Recent Publications (2015-)

*denotes student or postdoc author

*Zimmerman, D., *Najafichaghabouri, M., Joslyn, P. R., & Pinkelman, S. E. (accepted) Social and ecological validity of the Good Behavior Game. Journal of Behavioral Education.

Twyman, J. S., Pinkelman, S. E., Kenyon, S., Heward, W. L., Lattal, K. A., & Critchfield, T. S. (2024). Ronnie Detrich (1956-2023): A versatile behavior analyst who demanded more of behavior analysis and education. Journal of Applied Behavior Analysis, (57)1, 32-38. https://doi.org/10.1002/jaba.1043

Becker, A., Kuhn, R., & Pinkelman, S. E. (2024). The once and future cusp: Advancing and integrating the cusp concept to understand behavioral repertoire dynamics. Perspectives on Behavior Science. Advance online publication.

D’Agostino, S. R., Pinkelman, S. E., & Maye, M. (2023). Implementation of naturalistic developmental behavioral intervention strategies: An examination of preschool teachers’ perceptions. Journal of Early Intervention, Advance online publication.

*Page, S. V., *Zimmerman, D., & Pinkelman, S. E. (2023). A systematic review of dependent group contingencies (1970-2019). Journal of Positive Behavioral Interventions, 25(3), 198-209. https://doi.org/10.1177/109830072110545

Slocum, T. A., Joslyn, P. R., *Nichols, B., & Pinkelman, S. E. (2022). Revisiting an analysis of threats to internal validity in multiple baseline designs. Perspectives on Behavior Science, 45, 681-694. https://doi.org/10.1007/s40614-022-00351-0

Slocum, T. A., Pinkelman, S. E., Joslyn, P. R., & *Nichols, B. (2022). Threats to internal validity in multiple baseline design variations. Perspectives on Behavior Science, 45, 619-638. https://doi.org/10.1007/s40614-022-00326-1

Pinkelman, S. E., *Rolf, K. R., Landon, T., Detrich, R. *McLaughlin, C., *Peterson, A., & Lizotte, M. (2022). Curriculum adoption in U.S. schools: An exploratory, qualitative analysis. Global Implementation Research and Applications, 2, 1-11. https://doi.org/10.1007/s43477-022-00039-2

*Benney, C. M., *Cavender, S. C., McClain, M. B., Callan, G., & Pinkelman, S. E. (2021). Adding mindfulness to an evidence-based reading intervention for a student with SLD: A pilot study. Contemporary School Psychology, 26(3), 410-421.\. https://doi.org/10.1007/s40688-021-00361-w

*Rolf, K., Pinkelman, S. E., & Bundock, K. (2021). Reviewing K-12 curriculum evaluation tools through an implementation lens. Global Implementation Research and Applications, 1, 5-16. https://doi.org/10.1007/s43477-020-00005-w

Kittelman, A., Strickland-Cohen, M. K., Pinkelman, S. E., & McIntosh, K. (2020). Variables contributing to abandonment and readoption of SWPBIS. Journal of Positive Behavior Interventions, 22(2), 67-77. https://doi.org/10.1177/1098300719888748

*Mattson, S. & Pinkelman S. E. (2020). Improving on-task behavior in middle school students with disabilities using activity schedules. Behavior Analysis in Practice, 13, 104-113. https://doi.org/10.1007/s40617-019-00373-2

Pinkelman, S. E., Bundock, K., & *Rolf, K. (2020). Supporting students with ASD in schools through multi-tiered systems of support. In McClain, M., Shahidullah, J. D., & Mezher, K. Interdisciplinary care coordination for pediatric autism spectrum disorder. Springer.

Conley, K., Everett, S., & Pinkelman, S. E. (2019). Strengthening progress monitoring for individual student behavior support. Beyond Behavior, 28(3), 124-133. https://doi.org/10.1177/1074295619852333

Pinkelman, S. E. & Horner, R. H. (2019). Lessons learned from the Teaching-Family Model: Positive Behavioral Interventions and Supports. Perspectives on Behavior Science 42, 233-240. https://doi.org/10.1007/s40614-019-00199-x (peer reviewed commentary)

Strickland-Cohen, M. K., Pinkelman, S. E., Jimerson, J. B., Berg, T. A., Pinkney, C. J., & McIntosh, K. (2019). Maintaining effective individualized behavior support: Barriers and enablers. Preventing School Failure, 63(1), 1-11. https://doi.org/10.1080/1045988X.2018.1456399

Walker, V. L., & Pinkelman, S. E. (2018). Minimizing restraint and seclusion in schools: A response to Beaudoin and Moore. Intellectual and Developmental Disabilities, 56(3), 165-170. https://doi.org/10.1352/1934-9556-56.3.165 (peer reviewed commentary)

Park, K. & Pinkelman, S. E. (2017). Function-based approach to designing an instructional environment. Beyond Behavior, 26(3), 124-134. https://doi.org/10.1177/1074295617729813

Pinkelman, S. E. & Horner, R. H. (2017). Improving implementation of function-based interventions: Self-monitoring, data collection, and data review. Journal of Positive Behavior Interventions, 19(4), 228-238. https://doi.org/10.1177/1098300716683634

Trader, B., Stonemeier, J., Berg, T., Knowles, C., Massar, M., Monzalve, M., Pinkelman, S. E., Nese, R., Ruppert, T., & Horner, R. H. (2017). Promoting inclusion through evidence-based alternatives to restraint and seclusion. Research and Practice for Persons with Severe Disabilities, 42(2), 75-88. https://doi.org/10.1177/1540796917698830

Leverson, M., Smith, K., McIntosh, K., Rose, J., & Pinkelman, S. E. (2016; revised 2019). PBIS culturally responsiveness field guide: Resources for trainers and coaches. Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports.

Machalicek, W., Lequia, J., Pinkelman, S. E., Knowles, C., Raulston, T., Davis, T., & Alresheed, F. (2016). Behavioral telehealth consultation with families of children with autism spectrum disorder. Behavioral Interventions, 31(3), 223–250. https://doi.org/10.1002/bin.1450

Davis, T. N., Machalicek, W., Scalzo, R., Kobylecky, A., Campbell, V., & Pinkelman, S. E., Chan, J. M., & Sigafoos, J. (2016). A review and treatment selection model for individuals with developmental disabilities who engage in inappropriate sexual behavior. Behavior Analysis in Practice, 9, 389-402. https://doi.org/10.1007/s40617-015-0062-3

Powell, L.E., Glang, A., Pinkelman, S. E., Albin, R., Harwick, R., Ettel, D. & Wild, M.R. (2015). Systematic instruction of assistive technology for cognition (ATC) in an employment setting following acquired brain injury: A single case, experimental study. NeuroRehabilitation, 37(3), 437-447.

Pinkelman, S. E., McIntosh, K., Rasplica, C., Berg, T., & Strickland-Cohen, M. K. (2015). Perceived enablers and barriers related to sustainability of school-wide positive behavioral interventions and supports. Behavioral Disorders, 40(3), 171-183. https://doi.org/10.17988/0198-7429-40.3.171