ࡱ>  bjbjS>S> >1T_1T_*{tt$&\ h|||8|0 D|8t!(!!!!"f"$#8888888$_<?`>8+#""=# I#>8!!S8(((Q#!!8(+#8((**u9%*8i808*u?'4u?**u?J- +#+#(+#+#+#+#+#>8>8'4+#+#+#8+#+#+#+#u?+#+#+#+#+#+#+#+#+#tX :  Curriculum Vitae Scott Bellini Contact Information: 201 N. Rose Ave Bloomington, IN 47405 sbellini@indiana.edu EDUCATION 8/02 Indiana University, Bloomington Doctor of Philosophy Major: 91Ƭվal Psychology Program: School Psychology Cognate: Counseling 5/99 Indiana University, Bloomington Master of Science Major: 91Ƭվal Psychology 8/95 California State University, Fullerton Bachelor of Arts Major: Psychology LICENSURE Licensed Psychologist, State of Indiana (current) Health Service Provider in Psychology, State of Indiana (current) Certified School Psychologist (Type B), State of Louisiana (expired) PROFESSIONAL EXPERIENCE 8/23-Present Program Director 91Ƭվ Specialist (Ed.S.) School Psychology Program Department of Counseling and 91Ƭվal Psychology 8/07-Present Associate Professor (promotion and tenure date: May 2013) School Psychology Program Department of Counseling and 91Ƭվal Psychology Indiana University, Bloomington 7/17-8/18 Program Director School Psychology Program Department of Counseling and 91Ƭվal Psychology Indiana University, Bloomington 3/08-Present Director Social Skills Research Clinic at the Institute for Child Study School Psychology Program Indiana University, Bloomington 8/02 5/12 Director of Research and Clinical Services Indiana Resource Center for Autism Indiana Institute on Disability and Community 1/03 8/07 Licensed Psychologist Private Practice: Evaluation and Therapeutic Interventions for Children 7/01- 7/02 School Psychologist Intern Human Development Center, LSU Health Sciences Center Louisiana School Psychology Internship Consortium American Psychological Association Accredited Internship in Psychology 9/96- 7/01 91Ƭվal Consultant/Research Associate Indiana Resource Center for Autism Indiana Institute for Disability and Community Indiana University 8/95-5/96 Special 91Ƭվ Teaching Assistant Rossier School Garden Grove, CA 1/93-8/94 Behavioral Therapist UCLA Young Autism Project AWARDS AND RECOGNITION Winner of the National Indie Excellence Award in 91Ƭվ (Book: Building Social Relationships-2) Finalist for Book Fests International Book Award in the category of 91Ƭվ (Book: Building Social Relationships-2) Literary Work of the Year (Book: Building Social Relationships): Autism Society of America Indiana University Trustees Teaching Award Nominee: 2013, 2012, 2011, & 2008 School of 91Ƭվ Graduate Studies Mentor Award Nominee: 2009, 2008, & 2007 Funded Grants, Fellowships, and Gift Agreements Beeman N. and Sarah Haworth Phillips Research Fellowship (2020-Present) Role: Proposal/LOI Writer and Chair of Fellowship Committee National Institutes of Health, R01. (2019-2024; Funded). College and Beyond for Young Adults on the Spectrum. Role: Program Consultant IU Collaborative Research Grant (2018-2020: Funded) A Randomized Control Trial to Assess the Efficacy of a Gamified Mobile Application Intervention to Increase Physical Activity and Reduce Anxiety in Adults with Autism Spectrum Diagnoses (ASD) Role: Co-PI Organization for Autism Research (2007-2008; Funded) Increasing Social Engagement in Young Children with Autism Spectrum Disorders Using Video Self-Modeling and Peer Training. Role: PI PEER REVIEWED MANUSCRIPTS Maloy Shepley, M. E., & Bellini, S. (2023). The Effects of Auditory Stimulation on Mathematical Performance for Girls with Attention Deficit Hyperactivity Disorder. Global Journal of Intellectual & Developmental Disabilities, 13,1-8. Drill, R. B., & Bellini, S. (2022). Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder.Journal of autism and developmental disorders,52(1), 115.  HYPERLINK "https://doi.org/10.1007/s10803-021-04908-x" https://doi.org/10.1007/s10803-021-04908-x Bellini, S. (2022). A Preliminary Analysis of the Manualized Version of the Building Social Relationships Program (BSR-M). Global Journal of Intellectual & Developmental Disabilities, 11(1),1-8. Lee D, Frey G.C., Min A, Kim B, Cothran D.J., Bellini S, Han K, Shih P.C (2020). Usability inquiry of a gamified behavior change app for increasing physical activity and reducing sedentary behavior in adults with and without autism spectrum disorder. Health Informatics J. Sep 19:1460458 Kim B, Lee D, Min A, Paik S, Frey G, Bellini S, Han K, & Shih PC (2020). PuzzleWalk: A theory-driven iterative design inquiry of a mobile game for promoting physical activity in adults with autism spectrum disorder. PLoS One. 2020 Sep 10;15(9):e0237966 Powless, M. D.,Steinfeldt, J. A., Fisher, S. E., McFadden, P., Kennedy, K. W., & Bellini, S. (2020). Utilizing video-based trainings to improve decision-making in high school quarterbacks.Sports, 8(18), 1-26. Lowery, K. & Bellini, S. (2020). Teaching social skills to students on the autism spectrum in a school setting: A guide for teachers and other school practitioners. Global Journal of Intellectual & Developmental Disabilities, 7(1), 4-12. Bellini, S., & Heck, O. (2019). The ingredients of effective social skills programming for children and adolescents on the autism spectrum. Journal of Autism, 6, 1-7. Bellini, S., Gardner, L., Hudock, R., & Kashima-Ellingson, Y. (2017). The use of video self-modeling and peer training to increase social engagement in young children with ASD in a preschool setting. School Psychology Forum, 10, 207-219. Schatz, R. B., Peterson, R. K., & Bellini, S. (2016) The use of video self-modeling to increase on-task behavior in children with high-functioning autism, Journal of Applied School Psychology, 32, 234-253, Hampshire, P.K., Butera, G., & Bellini, S. (2016). Self-Management and Parents as Interventionists to Improve Homework Independence in 91Ƭվs with Autism Spectrum Disorders. Preventing School Failure, 60, 22-34. Otero, T. L., Schatz, R. B., Merrill, A. C., & Bellini, S. (2015). Social skills training for youth with autism spectrum disorders: A follow-up. Child and Adolescent Psychiatric Clinics of North America, 24, 99-115. Heckman, D., Cummings, D. & Bellini, S. (2014). Predicting interventionists intention to use video-self modeling: An investigation of the intervention Technology Acceptance Model (iTAM). Journal of Special 91Ƭվ Technology, 29, 35-49. Axelrod, M., Bellini, S., & Markoff, K. (2014). Using video self-modeling to increase compliance: A promising strategy for children with behavior problems. Behavior Modification. 