Terry Falcomata, Ph.D., BCBA-D
Spring Office Hours
1 University Station/D5300
The University of Texas at Austin
Austin, Tx 78712
UT Mail Code: D5300
Dr. Falcomata's research emphasis is in the area of applied behavior analysis and the application of ABA technologies in the home and school. His research focuses primarily on the assessment and treatment of severe challenging behavior displayed by individuals with autism and other developmental disabilities. Specifically, this research has focused on the use functional analysis methods and functional communication training in the assessment and treatment of challenging behavior. His areas of interest include generalization of effective treatments, variables affecting the re-emergence of challenging behavior following treatment, and methods for preventing clinical relapse pertaining to challenging behavior. Dr. Falcomata's other current research interests include factors influencing choice (e.g., self-control, impulsivity) including the role of dimensions of reinforcement.
Current Research Projects and Grants
|2012-2015||Bluebonnet Trails Community MHMR Center Interlocal Cooperation Project. Research and clinical initiative: assessment and treatment of individuals with Autism Spectrum Disorders and Early Childhood Instruction.|
|2013-2014||Evaluation of early intervention programs for children with autism in Texas. Texas Department of Assistive and Rehabilitative Services (DARS).|
|2014-2015||The creation of an online certification program in applied behavior analysis and special education. University of Texas at Austin, Office of the Provost.|
Boards, Committees and Associations
Journal of Developmental and Physical Disabilities
Journal of Behavioral Education
Behavior Analysis in Practice
Board of Editors:
Journal of Applied Behavior Analysis,
Guest Editor (Special Issue on Challenging Behavior):
Journal of Developmental and Physical Disabilities
- Association for Behavior Analysis International
- Association for Professional Behavior Analysis
- Texas Association for Behavior Analysis
- Texas Association for Behavior Analysis Public Policy Committee
Current Courses of Instruction
- Assessment Practices for Individuals with Autism and Developmental Delays SED 378D
- Single Subject Research Design 396R
Ph.D., University of Iowa, 2008, School Psychology
M.S., Southern Illinois University, 2001, Behavior Analysis and Therapy
B.S., Illinois State University, 1997, Middle School Education
Roane, H. S., Ringdahl, J. E., & Falcomata, T. S. (2015). Clinical and organizational applications of applied behavior analysis. Philadelphia: Elsevier.
Recent Articles and Chapters:
Falcomata, T. S. (2015). Defining features of applied behavior analysis. In: Roane, H. S., Ringdahl, J. E., & Falcomata, T. S. (Eds). Clinical and organizational applications of applied behavior analysis. Philadelphia: Elsevier.
Ledbetter-Cho K, Lang R, Davenport, K, Moore M, Lee A, Howell A, Drew C, Dawson D, Charlop M, Falcomata T, O’Reilly M (in press). Effects of script training on the peer-to-peer communication of children with autism spectrum disorder. Journal of Applied Behavior Analysis.
*Solis, M., *El Zein, F., Vaughn, S., *McCulley, & Falcomata, T. S. (2015). Reading comprehension interventions for students with Autism Spectrum Disorders: An alternating treatments comparison. Focus on Autism and Developmental Disabilities. Published online first. doi: 10.1177/1088357615583464
Ciullo, S., Falcomata, T. S., & Pfannenstiel, K., & Billingsly, G. (2015). Improving learning with science and social studies text using computer-based concept maps to for students with disabilities. Behavior Modification, 39, 3-7.
*Ciullo, S., Falcomata, T., & Vaughn, S. (2015). Teaching social studies to upper elementary students with learning disabilities: Explicit instruction and graphic organizers. Learning Disability Quarterly, 38, 15-26. doi: 10.1177/0731948713516767
*Hoffman, K. & Falcomata, T. S. (2014). An evaluation of resurgence of appropriate communication in individuals with autism who exhibit severe challenging behavior. Journal of Applied Behavior Analysis, 47, 651-656. doi: 10.1002/jaba.144
Falcomata, T. S., *Muething, C., *Roberts, G., *Hamrick, J., *Shpall, C. (2014). Further evaluation of latency-based brief functional analysis methods: An evaluation of treatment utility. Developmental Neurorehabilitation.
