Terry S Falcomata

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

Focuses primarily on the assessment and treatment of severe challenging behavior displayed by individuals with autism and other developmental disabilities.

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.

Falcomata, T., Muething, C., Roberts, G., Hamrick, J. & Shpall, C. (2016). Further evaluation of latency-based brief functional analysis methods: An evaluation of treatment utility. Development Neurorehabiliation, 19, 88–94. doi:10.3109/17518423.2014.910281.

Bryant, B., Bryant, D., Porterfield, J., Shih, M., Falcomata, T., Valentine, C., Brewer, C. & Bell, K. (2016). The effects of a Tier 3 intervention on the mathematics performance of second grade students with severe mathematics difficulties. Journal of Learning Disabilities, 49, 176–188. doi:10.1177/0022219414538516.

Silbaugh, B., Penrod, B., Whelan, C., Hernandez, D., Wingate, H., Falcomata, T. & Lang, R. (2016). A Systematic Synthesis of Behavioral Interventions for Food Selectivity of Children with Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders. doi:10.1007/s40489-016-0087-8.

Badgett, N. & Falcomata, T. (2015). A comparison of methodologies of brief functional analysis. Developmental Neurorehabilitation, 18, 224–233. doi:10.3109/17518423.2013.792298.

Ciullo, S., Falcomata, T. & Vaughn, S. (2015). Teaching social studies to upper elementary students with learning disabilities: Explicit instruction and graphic organizers. Learning Disabilities Quarterly, 38, 15–26. doi:10.1177/0731948713516767.

Ciullo, S., Falcomata, T., Pfannenstiel, K. & Billingsly, G. (2015). Improving learning with science and social studies text using computer-based concept maps to for students with disabilities. Behavior Modification, 39, 117–135. doi:10.1177/0145445514552890.

Solis, M., El Zein, F., Vaugh, S., McCulley, L. & Falcomata, T. (2015). Reading comprehension interventions for students with Autism Spectrum Disorders: An alternating treatments comparison. Focus on Autism and Developmental Disabilities. doi:10.1177/1088357615583464.

Ledbetter-Cho, K., Lang, R., Davenport, K., Moore, M., Lee, A., Howell, A., Drew, C., Dawson, D., Charlop, M., Falcomata, T. & O'Reilly, M. (2015). Effects of script training on the peer-to-peer communication of children with autism spectrum disorder. Journal of Applied Behavior Analysis. doi:10.1002/jaba.240.

Roane, H., Ringdahl, J. & Falcomata, T. (2015). Clinical and Organizational Applications of Applied Behavior Analysis. Philadelphia: Elsevier.

Hoffman, K. & Falcomata, T. (2014). An evaluation of resurgence of appropriate communication in individuals with autism who exhibit severe challenging behavior. Journal of Applied Behavior Analysis, 47, 651–656. doi:10.1002/jaba.144.

Falcomata, T. & Gainey, S. (2014). An evaluation of noncontingent reinforcement as a treatment for multiply-maintained challenging behavior. Journal of Developmental and Physical Disabilities, 26, 317–324. doi:10.1007/s10882-014-9366-4.

Falcomata, T., Muething, C., Gainey, S., Hoffman, K. & Fragale, T. (2013). Further evaluations of functional communication training and chained schedules of reinforcement to treat multiple functions of challenging behavior. Behavior Modifiation, 37, 723–746. doi:10.1177/0145445513500785.

Falcomata, T., Wacker, D., Ringdahl, J., Vinquist, K. & Dutt, A. (2013). An evaluation of generalization of mands during functional communication training. Journal of Applied Behavior Analysis, 46, 444–454. doi:10.1002/jaba.37.

Falcomata, T. & Wacker, D. (2013). On the use of strategies for programming generalization during functional communication training: A review of the literature. Journal of Developmental and Physical Disabilities, 25, 5–15. doi:10.1007/s10882-012-9311-3.

Falcomata, T., Hoffman, K., Gainey, S., Muething, C. & Fienup, D. (2013). A preliminary evaluation of reinstatement of destructive behavior displayed by individuals with autism. The Psychological Record, 63, 453–466.

Higgins, W., Falcomata, T., Roane, H. & Stephenson, K. (2012). Effects of body positioning on automatically reinforced self-injurious behavior exhibited by a child with Duane and Goldenhar Syndromes. Journal of Developmental and Physical Disabilities, 24, 135–144. doi:10.1007/s10882-011-9262-0.

Falcomata, T., White, P., Muething, C. & Fragale, T. (2012). A functional communication training and chained schedule procedure to treat challenging behavior with multiple functions. Journal of Developmental and Physical Disabilities, 6, 529–538. doi:10.1007/s10882-012-9287-z.

Falcomata, T., Roane, H., Muething, C., Stephenson, K. & Ing, A. (2012). Functional communication training and chained schedules of reinforcement to treat challenging behavior maintained by terminations of activity interruptions. Behavior Modification, 36, 630–649. doi:10.1177/0145445511433821.

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.

Molly K Oshinski, Ph.D., expected 2023 (Supervisor)
My areas of interest are in teaching intimate care skills to individuals with autism and interventions to reduce inappropriate sexual behaviors. I also am interested in the use of Acceptance and Commitment therapy for individuals with autism.

Patricio Erhard, Ph.D., expected 2023 (Supervisor)
His current research interests include: 1) Examining the effects of instructive feedback and multiple-exemplar training on the emergence of dual languages; 2) Using equivalence-based instruction to teach complex social cues through video modeling and behavioral skills training; 3) Reviewing the literature to evaluate the effect presession manipulations can have on the emergence or reduction of behaviors; 4) Researching the various ways multiple-exemplar training can be used to teach social skills.

Lauren E Hills, Ph.D., expected 2023 (Supervisor)
Lauren's research interests include behavioral interventions for challenging behavior, inclusive and effective teaching practices, and training preservice teachers.

Travis Wong, Ph.D., expected 2022 (Supervisor)
Travis Wong is currently pursuing his Ph.D. in special education with a focus on autism and developmental disabilities at The University of Texas at Austin. He completed his M.Ed. in Special Education from The University of Texas at Austin and a B.A. in Psychology and Medical Anthropology from University of Washington. Travis has been working as behavior technician for 3 years and has experience with individuals with autism and challenging behaviors. His major research interests...

Monique R Barnett (Supervisor)

A Perfect Combination