38, 567-586. Korzekwa Hampshire, P. K., Butera, G. D., Bellini, S. (2012). Self-management and parents as interventionists: improving homework performance in middle school students with disabilities. Beyond Behavior, 21, 28-35. Bellini, S., Henry, D., & Pratt, C. (2011). From intuition to data: Using logic models to measure professional development outcomes for educators working with students on the autism spectrum. Teacher 91Ƭվ and Special 91Ƭվ, 34, 37-51. Hudock, R. L., Kashima-Ellingson, Y., & Bellini, S. (2011). Increasing responses to verbal greetings in children with autism spectrumdisorders: A comparison of the effectiveness of Social Story and generic story interventions. School Psychology Forum: Research in Practice, 5, 103-113. Bellini, S. & McConnell, L. (2010). Strength based educational programming for students with autism spectrum disorders: A case for video self-modeling. Preventing SchoolFailure, 54, 220-227. Bellini, S., Benner, L., Peters-Myszak, J. (2009). A systematic approach to teaching social skills to children with autism spectrum disorders: A guide for practitioners. Beyond Behavior, 19, 26-39. Bellini, S, & Ehlers, E. J. (2009). Video modeling interventions for youth with autism spectrum disorders: Practical suggestions for clinicians and educators. Journal of Assistive Technology Outcomes and Benefits, 6, 56-69. Bellini, S., & Peters, J. (2008). Social skills training. Child and Adolescent Psychiatric Clinics of North America, 17, 857-873. Bellini, S. & Hopf, A. (2007). The development of the Autism Social Skills Profile: A preliminary analysis of psychometric properties. Focus on Autism and Other Developmental Disabilities, 22, 80-87. Bellini, S., Peters, J., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skill interventions for children with autism spectrum disorders. Remedial and Special 91Ƭվ, 28, 153- 162. Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review, 36, 80-90. Bellini, S. & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 261-284. Bellini, S. (2006). The development of social anxiety in high functioning adolescents with autism spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 2 (3), 138-145. Hume, K., Bellini, S. & Pratt, C. (2005). The usage and perceived outcomes of early intervention and early childhood programs for young children with autism spectrum disorder. Topics in Early Childhood Special 91Ƭվ, 25 (4), 195-207. Bellini, S. (2004). Social Skills and Anxiety in Higher Functioning Adolescents with Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 19 (3), 78-86. BOOKS Bellini, S. (2023). Building Social Relationships 3: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism and other Social Challenges. Bloomington, IN: Professional Development Solutions in Autism. Bellini, S. (2016). Building Social Relationships 2: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and other Social Difficulties. Shawnee Mission, KS: Autism Asperger Publishing. Bellini, S. (2008). Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and other Social Difficulties (Textbook Version). Shawnee Mission, KS: Autism Asperger Publishing. Bellini, S. (2006). Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and other Social Difficulties. Shawnee Mission, KS: Autism Asperger Publishing. BOOK CHAPTERS Bellini, S., Beckman, P. S., & Lim, H. S. (2024). Historical pseudoscience in schools. In Axelrod, M.I., & Hupp, S. (Eds.). Investigating School Psychology: Pseudoscience, Fringe Science, and Controversies. New York: Routledge. Bellini, S., & Heck, O. (2021). Video modeling. In Axelrod, M.I., Coolong-Chaffin, M., & Hawkins, R.O. (Eds.). Case Studies in School Psychology: Behavior Interventions for Effective Problem Solving. New York: Routledge. Bellini, S. & Merrill, A. (2017). Social challenges of children and youth with ASD. In A. Boutot (Ed), Autism Spectrum Disorders: Foundations, Characteristics, and Effective Strategies, 2nd Edition. Pearson. Bellini, S., Gardner, L., & Markoff, K. (2014). Social skills training. In F. Volkmar, P. Rhea, K. Pelphrey, & S. Rogers (Eds.), Handbook of Autism and Pervasive Developmental Disorders, 4th Edition. Wiley & Sons Publishing. Bellini, S. (2011). Social challenges of children and youth with ASD. In A. Boutot and B. S. Myles (Eds.), Autism Spectrum Disorders: Foundations, Characteristics, and Effective Strategies. Allyn and Bacon. ENCYCLOPEDIA ENTRIES Bellini, S., Hopf, A. & Peters, J. (2007). Social skills training. In B. S. Myles, T. C. Swanson, & J. Holverstott (Eds.), Autism Spectrum Disorders: A Handbook for Parents and Professionals. Westport, CT: Greenwood Publishing. Bellini, S., & Akullian, J. (2007). Video modeling and video self-modeling. In B. S. Myles, T. C. Swanson, & J. Holverstott (Eds.), Autism Spectrum Disorders: A Handbook for Parents and Professionals. Westport, CT: Greenwood Publishing. Bellini, S. (2005). Social impairment and obsessive-compulsive disorder. In J. Neisworth & P. Wolfe (Eds.), The Autism Encyclopedia. Baltimore: Paul Brookes. NON-PEER REVIEWED ARTICLES Bellini, S. (2012). Changing Systems and Changing Lives through Research. Indiana Resource Center for Autism E-Reporter,  HYPERLINK "http://www.iidc.indiana.edu/?pageId=285" http://www.iidc.indiana.edu/?pageId=285. Bellini, S. (2007). IRCA Research Corner: The Collective Outcomes of School-Based Social Skill Interventions for Children on the Autism Spectrum. IRCA Reporter, 12, 1-3. Bellini, S. (2007). Making (and keeping) friends: A social skills instructional model for children with autism spectrum disorders. Children and Families Magazine, 21, 18-25. Bellini, S, Hume, K., & Pratt, C. (2006). Early Intervention for Young Children on the Autism Spectrum: A Parents Perspective. Indiana Resource Center for Autism Reporter, 11, 1-18. Bellini, S. (2004). Living in fear: Anxiety in adolescents with high functioning autism spectrum