Jonathan W. Ivy, Ph.D., BCBA-D, is an assistant professor of psychology at The Pennsylvania State University. 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 The Pennsylvania State University in 2005. He has worked with individuals who engage in severe challenging behaviors, at the group and individual level, for nearly two decades. He has helped parents and professionals develop and implement comprehensive behavior change programs designed to increase functional skills and decrease challenging behaviors. He has served as a consultant for school districts, youth residential programs, behavioral health agencies, and partial hospitalization programs to address a wide range of needs. In 2013, Dr. Ivy was nominated president of the Pennsylvania Association for Behavior Analysis (PennABA). After serving his term as President of PennABA, the Executive Council asked Dr. Ivy to serve as the Director of Outreach and Strategic Planning. In this role, Dr. Ivy has been closely involved in initiatives to license behavior analysts, including speaking at the press conference for HB-1900. Dr. Ivy regularly gives professional presentations at national conferences and has an active research agenda with multiple publications in peer-reviewed journals. His areas of interest include complex systems of reinforcement (e.g., token economies), group-oriented contingencies, innovative interventions to teach functional skills or treat problem behavior, and teaching behavior analysis. Dr. Ivy also enjoys following the research interests of his students.
Jennifer Ledford, Ph.D., BCBA-D, is an Assistant Professor in the Department of Special Education in the Early Childhood Special Education and Applied Behavior Analysis (ABA) programs. Dr. Ledford has expertise in single-case research design, response prompting procedures, and classroom-based peer-mediated instruction. Her current research relates choosing and using appropriate systematic instructional procedures for young children, improving the use and synthesis of research in special education, treating food selectivity for children with autism, and improving the use of evidence-informed practices by practitioners. She was recently awarded the Division for Early Childhood of the Council for Exceptional Children’s Award for Mentoring. Dr. Ledford is the author of more than 50 peer-reviewed articles and two textbooks related to and .
Shawn Quigley, Ph.D., BCBA-D is the Senior Director of Clinical Services and Professional Development at Melmark, PA. He earned his doctorate degree in Behavior Analysis at Western Michigan University. He completed a post-doctoral psychology fellowship with the University of New Mexico Medical Group The fellowship provided Dr. Quigley an opportunity to conduct diagnostic evaluations in an autism spectrum disorder (ASD) clinic, support families and individuals with ASD, and help build capacity for behavior analytic providers. Dr. Quigley has professional experiences in many capacities from direct care to administration across many different entities. He has had opportunities to manage a federally funded research grant; help develop county-level mental health service systems for adults and children; help develop state regulatory guidelines for autism services, and direct the development of clinical and training practices. These experiences have provided a strong foundation for understanding service development, regulatory requirements, scope of competence issues, resource allocation, and service delivery. Dr. Quigley has supported the profession through service on editorial review boards; publishing research; being active with regional and national service groups; teaching at multiple universities, and volunteering as a subject matter expert for the Behavior Analyst Certification Board (BACB).
Provide a forum for researchers and practitioners of behavior analysis to discuss and further develop repertoires to integrate the breadth of research and application of technologies within the science of behavior analysis.
- Promote the use of peer-reviewed research in the provision of ABA-based programming
- Increase the number of peer-reviewed published studies or presentations from practitioners of ABA
- Support practitioner adherence to the defining principles of behavior analysis and the dimensions of ABA
- Provide opportunities for students to engage in professional development related to the integration of research and ABA-based programming
Continuing Education: BACB CEU’s will be offered
R2PABA Conference 2020