Terry Falcomata, Ph.D., BCBA-D

Terry Falcomata, Ph.D., BCBA-D

Assistant Professor


Autism & Developmental Disabilities

Email
falcomata@austin.utexas.edu

Office & Hours

Office: SZB 532E
Wednesday: 11:00 - 12:30
Virtual Office Hours: Thursday: 1:00 - 2:30

Phone
512 471-6555

Fax
512 471-2471

Courses of Instruction
SED 396R: Single-Subject Reserch Design
SED 378D: Assessment Practices for Individuals with Autism and Developmental Delays

Mailing Address
1 University Station/D5300
The University of Texas at Austin
Austin, Tx 78712
UT Mail Code: D5300

Profile

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.

Education

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

Representative Publications

Refereed Articles:

*Hoffman, K. & Falcomata, T. S. (accepted pending revisions). An evaluation of resurgence of appropriate communication in individuals with autism who exhibit severe challenging behavior. Journal of Applied Behavior Analysis.

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. Published online first. doi: 10.1007/s10882-014-9366-4

*Ciullo, S., Falcomata, T., & Vaughn, S. (2014). Teaching social studies to upper elementary students with learning disabilities: Explicit instruction and graphic organizers. Learning Disability Quarterly. Published online first. doi: 10.1177/0731948713516767

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.

 

 

 

Recent Awards

  • Society for the Advancement of Behavior Analysis, Sidney W. and Janet R. Bijou Fellowship Recipient  (2004)

Current Research Projects and Grants

Williamson County Bluebonnet Trails Community Services Autism Program Agreement

Boards, Committees and Associations

  • Associate Editor:  Journal of Developmental and Physical Disabilities
  • Board of Editors: Journal of Applied Behavior Analysis, Behavior Analysis in Practice 
  • Guest Editor (Special Issue on Challenging Behavior): Journal of Developmental and Physical Disabilities