disorders. Indiana Resource Center for Autism Reporter, 9 (3), 1-5. Bellini, S. & Pratt C. (2003). The continuum of autism disorders: A look inside the spectrum. Autism Society of America Advocate, 36 (1), 18-19. GOVERNMENT REPORTS Pratt, C. & Bellini, S. (2012). Indiana Family Needs Assessment Survey. Report submitted to the Indiana Legislative Commission on Autism. Bellini, S. & Pratt, C. (2009). Indiana Family Needs Assessment Survey. Report submitted to the Indiana Legislative Commission on Autism. Bellini, S. & Pratt, C. (2006). Indiana Family Needs Assessment Survey. Report submitted to the Indiana Legislative Commission on Autism. Bellini, S. & Pratt, C. (2003). Indiana Family Needs Assessment Survey. Report submitted to the Indiana Legislative Commission on Autism. TEST DEVELOPMENT AND PROGRAM EVALUATION Bellini, S. (2024). The Autism Social Skills Profile-2 Administration and Scoring Guide. In Bellini, S., Building Social Relationships-3. Bloomington, IN: Professional Development Solutions in Autism. Bellini, S. (2016). The Autism Social Skills Profile-2. Autism Asperger Publishing Company. Bellini, S. (2008). The Autism Social Skills Profile. Autism Asperger Publishing Company. Evaluation of the participant outcomes of the IRCA Autism School Team Training program (2007-2012). SELECTED NATIONAL PRESENTATIONS Keynote Addresses Bellini, S. (2022). From Building Social Relationships to Improved Quality of Life Outcomes for Youth on the Autism Spectrum. Keynote Address Presented to the Florida State University, Center for Autism and Related Disabilities (CARD) Summer Conference. Bellini, S. (2019). Building Social Relationships through Evidence Based Social Skills Programming for Youth with Autism Spectrum. Keynote Address Presented at the Idaho CEC Fall Conference. Bellini, S. (2019). Building Social Relationships through Evidence Based Social Skills Programming for Youth with Autism Spectrum. Keynote Address Presented at the Autism Society of Iowa Annual Conference. Bellini, S. (2017). The Delivery of Effective Social Skills Programming for Youth on the Autism Spectrum. Keynote Address Presented at the 25th Annual Texas Autism Conference. Bellini, S. (2017). From Building Social Relationships to Improved Quality of Life Outcomes for Youth on the Autism Spectrum. Keynote Address Presented to the Region 16 91Ƭվ Services Center annual conference. Bellini, S. (2016). From Building Social Relationships to Improved Quality of Life Outcomes for Youth on the Autism Spectrum. Keynote Address Presented to the Centers for Autism and Related Disabilities (CARD) annual conference. Bellini, S. (2015). The Delivery of Effective Social Skills Programming to Individuals on the Autism Spectrum: Keynote Address Presented at the University of Arkansas ASD Symposium. Fayetteville, AR. Bellini, S. (2014). The Delivery of Effective Social Skills Programming to Individuals on the Autism Spectrum: Keynote Address Presented at the Autism Society of Pennsylvanias annual conference. Bellini, S. (2014). The Delivery of Effective Social Skills Programming to Individuals on the Autism Spectrum: Keynote Address Presented at the Autism Society of Pennsylvanias annual conference. Bellini, S. (2013). The Delivery of Effective Social Skills Programming to Individuals on the Autism Spectrum: Keynote Address Presented at the Autism Society of Iowa Annual Convention. Bellini, S. (2012). The Delivery of Effective Social Skills Programming to Individuals on the Autism Spectrum: Keynote Address Presented at the University of Kansas Autism Center. Bellini, S. (2012). The Delivery of Effective Social Skills Programming to Individuals on the Autism Spectrum: Keynote Address Presented at the Regional Autism Advisory Council in partnership with Xavier University. Bellini, S. (2012). The Delivery of Effective Social Skills Programming to Individuals on the Autism Spectrum: Keynote Address Presented at the Autism Intervention Conference, sponsored by the Thompson Center for Autism and Neurodevelopmental Disorders Center, University of Missouri. Columbia, Missouri. Bellini, S. (2012). The Building Social Relationships Model: Keynote Address Presented at the Region 16 91Ƭվ Service Center. Amarillo, TX. Bellini, S. (2009) Best Practices in Social Skills Training for Youth on the Autism Spectrum. Keynote address presented at the Florida Centers for Autism and Related Disabilities (CARD) annual conference. West Palm Beach Florida. Bellini, S. (2009) Building Social Relationships in 91Ƭվs on the Autism Spectrum. Keynote address presented at the Florida Department of 91Ƭվs Partnership for Effective Programming for 91Ƭվs with Autisms Summer Institute. Tampa, Florida. Bellini, S. (2009) Best Practices in Social Skills Training for Youth on the Wisconsin Autism Society. Keynote address presented at the Autism Society of Wisconsins Annual Conference. Wisconsin Dells, WI. Bellini, S. (2007). The Assessment of Social Functioning in Children and Adolescents on the Autism Spectrum: A Critical (Yet, Neglected) Element of Social Skills Programming. Keynote Address presented at the 6th Annual Autism Summit of Northwest Ohio. Bowling Green, OH. Bellini, S. (2007). Building Social Relationships through Effective Programming. Keynote Address presented to the Autism Spectrum Disorders Network. Kearney, NE. Invited Talks and Seminars Sponsored by Universities, State Departments of 91Ƭվ, and Local 91Ƭվ Agencies Bellini, S. (2023). Incorporating Social-Emotional Competencies into Functional Behavior Assessment and Behavior Intervention Plans. Workshop presented to the Lafourche Parish School District. Thibodaux, LA. Bellini, S. (2023). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Workshop presented to the Lafourche Parish School District. Thibodaux, LA. Bellini, S. (2022). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Workshop presented to the Cooperative Association of Special 91Ƭվ. Glen Ellyn, IL. Bellini, S. (2019). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Workshop presented at the Project ACCESS Summer Conference, Missouri Department of 91Ƭվ. Bellini, S. (2019). Racial Disparities in the Identification of 91Ƭվs with Autism Spectrum Disorders. Seminar presented at the state of Indiana LEA Significant Disproportionality Summit, Indianapolis, IN. Bellini, S. (2018). