, and Aimee Giles (Claire, seated).
Sacha Pence received her PhD from WVU in 2012, after previously receiving her MS from Northeastern University. Her dissertation assessed impacts of treatment integrity failures on mand-training procedures. She is now an Assistant Professor at Western Michigan University.
Aimee Giles received her PhD from WVU in 2012, after previously receiving her MS from Northeastern University. Her dissertation evaluated a modification of behavioral skills training for group contexts. She is currently a Lecturer in Psychology at the University of South Wales.
Apral Foreman received her MS in 2014 and her PhD in 2017. Her thesis evaluated pausing in rich-lean transitions with children. Her dissertation compared the efficacy of timeout with varying levels of treatment integrity. She is now a Training Manager for Blue Sprig Pediatrics.
Natalie Shuler received her MS in 2018 and her PhD in 2020. Her thesis evaluated the use of video models to teach supervisors best-practice skills. Her dissertation evaluated impacts of, and teacher preference for, written and graphical forms of feedback. She is now the Associate Director of Behavior Management at the Center for Pediatric Behavioral Health.
Stephanie Jones received her MS in 2020 and her PhD in 2021. Her thesis evaluated effects of integrity failures on time-based reinforcement as an intervention for challenging behavior of elementary-aged children. Her dissertation examined mechanisms through which integrity failures may result in negative outcomes in differential reinforcement and time-based reinforcement schedules. She is now an Assistant Professor at Salve Regina University.
Catherine (Stephens) Williams received her MS in 2019 and her PhD in 2021. Her thesis evaluated resurgence of academic responses (methods of solving quadratic equations). Her dissertation examined the role of close-in and far-out non-examples on acquisition of novel (arbitrary) and natural (biological) concepts. Her interests lie in the development of effective instructional practices. She is now a an Assistant Professor at the University of North Carolina at Wilmington.
Kathleen Betley completed her MA in 2010, as part of the short-lived Behavior Analysis Master of Arts program. She is now a practicing BCBA in New Jersey.
Tonya Marsteller received her MS in 2011. Her thesis evaluated attenuation of resurgence with the use of fixed-time reinforcement. She is now a Clinical Director at the Florida Center for Autism.
Keegan Kowcheck received her MA in 2012, as part of the short-lived Behavior Analysis Master of Arts program. She is now a teacher in Monongalia County Schools.
Gabrielle Mesches received her MS in 2017. Her thesis investigated an alternative approach to functional assessment for typically developing students. She is now a doctoral student at Western Michigan University.
Claudia Diaz-Salvat received her MS in 2018. Her thesis assessed impacts of serial training on resurgence. She is now a practicing BCBA in Florida and a doctoral student at Endicott University.
Kristen Leard received her MA in 2010, as part of the short-lived Behavior Analysis Master of Arts program. She is now a practicing BCBA in Connecticut.
Ellen Brosh received her MS in 2011. Her thesis compared multiple methods of collecting descriptive-analysis data in classrooms. She is now the Director of Behavioral Services at Alternative Paths Training School.
Nicole Robinson received her MA in 2016. Her thesis evaluated the use of accumulated reinforcers for children with ADHD. She is now a Clinical Director at The Hope Learning Center.
Lucie Romano received her MS in 2018. Her thesis assessed curricular revision as a possible treatment for escape-maintained behavior. She is now a doctoral student at Western Michigan University.
Brian Long received his MS in 2023. His thesis evaluated the utility of the paired stimulus demand assessment for identifying escape functions for children in alternative education.