Associate Professor
CPSE
Office: 340-J MCKB
Phone: 801-422-4691
Email: nope@blake_hansen@byu.edumsn.com
I received my PhD in Behavioral Psychology from the University of Kansas in 2010. Prior to that I received my MS in Special Education and BA in History from the University of Utah.
I teach courses on applied behavior analysis, language and literacy, and interdisciplinary collaboration.
CPSE 699, Masters Thesis
CPSE 673, Single Subject Research Design
CPSE 442, Social and Behavioral Strategies
CPSE 430, Teaching Reading to Students with Severe Disabilities
CPSE 410, Applied Behavior Analysis
CPSE 300, Introduction to Special Education
My research and teaching interests focus on assessment and intervention for problem behaviors exhibited by children with autism, emotional/behavioral disorders, and other neurodevelopmental disabilities. I am especially interested in translating basic research in behavioral psychology to inform practice in clinical and school settings. In addition, I am interested in motivation for tasks involving language and literacy in children with disabilities. Finally, I do research on the development and phenomenology of repetitive behaviors and selective mutism in children with neurodevelopmental disabilities.
Journal of Special Education Technology
2021
Midwest Symposium for Leadership in Behavior Disorders
2009
David O McKay School of Education
2017
Managing student behavior in a middle school special education classroom using CW-FIT tier 1.
The Impact of Social Communication on Employment Success for Adolescents with Autism Spectrum Disorders
Effectiveness of Video Prompting Delivered via Augmented Reality for Teaching Transition-Related Math Skills to Adults With Intellectual Disabilities
Teaching conversation skills to adults with developmental disabilities using a video-based intervention package
Varying opportunities to respond to improve behavior of elementary students with developmental disabilities
Latency‐based functional analysis in schools: Correspondence and differences across environments
Managing student behavior in a middle school special education classroom using CW-FIT tier 1.
Functional MRI connectivity of children with autism and low verbal and cognitive abilities
Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1
Increasing Positive Playground Interaction for Kindergarten Students at Risk for Emotional and Behavioral Disorders
Implementing positive behavior support in preschools: An exploratory study of CW-FIT tier 1.
Brain Volumes Associated with High Levels of Aggression in Male Children Diagnosed with Autism Spectrum Disorder
Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams
Discrete Trial Teaching Interventions for Students With Autism
Discrete trial teaching interventions for students with autism: Web-based video modeling for paraprofessionals
An Evaluation of a Behavioral Parent Training in the Republic of Macedonia
Does the Noise Matter? Exploring Salient Audio Components in Video Prompting Interventions
Teaching Multi-Step Math Skills to Students with Disabilities Via Video Prompting
Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial
Class-Wide Function-Related Intervention Teams "CW-FIT" Efficacy Trial Outcomes
Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms
Increasing Compliance in Students With Intellectual Disabilities Using Functional Behavioral Assessment and Self-Monitoring
Functional Behavior Assessment and Intervention Design
Effects of Naturalistic Instruction on Phonological Awareness Skills of Children with Intellectual and Developmental Disabilities
Selective Mutism and Social Anxiety in Cornelia de Lange Syndrome
The effects of function-based self-management interventions on student behavior
The effects of aligning self-management interventions to functional behavioral assessment
The classwide function-based intervention team program
The Effects of Function-Based Self-Management Interventions