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Workshop presented to Florida State Universitys Center for Autism and Related Disabilities (CARD) conference. Bellini, S. (2018). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Workshop presented to the Lafourche Parish School District. Thibodaux, LA. Bellini, S. (2017). Racial Disparities in the Identification of 91Ƭվs with Autism Spectrum Disorders. Seminar presented at the state of Indiana LEA Significant Disproportionality Summit, Indianapolis, IN. Bellini, S. (2017). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Workshop presented to the Autism Society of Wisconsin Fall Conference, Lacrosse WI. Bellini, S. (2016). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Workshop presented to the Columbia Regional Program and Portland Public Schools. Portland, OR. Bellini, S. (2016). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Workshop presented to the Herkimer Autism Resource Center Spring Conference, Family Support Services of CNY DDRO Consumer Council. Herkimer, NY. Bellini, S. (2016). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Workshop presented to the Cooperative Association of Special 91Ƭվ. Glen Ellyn, IL. Bellini, S. (2015). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Northwest AEA and Siouxland Autism Conference. Sioux City, IA. Bellini, S. (2015). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Workshop presented to the Lafourche Parish School District. Thibodaux, LA. Bellini, S. (2015). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Professional Development workshop presented to ESC 20. Austin, TX. Bellini, S. (2014). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Preconference presentation at the OCALICON 14 conference. Columbus, Ohio. Bellini, S. (2014). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Sponsored by the University of Kansas, Center for Autism Research. Bellini, S. (2014). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Sponsored by the Autism Specialist Summit, Kansas Department of 91Ƭվ. Bellini, S. (2013). Building Social Relationships through Evidence Based Programming for Youth on the Autism Spectrum. Sponsored by the Minnesota Department of 91Ƭվ and the Minnesota Autism Project. Bellini, S. (2013). Social Skills Strategies that Work. Grand Valley State University Conference on Autism. Bellini, S. (2013). The Delivery of Effective Social Skills Programming to 91Ƭվs on the Autism Spectrum. District 54, Schaumberg School District, Illinois. Bellini, S. (2013). Developing Social Skills in Children and Adolescents with Autism Spectrum Disorders. University of South Dakota Center for Disabilities. Bellini, S. (2013, July). An Introduction to the Manualized Version of the Building Social Relationships Program. Heartland Area 91Ƭվ Agency. Des Moines Iowa. Bellini, S. (2013, April). Evidence Based Practices in Social Skills Training. Heartland Area 91Ƭվ Agency. Des Moines Iowa. Bellini, S. (2011). Evidence Based Practices in Social Skills Training. University of South Florida/Florida Department of 91Ƭվ. Tampa Bay, FL. Bellini, S. (2011). Building Social Relationships. Iowa Department of 91Ƭվ. Iowa City, IA. Bellini, S. (2011). Evidence Based Practices in Social Skills Training. Virginia Department of 91Ƭվ. Richmond, VA. Bellini, S. (2011). Evidence Based Practices in Social Skills Training. Auburn University. Auburn, Alabama. Bellini, S. (2009). Building Social Relationships. University of Miami, Center for Autism and Related Disorders. Miami, FL. Bellini, S. (2009). Building Social Relationships. Virginia Department of 91Ƭվ. Harrisonburg, VA. Bellini, S. (2009). Building Social Relationships. University of Oklahoma Health Sciences Center. Oklahoma City, OK. Bellini, S. (2009). Evidence Based Practices in Social Skills Training. University of Utah. Salt Lake City, UT. Bellini, S. (2009). Building Social Relationships Model. University of Florida. Gainesville, FL. Bellini, S. (2009) Social Skills Training for Youth on the Autism Spectrum. LSU Health Sciences Center Summer Institute. New Orleans, LA. Bellini, S. (2009). Building Social Relationships Model. Maryland Coalition for Inclusive 91Ƭվ. Columbia, MD. Bellini, S. (2008). Building Social Relationships Model. Center for Autism and Related Disabilities, University of Central Florida. Orlando, FL. Bellini, S. (2008). Building Social Relationships Model. Arizona Department of 91Ƭվ. Phoenix, AZ. Bellini, S. (2008). Social Skills Training and Video Self-Modeling. University of New Hampshire, Institute on Disability, Research to Practice Series. Manchester, NH. Bellini, S. (2008). Building Social Relationships Model. Center for Autism and Related Disabilities, University of Central Florida. Orlando, FL. Bellini, S. (2007). Building Social Relationships Model. Autism Community Training and Simon Fraser University. Vancouver, B.C. Bellini, S. (2007). Building Social Relationships Model. The National Autism Conference. State College, PA. Bellini, S. (2007). Building Social Relationships Model. Workshop Sponsored by the Arizona Department of 91Ƭվ. Phoenix, AZ. Peer Reviewed National and State Conference Presentations Ruark, C., Thielmyer, A., & Bellini, S. (2022). Follow-up Meta-analysis of Social Skill Interventions for 91Ƭվs With ASD: A Preliminary Analysis of Topline Results. National Association of School Psychologists National Convention. Boston, MA. Bellini, S. (2020). Evidence Based Social Skills Programming for 91Ƭվs on the Autism Spectrum. Indiana Council of Administrators in Special 91Ƭվ Annual Meeting. Indianapolis, IN. Lee D, Cothran DJ, Bellini S, Shih PC, Han K, Kim B, Min A, Paik S, and Frey GC (2020). Ecological Momentary Assessment of Physical Activity, Sedentary Time, and Anxiety in Adults with Autism Spectrum Disorder. International Society for Autism Research 2020 Annual Meeting; May 2020; Seattle,WA Lowery, K., & Bellini, S. (2019). Building Social Skills in the School Efficiently and Flexibly. National Association of School Psychologists National