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.
California University of Pennsylvania: Principal K-12 certification – 2005
Indiana University of Pennsylvania: Ph.D. English – Rhetoric and Linguistics - 1999
Edinboro University of Pennsylvania: M.Ed. Reading Specialist - 1980
Cedarville University: B.A. Communications - 1973
Reading Specialist K-12
Journalism Education Association: Certified Journalism Educator
Journalism Education Association: Master Journalism Educator
Jane has secured $8500 of federal grants and $1000 in university diversity grants to support STEM-based graduate research and programming in Erie’s urban schools. Her research focus continues in the urban school setting with middle and secondary level students.
She serves as a facilitator for the Northwest Tri-County Intermediate Unit #5 Secondary Literacy Council and is an elected Public School Director for the North East School District. Blystone also serves as a consultant for textbook selection and Comprehensive Plan Document development for area school districts.
She is a Standards-Aligned System (SAS) portal trainer for the Pennsylvania Department of Education and an Advance Placement reader for Educational Testing Service.
Jane has been elected to the national board of the Journalism Education Association as the Region 7 Director and serves on the national Certification Commission and the Scholastic Press Rights Commission. She edited the second edition of JEA Making a Difference (2102) and is currently editing the third edition. In 2007 she served as the local chair for the national convention held in Philadelphia.
EDUC 210 Comparative Issues
EDUC 211 Computers for Teachers
EDUC 475 Clinical I
EDSE 500 Foundations of Pedagogy and Practice
EDSE 604 Curriculum and Instruction: English Methods
EDSE 605 Curriculum and Instruction: Social Studies Methods
EDSE 610 21st Century Literacies
EDSE 665 Clinical I
EDSE 676 Research-based Project
EDSE 677 Thesis
Frawley has served as a manuscript reviewer for various education journals and has publications in peer-reviewed journals. His interests focus on gender equity, gender biases, gender differences, and the effects of gender stereotypes on memory. Other interests include emergent literacy, various issues and trends in children's literature, and integration of the arts.
D.Ed., Indiana University of Pennsylvania, 2005
M.Ed., Edinboro University of Pennsylvania, 1994
B.B.A., St. Bonaventure University, 1985
Dr. Frawley has been teaching early childhood and elementary education courses at the University since 2003 and has served as the Early Childhood Program Coordinator. Dr. Frawley holds a D.Ed. in Curriculum & Instruction from Indiana University of Pennsylvania and an M.Ed. in Elementary Education from Edinboro University of Pennsylvania (both degrees include a concentration in Early Childhood Education), as well as a B.B.A in Accounting from St. Bonaventure University. Dr. Frawley worked for a number of years as an early childhood educator, childcare teacher and administrator, and later as a university laboratory school elementary instructor. He holds Pennsylvania teaching certificates in both Elementary and Early Childhood education.
Frawley, T. J. (2013). Aesthetic Education: Its place in teacher training. Art Education, 66 (3), 22-28.
Frawley, T. J. (2008). Gender Schema & Prejudicial Recall: How Children Misremember, Fabricate, and Distort Gendered Picture Book Information. Journal of Research in Childhood Education, 22 (3), 291-303.
Frawley, T. J. (2005). Gender bias in the classroom: Current controversies and implicationsfor teachers. Childhood Education, 81 (4), 221-227.
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.
St. Bonaventure University, 2003
State University of New York College at Fredonia, 1997
Susan D. Johnson, M.S. Ed., is an Assistant Professor of Special Education in the Hefenmeier School of Education & Behavioral Sciences at Mercyhurst University. Her primary teaching areas are in high and low incidences disabilities, and behavior theories and practices. She received her master’s degree in special education from St. Bonaventure University and a bachelor’s degree in Speech Pathology and Audiology from SUNY Fredonia. Previous to teaching at Mercyhurst, Professor Johnson spent 15 years working as a public school and private agency speech/language therapist and special education teacher. She has been at Mercyhurst since 2010.
ESPE 101: Psychology of Diverse Learners
ESPE 203: Behavior Theories and Practices
ESPE 305: Low Incidence Disabilities: Effective Instructional Practices
ESPE 307: High Incidence Disabilities: Effective Instructional Practices
ESPE 308: High Incidence Disabilities: Field Experience
ESPE 306: Low Incidence Disabilities: Field Experience
ECSP 307: Observation & Assessment II
EDSP 540: Introduction to Autism
Johnson, S.D. & Belfiore, P.J. (Commentary) (2011). Effective intraverbal training of children with autism to mand for questions to answer via the "I don't know please tell me response". Evidenced-based Communication Assessment and Intervention, 5, 1-4.
Alan Karns worked for thirty-five years in public education. Starting his career as a Secondary Math teacher in a rural school district near New Castle provided a good foundation. He was then worked for Millcreek School District in Erie, Pa as a high school and a Director of Curriculum. During the final years of his public school career he served as the Superintendent of the General McLane School District. Alan joined Mercyhurst University Education Department in 2010.
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.
The University of Akron: Ph.D Education - 2005
Edinboro University: M.Ed Education – Reading Specialist - 1994
Edinboro University, BA Elementary Education - 1989
Dr. Roberts received her bachelor of science degree in Elementary Education from Edinboro University and her Ph.D. in Education with a concentration in Communication Studies from the University of Akron. Dr. Roberts has two decades of experience in education starting in 1989 as an elementary school teacher. After beginning her doctoral studies, Dr. Roberts entered the field of corporate education working with clients including Lucent Technologies, Motorola, Quest Diagnostics, and Veteran’s Affairs Medical Centers. Dr. Roberts regularly presents at professional conferences, mostly in the areas of technology integrated instruction and afterschool programming. Dr. Roberts served three years as a Project Director for the 1.2 million dollar Links to the Future Grant bringing significant instructional uses of technology to faculty through a mentoring program. Most recently, Dr. Roberts was awarded at 1.5 million dollar 21st Century Community Learning Centers grant and started the Carpe Diem Academy, a K-2 extended learning day program for inner city children. involved the Aesthetic Education Grant receiving training at the Lincoln Institute in New York City and building a program involving refugee girls from Burundi to work with preservice teachers and local school children Dr. Roberts has also built a 38th Street Connection program with four partner public schools supporting preservice teacher development. Dr. Roberts has served extensively on college wide committees including sitting for four three terms on the Executive Committee of the Faculty Senate, and was name the Hafenmaier School of Education Teaching Fellow for three years.
EDEC 201 – Reading Methods
EDEC 401 – Integrated Methods
He received his Bachelors Degree in Elementary Education with a concentration in Early Childhood and a Master's Degree in Administration from Edinboro University. Mr. Williams has worked in the public schools for 35 years and brings passion as well as a wide range of experience to his classroom. His experience also includes working in the Special Education field.
Dates: Jun 12-Aug 3, 2014
Location: Cummings Gallery