ABA Faculty
Currently, there are five faculty appointments in the ABA program. Each of the faculty members is nationally certified by the Behavior Analyst Certification Board® as a Board Certified Behavior Analyst® and received his or her Ph.D. from a doctoral program that is either accredited by the Association for Behavior Analysis International or had a course sequence in ABA that was approved by the BACB®. Each has extensive experience teaching both undergraduate and graduate courses in ABA, has provided both direct and supervisory services in ABA, and has extensive experience in research methodologies and basic learning principles in ABA. All five faculty members have published and presented their scholarly work at local, national, and international conferences.
Faculty:
Tina Sidener
Professor, Clinical Supervisor
Department Chair, Faculty
Email: TSidener@caldwell.edu
Phone: 973-618-3539
Education Background:Ph. D. in Psychology from Western Michigan University Brief Bio/Professional Experience:Tina M. Sidener, Ph.D., BCBA-D, LBA(NY) is a professor in the Applied Behavior Analysis department at Caldwell University and Clinical Supervisor in the Caldwell University Center for Autism and Applied Behavior Analysis. She received her Ph.D. in Psychology from Western Michigan University in 2006 under the mentorship of Dr. Jim Carr and completed a pre-doctoral internship at Kennedy Krieger Institute, Johns Hopkins University. Dr. Sidener has over 20 years of experience providing ABA services and conducting research with individuals with developmental disabilities. She has served on the board of and published in a number of peer-reviewed journals, including the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, Behavioral Interventions, Education and Treatment of Children, and Behavior Analysis in Practice. Her clinical and research interests include teaching verbal behavior and play skills to children with autism spectrum disorder and establishing natural stimulus and reinforcer control. 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. |
Carleana Hickey
Assistant Director of Training in Applied Behavior Analysis
Staff
Email: chickey@caldwell.edu
phone: 973-618-3310
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Ruth DeBar
Chair and Professor
Faculty
Email: RDeBar@caldwell.edu
Phone: 973-618-3625
Dr. Ruth M. DeBar, BCBA-D, LBA (NY) earned her master’s degree from Northeastern University via The New England Center for Children and completed her doctorate degree in Applied Behavior Analysis (ABA) at The Ohio State University. Ruth has been active in the field of ABA and has worked with individuals with autism spectrum and related disorders for over 20 years. She has published a number of research in journals like Journal of Applied Behavior Analysis and in Behavior Analysis in Practice and presented at state, national, and international conferences on various topics relevant to serving individuals diagnosed with autism spectrum disorders. Ruth currently serves on the Editorial Board of Behavioral Interventions. 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 ranging from social, to vocational, to safety skills.
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Sharon Reeve
Professor and Graduate Program Coordinator
Faculty
Email: sreeve@caldwell.edu
Phone: 973-618-3315
FAX: 973-618-3943
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. |
Kenneth Reeve
Professor
Faculty
Email: KReeve@caldwell.edu
Phone: 973-618-3639
Kenneth F. Reeve, Ph.D., BCBA-D is a Professor and Graduate Programs Co-Coordinator in the Applied Behavior Analysis Department at Caldwell University. He received his Ph.D. in behavior analysis with a specialization in developmental disabilities from the City University of New York and is a doctoral-level Board Certified Behavior Analyst. Ken has co-authored more than 90 published studies in peer-reviewed journals in the areas of concept formation, stimulus control, infant behavior, and teaching applications for individuals with autism spectrum disorder. He is also co-author of two book chapters related to conceptual behavior and teaching applications. Ken was the 2015 recipient of the New Jersey Psychological Association’s Distinguished Researcher Award. He has served on the editorial boards of multiple research journals including Perspectives on Behavior Science, Journal of Experimental Analysis of Behavior, The Psychological Record, Journal of Applied Behavior Analysis, and Journal of Behavioral Education.
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Tina Sidener
Professor, Clinical Supervisor
Department Chair, Faculty
Email: TSidener@caldwell.edu
Phone: 973-618-3539
Education Background:Ph. D. in Psychology from Western Michigan University Brief Bio/Professional Experience:Tina M. Sidener, Ph.D., BCBA-D, LBA(NY) is a professor in the Applied Behavior Analysis department at Caldwell University and Clinical Supervisor in the Caldwell University Center for Autism and Applied Behavior Analysis. She received her Ph.D. in Psychology from Western Michigan University in 2006 under the mentorship of Dr. Jim Carr and completed a pre-doctoral internship at Kennedy Krieger Institute, Johns Hopkins University. Dr. Sidener has over 20 years of experience providing ABA services and conducting research with individuals with developmental disabilities. She has served on the board of and published in a number of peer-reviewed journals, including the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, Behavioral Interventions, Education and Treatment of Children, and Behavior Analysis in Practice. Her clinical and research interests include teaching verbal behavior and play skills to children with autism spectrum disorder and establishing natural stimulus and reinforcer control. 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. |
To contact any of our adjunct instructors, please call our Office Manager at 973-618-3373
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Courtney L Kane
Assistant Clinical Supervisor
Adjunct Lecturer
Email: ckane@caldwell.edu
ABA dept.: 973-618-3373
Building : MJRH
MA., BCBA Assistant Clinical Supervisor Doctoral Student in Applied Behavior Analysis Caldwell University |
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