Convention. Atlanta, GA. Ryan, T., Farris, C., & Bellini, S. (2018). Using Building Social Relationships-2: Increasing Engagement for Children with Autism Spectrum Disorder. National Association of School Psychologists National Convention. Chicago, IL. Merrill, A., & Bellini, S. (2018). Video Self-Modeling (VSM) As an Intervention for Adolescents with Autism Spectrum Disorders (ASD) in School and Clinical Settings. International Meeting for Autism Research. Schatz, R., & Bellini, S. (2017). Reading Comprehension Difficulties and High-Functioning Autism: An Intervention Answer. National Association of School Psychologists National Convention. San Antonio, TX. Hampshire, P. K., Butera, G. D., Bellini, S. (2012). Improving homework performance and independence in a student with autism through self-management and parents as interventionists. Poster presented at the Association for Behavior Analysis International Autism Conference, Philadelphia, PA. Bellini, S. (2010). Video Self-Modeling for 91Ƭվs on the Autism Spectrum. National Association of School Psychologists Annual Convention. Chicago, IL. Bellini, S. (2007). Teaching Employment Related Social Skills to Adults on the Autism Spectrum. Workshop presented at the Autism Society of America (ASA) and the Association for Persons in Supported Employment (APSE) joint conference. Columbus, OH. Bellini, S. (2007) Anxiety in Individuals with Autism Spectrum Disorders: The Role of Social Skill Deficits. In T. J. Huberty (Chair), Comorbidity of Anxiety and Depression. Symposium conducted at the American Psychological Association National Convention, San Francisco, CA. Bellini, S. (2006). Building Social Relationships Model. Workshop presented at the Autism Society of America National Conference. Providence, RI. Bellini, S., & Hopf, A. (2006). Evaluating the Psychometric Properties of the Autism Social Skills Profile. Poster presented at the National Association of School Psychologists National Convention. Anaheim, CA. Akullian, J, & Bellini, S. (2006). Increasing Social Interactions in Young Children with Autism Spectrum Disorders using Video Self-Modeling. Paper presented at the National Association of School Psychologists National Convention. Anaheim, CA. Bellini, S. & Pratt, C. (2004). Building Local Capacity around 91Ƭվs with Autism. Workshop presented at the Association for University Centers on Disability Conference (AUCD): Bethesda, MD. Bellini, S. (2004). Social Skills Instruction for Children and Adolescents with Autism Spectrum Disorders. Workshop presented at the Autism Society of America, National Conference: Seattle, WA. STUDENT ADVISEMENT/SUPERVISION Dissertation Committee Membership: Chair: F1 91Ƭվ Problems: Exploring the Experiences of International Graduate 91Ƭվs in US-Based School Psychology Programs. 91Ƭվ: Hanna Lim (Proposal Defended, 2024) Chair: Participation in a Community Based Dance Class to Improve the Social Skills of Children on the Autism Spectrum 91Ƭվ: Alexandria Thielmeyer (Defended, 2024) Member: Supporting Collaborative Learning for 91Ƭվs with Autism Spectrum Disorder: A Universal Design for Learning Approach 91Ƭվ: Tammy May (Defended, 2024) Chair: School Mental Health Teams and the Implementation of Comprehensive School Mental Health Services 91Ƭվ: Kane Carlock (Defended, 2023) Member: Consultee-Centered Consultation: Supporting 91Ƭվ Emotion Regulation and Development Through Collaboration with Teachers 91Ƭվ: Maureen Wood (Defended, 2023) Member: Mental Health Action Plans: A Pilot Study Exploring Coordinated Mental Health Supports for 91Ƭվs with Intensive Socioemotional Needs 91Ƭվ: Malena Nygaard (Defended, 2023) Member: Utilizing KAP in Schools: An Evaluation of Educators and Staff Knowledge, Attitudes, and Practices Related to Trauma 91Ƭվ: Olivia Heck (Defended, 2023) Member: Assessing Pre-Service Teachers Self-Efficacy in Collaborating with Families about ASD 91Ƭվ: Nicole Rodriguez (Defended, 2022) Member: The Psychology of Purpose of Life: Theory, Research, and Applications 91Ƭվ: Jonah Li (Defended, 2022). Chair: The Trans Youth Empowerment Program: A positive psychology group intervention for transgender youth. 91Ƭվ: Danielle Hernandez. (Defended, 2021) Member: Enhancing Writing Motivation Using Creative Writing Instruction: A Self-Regulated Strategy Development Intervention 91Ƭվ: AJ Asomani-Adem (Proposal Defended, 2021) Member: Anxiety- Comparing Synchronous and Asynchronous Professional Development 91Ƭվ: Natalie Bengert (Defended, 2021) Member: Virtual Reality: A PETTLEP Based Performance Intervention for Quarterbacks. 91Ƭվ: Kyle Kennedy (Defended, 2021) Member: Examining the Effectiveness of the Gratitude Program with the Assistance of Technology 91Ƭվ: Kuo Deng (Defended, 2021). Chair: The Use of a Trauma-Focused Cognitive Behavioral Program and a Visual Support System to Improve the Classroom Behavior of 91Ƭվs Exposed to Trauma. 91Ƭվ: Kelsey Quest (Defended, 2020). Member: Dialectical Behavior Therapy for Youth Exhibiting Non-Suicidal Self Injurious Behavior. 91Ƭվ: Brooke Frazer (Defended, 2020). Member: Evaluating the Effectiveness of Arabic Morphological Instruction Among 91Ƭվs who are Deaf and Hard of Hearing at the second and third grade levels: 91Ƭվ: Ahmed Alshubrumi (Defended, 2020) Member: Assessing Teacher Self-Efficacy to Teachers Working Within a Juvenile Correctional Facility Before and After Training Curriculum 91Ƭվ: Lena Flores (Defended, 2020) Chair: Professional Development for Trauma-Informed Schools: Applying the Knowledge, Attitudes, and Practices (KAP) Framework to 91Ƭվ Trauma. 91Ƭվ: Rhiannon Law. (Defended, 2018; Proposal Defended, 2017). Chair: Using Emotes, a Social Emotional Curriculum, to Teach Elementary Aged Children with Autism Spectrum Disorder about Emotions and Perspective Taking. 91Ƭվ: Kassie Lowery (Defended 2018; Proposal Defended, 2017). Member: Virtual Reality: A PETTLEP Based Performance Intervention for Quarterbacks. 91Ƭվ: Kyle Kennedy (Defended, 2021) Member: Utilizing Video-Based Trainings to Improve Decision-Making in High School Quarterbacks. 91Ƭվ: Matt Powless (Proposal Defended, 2017). Member: Computer-Mediated Cognitive Behavioral Therapy for Youth with ASD and Comorbid Anxiety. 