Bryant, B. R., Bryant, D. P., *Porterfield, J., Shih, M., Falcomata, T. S., Valentine, C., Brewer, C., & Bell, K. (2014). The effects of an intensive intervention on the mathematics performance of second grade students with significant mathematics difficulties. Journal of Learning Disabilities. Published online first. doi: 10.1177/0022219414538516
Falcomata, T. S. & *Gainey, S. (2014). An evaluation of noncontingent reinforcement as a treatment for multiply-maintained challenging behavior. Journal of Developmental and Physical Disabilities, 26, 317-324. doi: 10.1007/s10882-014-9366-4
Falcomata, T. S., *Gainey, S., *Muething, C. S., *Fragale, T. L., & *Hoffman, K. (2013). Further evaluations of functional communication training and chained schedules of reinforcement to treat challenging behavior with multiple functions. Behavior Modification, 37, 723-746. doi:10.1177/0145445513500785
Falcomata, T. S., *Hoffman, K., *Gainey, S., *Muething, C. S., & Fienup, D. M. (2013). A preliminary evaluation of reinstatement of destructive behavior displayed by individuals with autism. The Psychological Record, 63, 453-466.
*Badgett, N. & Falcomata, T. S. (2013). A comparison of methodologies of brief functional analyses. Developmental Neurorehabilitation. Published online first. doi: 10.3109/17518423.2013.792298
*Gainey, S. & Falcomata, T. S. (2013). Training teachers to use a naturalistic communication intervention may increase communicative interactions in young children with ASD. Evidence-Based Communication Assessment and Intervention, 7, 26-30. doi: 10.1080/17489539.2013.802422
Falcomata, T. S., Wacker, D. P., Ringdahl, J. E., Vinquist, K., & Dutt, A. (2013). An evaluation of mand generalization and a stimulus control training procedure during functional communication training. Journal of Applied Behavior Analysis, 46, 444-454. doi: DOI: 10.1002/jaba.37
Kang, S., O’Reilly, M., Lancioni, G., Falcomata, T. S., Sigafoos, J. Xu, Z. (2013). Comparison of the predictive validity and consistency among preference assessments: A review of the literature. Research in Developmental Disabilities, 34, 1125-1133.
Falcomata, T. S. & Wacker, D. P. (2013). On the use of strategies for programming generalization during functional communication training: A review of the literature. Journal of Developmental and Physical Disabilities, 25, 5-15. doi: 10.1007/s10882-012-9311-3.
Falcomata, T. S. & Lang, R. (2013). Introduction to the special issue: Challenging behavior and individuals with developmental disabilities. Journal of Developmental and Physical Disabilities, 25, 1-4. doi: 10.1007/s10882-012-9328-7.
Falcomata, T. S., *White, P., *Muething, C. S., & *Fragale, C. (2012). Functional communication training and a chained schedule of reinforcement procedure to treat challenging behavior with multiple functions. Journal of Developmental and Physical Disabilities, 6, 529-538. doi: 10.1007/s10882-012-9287-z.
Falcomata, T. S., Roane, H. S., *Muething, C. S., Stephenson, K. M., Ing, A. D. (2012). Functional communication training and chained schedules of reinforcement to treat destructive behavior maintained by terminations of activity interruptions. Behavior Modification, 36, 630-649. doi: 10.1177/0145445511433821.
*Higgins, W. J., Falcomata, T. S., Roane, H. S., & Stephenson, K. M. (2012). Effects of client position on automatically maintained self-injurious behavior exhibited by a child with Duane and Goldenhar Syndromes. Journal of Developmental and Physical Disabilities, 24, 135-144.
Fienup, D. M., Hamelin, J., Reyes-Giordano, K., & Falcomata, T. S. (2011). College-level instruction: Derived relations and programmed instruction. Journal of Applied Behavior Analysis, 44, 413-416.
*White, P., O'Reilly, M., *Fragale, C., Kang, S., *Muhich, K., Falcomata, T., Lang, R., Sigafoos, J., & Lancioni, G. (2011). An extended functional analysis protocol assesses the role of stereotypy in aggression in two young children with autism spectrum disorder. Research in Autism Spectrum Disorders, 5, 784-789.
Falcomata, T. S., Cooper-Brown, L. J., Wacker, D. P., Gardner, A. W., & Boelter, E. W. (2010). A brief experimental analysis of reinforcer and response dimensions related to self-control in an outpatient clinic. Journal of Behavioral Education, 19, 257-272.
Falcomata, T. S., Ringdahl, J. E., Christensen, T. J., & Boelter, E. W. (2010). An evaluation of prompt schedules and mand preference during functional communication training. The Behavior Analyst Today, 11, 77-84.
Falcomata, T. S., Roane, H. S., Feeney, B. J., & Stephenson, K. (2010). Assessment and treatment of elopement maintained by access to stereotypy. Journal of Applied Behavior Analysis, 43, 513-518.
Falcomata, T. S., Northup, J. A., Dutt, A, Stricker, J. M., Vinquist, K. M., & Engebretson, B. J. (2008). A Preliminary analysis of instructional control in the maintenance of appropriate behavior. Journal of Applied Behavior Analysis, 41, 429-434.
*Indicates student authorship.