Kathleen Strickland-Cohen, Ph.D.

Kathleen Strickland-Cohen, Ph.D.

Assistant Professor of Special Education

Program Area: College of Education

(817) 257-6778  |  m.k.strickland@tcu.edu

Texas Christian University
TCU Box 297900
Fort Worth, TX 76129

Bio

Dr. Strickland-Cohen is an Assistant Professor of Special Education and a Board Certified Behavior Analyst (BCBA-D) in the College of Education at Texas Christian University (TCU). She is also an institute faculty member in the Alice Neeley Special Education Research and Service (ANSERS) Institute. Dr. Strickland-Cohen teaches courses preparing preservice teachers in the areas of classroom behavior management, functional behavioral assessment, and single-subject research design. Her scholarly pursuits focus on the effective implementation of multi-tiered systems of behavioral support at the individual student, classroom, district, and state levels.

Education

Ph.D., Special Education
University of Oregon
2012

M.S., Behavior Analysis
University of North Texas
2004

B.A., Psychology
University of North Texas
1997

Academic Areas

  • Special Education
  • Classroom behavior management
  • Functional behavioral assessment
  • Single-subject research design

Research Areas

Dr. Strickland-Cohen’s primary research interests focus on building local capacity in schools to enhance the sustained implementation of effective practices for students who require individualized behavioral supports and interventions. Her most recent research projects have focused on training school-based professionals to utilize functional behavioral assessment technology when designing behavior support plans for students with non-dangerous challenging behaviors.

Selected Publications

Strickland-Cohen, M. K., & Horner, R. H. (2015). Typical school personnel developing and implementing basic behavior support plans. Journal of Positive Behavior Interventions, 17, 83-94.

Pinkelman, S. E., McIntosh, K., Rasplica, C., Berg, T., & Strickland-Cohen, M. K. (2015). Perceived enablers and barriers related to sustainability of School-wide Positive Behavioral Interventions and Supports. Behavioral Disorders, 40 (3), 171-183.

Strickland-Cohen, M. K., Loman, S. L., & Horner, R. H. (2015). Improving district capacity to deliver basic FBA/BSP support. In D.A. Crone, L.S. Hawken, & R. H. Horner (Eds.), Building positive  behavior support systems in schools: Functional behavioral assessment (pp. 134 – 150). New York, NY: Guilford Press.

McIntosh, K., Kim, J., Mercer, S. H., Strickland-Cohen, M. K., & Horner, R. H. (2015). Variables associated with enhanced sustainability of school-wide positive behavioral interventions and supports. Assessment for Effective Intervention, 40, 184-191 .

Brewer, A. T., Strickland-Cohen, M.K., Dotson, W., & Williams, D.C. (2014). Advance notice for transition-related problem behavior: Practice guidelines. Behavior Analysis in Practice, 7 (2), 117-125.

Strickland-Cohen, M. K., McIntosh, K., & Horner, R. H. (2014). Sustaining effective practices in the face of principal turnover. Teaching Exceptional Children, 46 (3), 19-25.

Mercer, S. H., McIntosh, K., Strickland-Cohen, M. K., & Horner, R. H. (2014). Measurement invariance of an instrument assessing sustainability of school-based universal behavior practices. School Psychology Quarterly29 (2), 125-137.

Loman, S.L., Strickland-Cohen, M.K., Borgmeier, C., & Horner, R.H. (2013, December). The Basic FBA to BSP Trainer’s Manual. Educational and Community Supports, University of Oregon, Eugene, OR. Retrieved from http://www.pbis.org

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