91Ƭվ: Stacy White (Defended, 2018; Proposal Defended, 2017). Member: Video Self-Molding and Recreational Functional Fitness Exercisers: The Effect of Video Feedback on Skill Acquisition and Self-Efficacy in Weightlifting. 91Ƭվ: Quentin Speight (Proposal Defended, 2017). Chair: Video Self-Modeling as an Intervention to Address Noncompliant Problem Behaviors in Preschoolers. 91Ƭվ: Ian Halberg (Defended, 2018; Proposal Defended, 2016). Chair: The Additive Effects of Video Self-Modeling on a Social Skills Training Package Addressing Conversational Skills in Adolescents with Autism Spectrum Disorder 91Ƭվ: Anna Merrill. (Defended 2017; Proposal Defended, 2015). Chair: Combining Readers Theater, Story Mapping, & Video Self-Modeling Interventions to Reading Comprehension in Children with Autism Spectrum Disorders. 91Ƭվ: Rochelle Schatz. (Defended, 2016; Proposal Defended, 2015). Chair: Self-Management of Social Behaviors to Increase the Engagement of Children with Autism in Natural Social Settings 91Ƭվ: Tiffany Otero. (Defended, 2016; Proposal Defended, 2015). Chair: 91Ƭվ: Video Self-Modeling as a Peer Mentor Training Program to Improve Peers Social Interactions with Preschool 91Ƭվs with Autism Spectrum Disorders Jillian Haut. (Defended, 2016; Proposal Defended, 2014). Chair: The Effects of Music on Mathematical Performance for Girls with ADHD. Megan Maloy. (Defended, 2016; Proposal Defended, 2015). Director: Visual and Auditory Cue Responses in Children with Autism Spectrum Disorder. 91Ƭվ: Susie Galford. (Defended, 2014) Member: WJ-III Cog Administration Errors by Graduate 91Ƭվs: A Video Analysis. 91Ƭվ: Luke Erichsen. (Defended, 2014). Member: Bilingual Reading Intervention for Native Spanish Speaking English Language Learners. 91Ƭվ: Maryellen McClain. (Defended, 2014). Member: Video self-modeling and collegiate field hockey: The effect of a self-selected feedforward intervention on player hitting ability and self-efficacy. 91Ƭվ: Brad Foltz (Current: Defended, 2014) Member: Latino Disproportionality in School Discipline. 91Ƭվ: Jason Cuardado (Current: Defended, 2014). Member: Examining the effects of pivotal response training in rural settings. 91Ƭվ: Christina Russell (Defended, 2013). Member: Listening Preferences in Children with High Functioning Autism. 91Ƭվ: Kimberly Markoff (Defended, 2012). Member: Examining parenting stress in parents of children with autism spectrum Disorders. 91Ƭվ: Becky Hudock (Defended, 2012). Member: Social Validity, acceptability, and utility of Behavior Mapping: A simple functional behavior assessment. 91Ƭվ: Scott Carson. (Defended, 2012). Member: Designing collaborative homework plans for students with ASD that promote self management skills. 91Ƭվ: Patricia Hampshire (Defended, 2011). Co-Director: Comparing the effects of three modeling conditions on the performance of simple tasks by elementary aged children with autism spectrum disorders. 91Ƭվ: Lauren Benner (Defended, 2011). Member: Determinants of life satisfaction: Generated and ranked by undergraduate college students. 91Ƭվ: Kathleen Schoenecker (Defended, 2011). Member: Technology Adoption Applied to 91Ƭվal Settings: Predicting School Psychologists Use of Video-Self Modeling. 91Ƭվ: Drew Heckman (Defended, 2011). Member: Community Schools and Urban 91Ƭվ Reform in the United States. 91Ƭվ: John Houser (Defended, 2010). Co-Director: Effectiveness of a computer program in increasing social skills in children with autism. 91Ƭվ: Jessica Peters Myszak (Defended, 2010). Co-Director: Using Video Self-Modeling to Teach Social Skills to Preschool Children with Autism. 91Ƭվ: Jennifer Akullian (Defended, 2010). Member: Video Self-Modeling and Self-Monitoring to Increase Task Engagement in Children with ADHD. 91Ƭվ: Rachel Oxnard (Defended, 2009) Member: Mothers Involvement and Childrens Achievement and Conduct in Singapore Primary Schools. 91Ƭվ: Kim Yeo (Defended, 2007). Member: Examining the Impact of Video Self-Modeling on the Reading Fluency of Upper Elementary and Middle School 91Ƭվs with Significant Reading Disabilities. 91Ƭվ: Heather Edl (Defended, 2007). Member: Effects of an Individual Work System on the Independent Demonstration of Task Fluency and Generalization. 91Ƭվ: Kara Hume (Defended, 2006). Member: Using Video Self-Modeling to Increase the Prosocial Behavior of Children with Autism and their Siblings. 91Ƭվ: Johann Lantz (Defended, 2005). 91Ƭվ Committee Membership: Chair of Ph.D. Advisory Program Committee: Current 91Ƭվs: JaToria Palmer, School Psychology Hanna Lim, School Psychology Former 91Ƭվs: Parker Beckman, School Psychology Britany Beuschesne, School Psychology Kane Carlock, School Psychology Alexandria Thielmeyer, School Psychology Olivia Heck, School Psychology Danielle Hernandez, School Psychology Kelsey Quest, School Psychology Brooke Schmidt, School Psychology Kassandra Lowery, School Psychology Rhiannon Law, School Psychology Bianca Vasquez, School Psychology Stacey White, School Psychology Ian Halberg, School Psychology Rochelle Schatz, School Psychology Anna Merrill, School Psychology Jillian Haut, School Psychology Stacy White, School Psychology Kimberly Markoff, School Psychology Leslie Jenkins, School Psychology James Doolittle, School Psychology Katie Bodack, School Psychology Chair of Ed.S. Advisory Program Committee Current 91Ƭվs: Cole Wong, School Psychology Grace Mummert, School Psychology Ella Gatchel, School Psychology Lindsey Camden, School Psychology Erika Gillespie, School Psychology Hannah Pawlowski, School Psychology Kendall Jones, School Psychology Lulu Dahl, School Psychology Danielle, Giselle, School Psychology Devin Byers, School Psychology Nia Bailey, School Psychology Ciena Miller, School Psychology Hope Wood, School Psychology Brooke Streit, School Psychology Max Hamm, School Psychology Nate Branham, School Psychology Kendall Fields, School Psychology Former 91Ƭվs: Maria Ruiz, School Psychology Jaylin Soto, School Psychology Abigail Noell, School Psychology Claire Murphy, School Psychology Grace Haigh, School Psychology Abby Lefler, School Psychology Ya Ting Yu, School Psychology Emma Sedlacek, School Psychology Amanda Barnett, School