Dr. Falcomata received a B.S. degree in Middle School Education from the Illinois State University in 1997, a M.S. degree in Behavior Analysis and Therapy from Southern Illinois University in 2002, and a doctorate in School Psychology from the University of Iowa in 2008, under the supervision of David Wacker. He held a postdoctoral research position at the Munroe-Meyer Institute at the University of Nebraska Medical Center with Wayne Fisher and Henry Roane in 2008-2009. He is currently a Professor of Special Education at the University of Texas at Austin where he has been on faculty since 2009. He serves as the Editor-in-Chief of the Journal of Behavioral Education (JOBE); he has served an as Associate Editor of Behavior Analysis in Practice, JOBE, and the Journal of Developmental and Physical Disabilities; and he has served on the board of editors for numerous journals including the Journal of Applied Behavior Analysis, Behavior Modification, and the Review Journal for Autism and Developmental Disabilities. Dr. Falcomata's research interests include the assessment and treatment of problem behavior displayed by individuals with ASD/DD, methods for increasing behavioral variability in individuals with ASD/DD, and methods for preventing clinical relapse pertaining to challenging behavior.
Ph.D. in School Psychology, University of Iowa, 2008
M.S. in Behavior Analysis and Therapy, Southern Illinois University, 2001
B.S. in Middle School Education, Illinois State University, 1997
Assessment and treatment of problem behavior displayed by individuals with ASD/DD, methods for increasing behavioral variability in individuals with ASD/DD, and methods for preventing clinical relapse pertaining to challenging behavio
Editor-in-Chief, Journal of Behavioral Education(2018 - Present)
Board of Editors, Behavioral Development Bulletin(2017 - Present)
Board of Editors, Learning Disabilities Quarterly(2016 - Present)
Board of Editors, Review Journal of Autism and Developmental Disabilities(2016 - Present)
Associate Editor, Journal of Behavioral Education(2015 - 2017)
Associate Editor, Behavior Analysis in Practice(2015 - 2017)
Board of Editors, Developmental Neurorehabilitation(2014 - Present)
Board of Editors, Behavior Modification(2014 - Present)
Associate Editor, Journal of Developmental and Physical Disabilities(2013 - Present)
Board of Editors, Behavior Analysis in Practice(2013 - 2015)
Board of Editors, Journal of Developmental and Physical Disabilities(2011 - 2012)
Board of Editors, Journal of Applied Behavior Analysis(2009 - Present)
Falcomata, T.S.., Muething, C.S.., Silbaugh, B.C.., Adami, S.., Hoffman, K.., Shpall, C.. & Ringdahl, J.E.. (2018). Further evaluation of the effects of lag schedules of reinforcement during functional communication training: Persistence of mands and relapse of problem behavior. Behavior Modification(42), 314–334. doi:10.1177/0145445517741475.
Muething, C., Falcomata, T., Swinnea, S. & Shpall, C. (2018). An evaluation of delay to reinforcement and variant responding. Journal of Applied Behavior Analysis, 51, 263–275. doi:10.1002/jaba.441.
Silbaugh, B.S.., Falcomata, T.S.. & Ferguson, R.H.. (2017). Effects of a lag schedule of reinforcement with progressive time delay on topographical mand variability in children with autism. Developmental Neurorehabilitation. doi:10.1080/17518423.2017.1369190.
McKenna, J.., Flower, A.., Falcomata, T.S.. & Adamson, R.. (2017). Function-based replacement behavior interventions for students with challenging behavior. Behavioral Interventions. doi:doi.10.1002/bin.1484.
Adami, S.., Falcomata, T.S.., Muething, C.S.. & Hoffman, K.. (2017). An evaluation of lag schedules of reinforcement during functional communication training: Effects on varied mand responding and challenging behavior. Behavior Analysis in Practice, 10(3), 209–213. doi:10.1007/s40617-017-0179-7.
Falcomata, T.S.., Shpall, C.., Ringdahl, J.E.., Ferguson, R.H.., Wingate, H.. & Swinnea, S.. (2017). A Comparison of high and low proficiency mands during functional Communication across multiple functions of problem behavior. Journal of Developmental and Physical Disabilities, 29(3), 983–1002. doi:10.1007/s10882-017-9571-z.
Silbaugh, B. S.. & Falcomata, T. S.. (2017). A synthesis of methods for characterizing the response class structure of challenging behavior in individuals with autism or intellectual disabilities. Review Journal of Autism and Developmental Disorders. doi:10.1007/s40489-017-0126-0.
Silbaugh, B., Wingate, H. & Falcomata, T. (2017). Effects of Lag Schedules and Response Blocking on Variant Food Consumption by a Girl with Autism. Behavioral Interventions, 32, 309–312. doi:10.1002/bin.1453.
Silbaugh, B. & Falcomata, T. (2017). Translational evaluation of a lag schedule and variability in food consumed by a boy with autism and food selectivity: Brief report. Developmental Neurorehabilitation. doi:10.3109/17518423.2016.1146364.
Ledbetter-Cho, K., Lang, R., Davenport, K., Moore, M., Lee, A., O'Reilly, M., Watkins, L. & Falcomata, T. (2016). Behavioral Skills Training to Improve the Abduction-Prevention Skills of Children with Autism. Behavior Analysis in Practice. doi:10.1007/s40617-016-0128-x.
Dennis, M., Sorrells, A. & Falcomata, T. (2016). Effects of two interventions on solving basic fact problems by second graders with mathematics learning disabilities. Learning Disability Quarterly, 39, 95–112. doi:10.1177/0731948715595943.
Bluebonnet Trails Community MHMR Center Interlocal Cooperation Project
Research and clinical initiative: assessment and treatment of individuals with Autism Spectrum Disorders and Early Childhood Instruction.
Evaluation of early intervention programs for children with autism in Texas
Texas Department of Assistive and Rehabilitative Services (DARS).
The creation of an online certification program in applied behavior analysis and special education
University of Texas at Austin, Office of the Provost.
