985450 Nebraska Medical Center
Omaha, NE 68198-5450
Regina A. Carroll, Ph.D., BCBA-D is an Associate Professor of Psychology at the University of Nebraska Medical Center (UNMC) Munroe-Meyer Institute (MMI). She is also the director of research and clinical services at the Autism Care for Toddlers (ACT) Clinic that provides early intensive behavioral interventions to young children diagnosed with an autism spectrum disorder (ASD). Dr. Carroll received a Master’s degree in Behavior analysis at St. Cloud State University under the supervision of Dr. John Rapp and she received her Ph.D. in Applied Behavior Analysis from UNMC under the supervision of Drs. Tiffany Kodak and Wayne Fisher. Dr. Carroll was previously an Assistant Professor in the Psychology Department at West Virginia University. Her research and clinical interests include skill acquisition in children with ASD and related intellectual disabilities, verbal behavior, treatment integrity, staff training, and stereotypic behavior. Dr. Carroll supervises Doctoral and Master’s level students in both clinical and research settings. Dr. Carroll has served on the editorial boards for the Journal of Applied Behavior Analysis, the Analysis of Verbal Behavior, and Behavior Modification. She was also the recipient of the APA (Division 25) B.F. Skinner New Applied Researcher Award.
Ph.D., University of Nebraska Medical Center, 2012
M.S., Saint Cloud State University, 2009
B.A., University of Wisconsin-Eau Claire, 2006
- Verbal Behavior
- Single Subject Research Design
- Ethics in Behavior Analysis
- Practicum in Applied Behavior Analysis
- Applied Behavior Analysis
- Behavior Modification
- Community Psychology
Research Interests and Projects:
- Skill acquisition in children with autism and related disabilities
- Verbal behavior
- Treatment integrity
- Staff training
- Assessment and treatment of stereotypic behavior
Selected Publications: (within the last 5 years)
Carroll, R. A., Owsiany, J., & Cheatham, J. M. (in press). Using an abbreviated assessment to identify effective error-correction procedures during discrete-trial instruction. Journal of Applied Behavior Analysis.
Kodak, T., Cariveau, T., LeBlanc, B. A., Mahon, J. J., & Carroll, R. A. (2017). Selection and implementation of skill acquisition programs by special education teachers and staff for students with autism spectrum disorder. Behavior Modification. doi: 0.1177/0145445517692081
Joachim, B. J., & Carroll, R. A. (2017). A comparison of consequences for correct responses on skill acquisition during discrete trial instruction. Learning and Motivation. http://dx.doi.org/10.1016/j.lmot.2017.01.002
Higgins, W. J., Luczynski, K. C., Carroll, R. A., Fisher, W. W., & Mudford, O. C. (2017). Using telehealth technologies to remotely train staff to conduct a stimulus preference assessment. Journal of Applied Behavior Analysis, 50, 238-251. doi: 10.1002/jaba.370
Carroll, R. A., & St. Peter, C. C. (2017). Proportion of available points predicts student attendance in college courses. The Psychological Record, 67, 61-69. doi:10.1007/s40732-016-0207-y
Delli Bovi, G. M., Vladescu, J., DeBar, R. M., Carroll, R. A., & Sarokoff, R. A. (2017). Using video modeling with voiceover instruction to train public school staff to implement a preference assessment. Behavior Analysis in Practice, 10, 72-76. doi:10.1007/s40617-016-0135-y
Carroll, R. A., Kodak, T., & Adolf, K. J. (2016). The effects of delays to reinforcement on skill acquisition during discrete trial instruction: Implications for treatment-integrity errors in academic settings. Journal of Applied Behavior Analysis, 49, 176-181. doi: 10.1002/jaba.268
Carroll, R. A., & Kodak, T. (2015). Using instructive feedback to increase response variability during intraverbal training for children with autism spectrum disorder. The Analysis of Verbal Behavior, 31, 183-199. doi: 10.1007/s40616-015-0039-x
Carroll, R. A., Joachim, B. T., St. Peter, C. C., & Robinson, N. (2015). A comparison of error-correction procedures on skill acquisition during discrete trial instruction. Journal of Applied Behavior Analysis, 48, 257-273.
Carroll, R. A., & St. Peter, C. C. (2014). Methods for assessing social validity of behavioral intervention plans for children with attention deficit hyperactivity disorder. Acta De Investigación Psicológica, 4, 1642-1491.
Lanovaz, M. J., Rapp, J. T., Long, E. S., Richling, S. M., & Carroll, R. A. (2014). Preliminary effects of conditioned motivating operations on stereotypy. The Psychological Record, 64, 209-216. doi: 10.1007/s40732-014-0027-x
Carroll, R. A., & Kodak, T. (2014). An evaluation of interrupted and uninterrupted measurement of vocal stereotypy on perceived treatment outcomes. Journal of Applied Behavior Analysis, 47, 1-13.
Carroll, R. A., Kodak, T., & Fisher, W. W. (2013). An evaluation of programmed treatment integrity errors during discrete trial instruction. Journal of Applied Behavior Analysis, 46, 379-394.
Rapp, J.T., Swanson, G., Sheridan, S., Enloe, K., Maltese, D., Sennott, L., Shrader, L., Carroll, R. A., Richling, S. M., Long, E. S., & Lanovaz, M. J. (2013). Immediate and subsequent effects of matched and unmatched stimuli on targeted vocal stereotypy and untargeted motor stereotypy. Behavior Modification, 37, 543-567.
Vladescu, J. C., Carroll, R. A., Paden, A., & Kodak, T. (2012). The effects of video modeling on accurate implementation of discrete trial instruction and generalization to teaching children with developmental disabilities. Journal of Applied Behavior Analysis, 45, 419-423. doi: 10.1901/jaba.2012.45-419