Psychology Natalie Bengert, School Psychology Brittany Burris, School Psychology Man Ting Choi, School Psychology Abby Dixon, School Psychology MaryClare Loughery, School Psychology Sarah McRoberts, School Psychology Julia Quinlan, School Psychology Katie Horman, School Psychology Caitlyn Farris, School Psychology Nina Bailey, School Psychology Kathleen Ford, School Psychology Shelby Kale, School Psychology Ashley Visner, School Psychology Courtney Lemons, School Psychology Ashley Wright, School Psychology Member of Ph.D Advisory Program Committee Former 91Ƭվs: Chelsey Ruark, School Psychology Laura Gumbiner, School Psychology Ty Ryan, School Psychology Lena Flores, School Psychology Tiffany Campbell, School Psychology Susan Galford, School Psychology Tiffany Otero, School Psychology Becky Kaletka, School Psychology Kimberly Rainey, School Psychology Shannon Donahue, School Psychology Drew Heckman, School Psychology Jessica Peters, School Psychology John Houser, School Psychology Lauren Benner, School Psychology Member of Ed.S. Program Advisory Program Committee Former 91Ƭվs: Abby Lefler, School Psychology Audra Autzberger, School Psychology Caitlyn Matlock, School Psychology Shelby Mytyk, School Psychology Kristina Gluth, School Psychology Joy Callison, School Psychology Stacey Fagin, School Psychology Emily Plattner, School Psychology Kimberly Rainey, School Psychology Shannon Donahue, School Psychology Erin Bleha, School Psychology Member-Minor: Former 91Ƭվ: Patricia Korzekwa, Special 91Ƭվ Supervision of Graduate\Research Assistants: Katie Bodack (2011): School Psychology Becky Kaletka (2009-2010): School Psychology Yuri Kashima (2009-2010): School Psychology Lauren Benner (2009): School Psychology Jessica Peters (2007-2008): School Psychology Johanna Lantz (2000-2003): School Psychology Kara Hume (2003-2005): Special 91Ƭվ Jennifer Akullian (2004-2008) School Psychology Andrea Hopf (2004-2006): School Psychology Independent Study Supervision: Laura Middleburg (2012): School Psychology Vonda Barker (2004): Special 91Ƭվ Supervision of Practicum 91Ƭվs (Social Skills Research Clinic) Caitlyn Farris (2016): School Psychology Ty Ryan (2016): School Psychology Gina Rhodes (2016): School Psychology Bianca Vasquez (2016): School Psychology Kassie Lowery (2015-16): School Psychology Dillon Ang (2015-16): School Psychology Melissa Hanell (2014-16): School Psychology Ian Halberg (2014-16): School Psychology Anna Merrill (2013-16) School Psychology Rochelle Schatz (2013-16) School Psychology Rachel Peterson (2013-16) School Psychology Tiffany Otero (2012-2016): School Psychology Carla Moore (2015): School Psychology Megan Maloy (2014): School Psychology Jillian Haut (2012-2014): School Psychology Avital Deskalo (2013) School Psychology Maryellen McClain (2012-2013): School Psychology Megan Trachok (2012-2013): School Psychology Kelly Spegel (2012-2013): School Psychology Susie Galford (2011-2013): School Psychology Stacey White (2011): School Psychology Christina Russell (2010-2011): School Psychology Katie Bodack (2010): School Psychology Kimberly Markoff (2009-2011): School Psychology Becky Kaletka (2009-2010): School Psychology Amanda Ables (2009): School Psychology Erin Bleha (2009): School Psychology Luke McConnell (2008-2009): School Psychology Lauren Benner (2008-2009): School Psychology Jessica Peters (2008-2009): School Psychology Rachel Oxnard (2008): School Psychology PROFESSIONAL COMMITTEES, EDITORIAL BOARDS, AND SERVICE TO COMMUNITY Professional Committee Membership Committee Member: Sesame Street Autism Initiative Advisory Committee. Sesame Street Workshop, New York (2013-present). University Representative, Indiana Association of School Psychologists (IASP) Board (2015-2020) Committee Member, IASP Task Force on Shortages in School Psychology Personnel (2015-2020) Professional Advisory Group Member: The Social Times. A publication of Autism Asperger Publishing Company (2009-present). Committee Member: Autism Services Expert Work Group. Health Resources Services Administration, U.S. Department of Health and Human Services, Division of Children with Special Health Care Needs: Washington, D.C. (2007-2008) Committee/Panel Member: Models of Care and Community Responses to Autism. Childrens Hospital of Philadelphia Conference on Autism: Philadelphia, PA. (2006) Workgroup Participant: Indiana Family and Social Services Administration, Division of Disability and Rehabilitative Services, DD Vision 20/10 Event: Indianapolis, IN. (2007) Journal Reviewer Guest Reviewer: Exceptional Children (2008-present) Guest Reviewer: Remedial and Special 91Ƭվ (2008-present) Guest Reviewer: American Psychologist (2016) Professional Service to Community News Media Expert Resource: I have provided interviews to over a dozen news publications and radio programs since 2007 on the topic of autism including, USA Today, WFIU, NPR/Moment of Science, Herald Times, Indy Star, IDS, and Reuters Health Director, Social Skills Research Clinic: Provides social skill intervention and diagnostic services to children on the autism spectrum and their families (2008-2022) Workshop/Paper Proposal Reviewer: Autism Society of America National Conference (2005-2009) Camp Organizer: Enis Furly Foundation weekend camp for families of children with autism (2011) PROFESSIONAL MEMBERSHIPS Member, National Association of School Psychologists Member, American Psychological Association Member, Autism Society of America UNIVERSITY COMMITTEE WORK AND SERVICE Program Director, School Psychology Ed.S. Program, Counseling and 91Ƭվal Psychology (2023-present). Member: Long Range Planning Committee, School of 91Ƭվ (2023-present) Member: Faculty Development Committee, School of 91Ƭվ (2020-2023) Chair: Beeman N. Phillips Research Fellowship (2020-present) Faculty Representative, IU School Psychology Faculty/91Ƭվ Work Group (2022-present) IUB Faculty Representative, OCAP School Psychology Program (2023-present) Faculty Advisor/Supervisor, P404/F200/F401 Courses (2014-present) Organizer: New Faculty Orientation, School of 91Ƭվ (2022) Member: Search Committee, CEP 91Ƭվ Services Specialist Position (2022): Filled, Zachary Crouch Member: Counseling and 