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1978-1982: B.S. Special Education Duquesne University, Pittsburgh, PA
1983-1984: M.Ed. Special Education Kent State University, Kent, OH
1985-1991: Ph.D. Special Education Lehigh University, Bethlehem, PA
Belfiore has authored over 60 scholarly research articles, published in peer-reviewed journals in the fields of applied behavior analysis, urban education, and special education. He has also authored numerous book chapters, and presents regularly at national and international conferences. He currently serves as Editor for Education Research International (2010- ), and has also served as editor for the Journal of Behavioral Education (2000-2006). He continues to serve on the editorial boards of scholarly journals within the fields applied behavioral education and special education. Dr. Belfiore has won numerous awards for teaching and scholarship, including the Teaching Excellence Award from Mercyhurst College, the Outstanding Faculty Teaching Award from Purdue University, and the Outstanding Contributions to the Discipline from Lehigh University
EDSP 501 History and Cultures of Disability
EDSP 502 Single Subject Research Design
EDSP 676 Master’s Thesis
Rizzo, K. & Belfiore, P.J. (in press). Pairing student-teacher conferencing and self-regulation to increase mathematics performance in middle school students at-risk for academic failure. Journal of Evidenced-Based Practices for Schools.
Auld, R.G., Belfiore, P.J., & Scheeler, M.A. (2010). A study of treatment integrity for differential reinforcement of an alternative behavior (DRA) training on pre-service teachers in general education settings. Journal of Behavioral Education, 19, 169-183.
Belfiore, P.J., Auld, R., & Lee, D.L. (2005). The disconnection in poor urban education: Equal access and a pedagogy of risk-taking. Psychology in the Schools, 42, 855-863.
Skinner, C. H., Belfiore, P. B., & Watson, T. S. (1995/2002). Assessing the relative effects of interventions in students with mild disabilities: Assessing instructional time. Journal of Psychoeducational Assessment, 20, 345-356. (Reprinted from Assessment in Rehabilitation and Exceptionality, 2, 207-220, 1995).
Belfiore, P.J., Lee, D„ Vargas, A.U., & Skinner, C.H. (1997). Effects of high preference, single digit mathematics problem completion on multiple digit mathematics problem performance. Journal of Applied Behavior Analysis, 30, 327-330.
Mace, F.C., & Belfiore, P.J. (1990). Behavioral momentum in the treatment of escape-motivated stereotypy. Journal of Applied Behavior Analysis, 23, 507-514.
Mace, F.C., Hock, M.L., Lalli, J.S., West, B.J., Belfiore, P.J., Pinter, E. & Brown, D.K. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, 123-141.
Mr. Kitchen received BA in Elementary and Special Education from Mercyhurst University, an MS in Special Education from Mercyhurst, and a post-graduate Certificate in Applied Behavior Analysis from Penn State University. He is a Board Certified Behavior Analyst.
Immediately prior to his current position at Mercyhurst University, Mr. Kitchen was co-founder and co-director of the Lake Erie Autism Diagnostic, Education, and Research Services (LEADERS) program at the Achievement Center, where he provided direction, consultation and supervision to board certified behavior analysts and educators working with children 4 PA counties and 2 states. Prior to that, he was principal designer, developer, and coordinator of an intensive school program for children with autism.In both of these roles, he had supervisory duties as well as clinical duties, which included staff hiring, staff performance management, and budgetary oversight.
Mr. Kitchen remains an active consultant in behavior analysis, autism, and education, hired by school districts, agencies, and families to provide programming, staff training, and systems development. Mr. Kitchen is also a faculty member of The Pennsylvania State University World Campus "Graduate Certificate in Autism" Program, where he teaches students participating from around the nation and world each summer. He has also been a collaborator with the University of Pittsburgh Medical Center to provide autism-specific trainings throughout Pennsylvania. He has frequently been interviewed in print, television, and radio media about his work in autism, and he has served as an expert witness in educational due process proceedings regarding children with autism and behavioral issues, representing both school districts and families.
Mr. Kitchen’s areas of interest within the field lie primarily with effective instructional techniques across populations, data-based programming, curriculum development for language and social skills, reduction of problem behaviors including severe aggression and self-injury, systems development, staff performance management, and parent/staff training.
EDSP 640 Basic Principles of Behavior
EDSP 501 Classroom Management and Applied Behavior Analysis
EDSP 660 Advanced Seminar in Applied Behavior Analysis
EDSP 533 Curriculum and Instruction: Low-Incidence Disabilities
SPLED 464 Autism – Assessment and Curriculum (Penn State University World Campus)
PSYC 282 Basic Concepts of Behavior
COURSES WITH SUPERVISORY RESPONSIBILITY
EDSP 534 Supervised Field Experience - Curriculum and Instruction: Low-Incidence Disabilities
EDSP 672 Intensive Practicum: Applied Behavior Analysis (BCBA)
PSYC 482-4 Intensive Practicum: Applied Behavior Analysis (BCaBA)
Kitchen, T., and Belfiore, P. (2012) Increasing outcomes for individuals with intellectual and developmental disabilities through data-based mechanisms for staff training and performance feedback. In Intellectual Disabilities: Management, Causes, and Social Perceptions. Haupphauge, NY: Nova Science Publishers.
Kitchen, T., Belfiore, P., and Kitchen, H. (2010) The necessity of measures of procedural integrity to ensure effective delivery of evidence-based interventions for children with autism spectrum disorders. In Special Education in the 21st Century. Mary Burton, Ed. Haupphauge, NY: Nova Science Publishers.
Gulick, R. & Kitchen, T. (2007) Effective Instruction for Children with Autism. Erie, PA: Dr. Gertrude A. Barber National Institute. [Textbook product of grant awarded by Centers for Disease Control and Prevention - “Preventing Secondary Conditions Associated with Autism Spectrum Disorders” (E111ccu324061-01)]
Kitchen, T.P., Barber-Carey, M., & Kownacki, A. (2003). Coordination of home and school-based early, intensive behavioral intervention programs for children with autism. The Early Childhood Report, 14, 4.
Ph.D., The Ohio State University, 2011
M.S., Pennsylvania State University, 2005
B.S., Pennsylvania State University, 2003
Jonathan W. Ivy, Ph.D., BCBA-D is the director of the Mercyhurst University Applied Behavior Analysis Master’s program and an Assistant Professor of Behavioral Studies. Dr. Ivy received his Doctorate in Applied Behavior Analysis and Special Education from the Ohio State University in 2011 and a Master’s degree in Applied Behavior Analysis from Penn State University in 2005.
In 2013, Dr. Ivy was nominated President of the Pennsylvania Association for Behavior Analysis (PennABA). Dr. Ivy regularly gives professional presentations at national conferences, workshops, and has an active research agenda with multiple publications in peer-reviewed journals. His primary research interests include group-oriented contingencies, token reinforcement, behavioral economics, and the assessment and treatment of problem behavior. Dr. Ivy also enjoys following the research interests of his students.
Dates: Jun 12-Aug 1, 2014
Location: Cummings Gallery