91Ƭվal Psychology Merit Review Committee (2022) Member: Counseling and 91Ƭվal Psychology Associate Instructor Selection Committee (2012-2022) Faculty Advisor: Autism Research Group (2009-present) Alternate Member: School of 91Ƭվ Policy Council (2019-present) Member, Search Committee, Assistant Professor in School Psychology Successfully Filled: Dr. Lisa Aguilar (2019-2020) Member: Building and On-Line Materials Evaluation Workgroup: Committee onDiversity, Equity, and Inclusion (2019-2021) Member: Counseling and 91Ƭվal Psychology Merit Review Committee (2020) SASP Faculty Representative (2016-2020) Chair, Search Committee, Open Rank Position in School Psychology (2017-18) Successfully Filled: Dr. David Shriberg Member, Graduate Studies Committee/Retention, Admissions, and Financial Aid Committee (2015-17) Member, Deans Fellowship Award Committee (2015-17) Chair, Search Committee, School Psychology Visiting Clinical Faculty Position (2017) Successfully Filled: Dr. Heather Ormiston Member: Frieda Alice Renfro Fellowship Committee (2017) Chair, School of 91Ƭվ Graduate 91Ƭվ Leave Policy Committee (2016) Coordinator, Ronda Talley Distinguished Lecture Series (2016) Faculty Mentor, Fulbright Distinguished Awards (DA) in Teaching Program. Center for International 91Ƭվ, Development & Research (CIEDR) (2016) Member: CEP Research Fellowship Award Committee (2014) Member: Counseling and 91Ƭվal Psychology Merit Review Committee (2012) Member: Special 91Ƭվ Faculty Search Committee (Open Rank Professor) (2011-12) Member: Counseling Psychology Faculty Search Committee (Open Rank Professor/Director of Training) (2011) Member: Counseling and 91Ƭվal Psychology Outstanding Doctoral Dissertation Award Committee (2010) Faculty Advisor: IU School Psychology Outstanding 91Ƭվ Award Committee (2009) Chair: Frieda Alice Renfro Fellowship Committee (2008) Faculty Representative: Committee on Diversity Affairs, Capacity Building Subcommittee School Psychology Program (2007-08) Member: Frieda Alice Renfro Fellowship Committee (2007) Colloquium Organizer: Organized guest colloquium by Peter Dowrick, Professor of Psychology and Disability Studies at the University of Hawaii, Manoa, on the topic of Video Self Modeling Interventions conducted at the School of 91Ƭվ (2007). Guest Lecturer: Conducted over one dozen guest lectures, upon colleague request, to classes and student groups within the university community on the topic of autism, behavior analysis, research methods, and therapeutic interventions (2007-present). TEACHING EXPERIENCE P682- Developmental Psychopathology. Department of Counseling and 91Ƭվal Psychology. (Fall 2019, Fall 2020, Fall 2021, Fall 2022, Fall 2023) P645/Y650- Single Case Research Design for the Behavioral Sciences. Associate Professor, Department of Counseling and 91Ƭվal Psychology (Spring 2016, Spring 2017, Spring 2018, Spring 2019, Spring 2020, Summer 2020, Summer 2021, Summer 2022, Summer 2023). Note: On-Line Course P670- Behavior Analysis and Consultation for School Psychologists. Associate Professor, Department of Counseling and 91Ƭվal Psychology (Fall 2012, Fall 2013, Fall 2014, Fall 2015, Fall 2016, Fall, 2017, Fall, 2018, Fall, 2019, Fall 2020, Fall 2021, Fall 2022, Fall 2023) P680- Ethical, and Legal Issues in School Psychology, Department of Counseling and 91Ƭվal Psychology (Spring 2021, Spring 2022, Spring 2024) F401/500-Behavior Management in Youth. Department of Counseling and 91Ƭվal Psychology. (Spring 2019, Fall 2019, Fall 2020, Fall 2021, Fall 2023) Note: On-Line Course P691-Personality Assessment and Intervention. Department of Counseling and 91Ƭվal Psychology. (Spring 2017, Spring 2019). P697- Advanced Practicum in School Psychology. Associate Professor, Department of Counseling and 91Ƭվal Psychology (Spring, 2017; Fall, 2016; Spring, 2016; Fall, 2015; Spring, 2014; Fall, 2013) P680- Professional, Ethical, and Legal Issues in School Psychology, Department of Counseling and 91Ƭվal Psychology. Fall, 2017 P656- Practicum in School Psychology. Associate Professor, Department of Counseling and 91Ƭվal Psychology (Fall, 2016; Fall, 2015; Fall, 2014; Spring, 2014; Fall, 2013; Spring, 2013; Fall, 2012) P692- Therapeutic Interventions for Children (3 Credit Hours). Associate Professor, Department of Counseling and 91Ƭվal Psychology (Spring, 2016; Spring, 2006; Spring, 2005) P650/K632- Topical Seminar in School Psychology: Social Skills Training/Teaching Social Skills to Youth with ASD. Associate Professor, Department of Counseling and 91Ƭվal Psychology (Summer, 2016, Summer, 2015; Summer, 2014; Summer, 2013; Summer, 2012 [two sections, on-line course];Summer, 2011 [two sections, on-line course]; Summer, 2010 [on-line course]; Summer, 2009; Summer, 2008; Summer 2007). Note: On-Line Course P650-Topical Seminar in School Psychology: Single Subject Research Design for the Behavioral Sciences. Associate Professor, Department of Counseling and 91Ƭվal Psychology (Summer, 2015; Spring, 2014; Fall, 2013; Spring, 2013). P595- Practicum in School Psychology. Assistant Professor, Department of Counseling and 91Ƭվal Psychology (Spring, 2012; Fall, 2011; Spring, 2011; Fall, 2011) P570-Classroom Behavior Management (3 Credit Hours). Assistant Professor, Department of Counseling and 91Ƭվal Psychology (Fall, 2011; Fall, 2010; Fall, 2009; Fall, 2008; Fall, 2007; Fall, 2006) P692- Therapeutic Interventions for Children (3 Credit Hours). Adjunct Assistant Professor, Department of Counseling and 91Ƭվal Psychology (Spring, 2006; Spring, 2005). K422/522- Teaching Social Skills (3 Credit Hours). Adjunct Assistant Professor, Department of Curriculum and Instruction (Spring, 2004). Positive Behavioral Programming (Continuing 91Ƭվ Course). An On-line Course Provided by the Lafourche Parish School Board (Spring, 2002). P251- 91Ƭվ Psychology for Elementary 91Ƭվ Majors (3 Credit Hours). Associate Instructor. Department of Counseling and 91Ƭվal Psychology (Fall, 1999 and Spring, 2000). M101- Field Experience and Lab in 91Ƭվal Psychology (2 Credit Hours). Associate Instructor (Fall, 1999 and Spring, 2000). Department of Counseling and 91Ƭվal Psychology.     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