蜜桃影像

Tiffany Kodak, Ph.D.蜜桃影像

Cramer Hall

MilwaukeeWI53201United States of America(414) 288-6276tiffany.kodak@marquette.edu

Associate Professor

Psychology, Applied Behavior Analysis

Dr. Kodak is a licensed psychologist, licensed behavior analyst, and Board Certified Behavior Analyst. She started working with individuals with autism spectrum disorder more than 25 years ago while earning her bachelor鈥檚 degree in San Diego, CA. Dr. Kodak obtained a master鈥檚 degree in Clinical Psychology at North Dakota State University and her Ph.D. in School Psychology from Louisiana State University. Thereafter, she completed an internship at the Marcus Autism Center and her post-doctoral fellowship at the University of Nebraska Medical Center鈥檚 Munroe-Meyer Institute. Dr. Kodak was formerly the Director of the Early Intervention program at the Munroe-Meyer Institute, an Associate Professor and Director of School Psychology at the University of Oregon, and an Associate Professor at the University of Wisconsin-Milwaukee before joining the faculty at 蜜桃影像. Dr. Kodak was the recipient of the ABAI Outstanding Mentorship Award in 2013. She formerly served as an Associate Editor (2014-2018) for the Journal of Applied Behavior Analysis and Learning and Motivation. She currently serves on several editorial boards including the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior and Learning and Motivation.

In her free time, Dr. Kodak enjoys running, reading, baking desserts with her children, traveling with her family, and fostering kittens for local agencies.

Teaching Interests

Dr. Kodak teaches courses in the behavior analysis program including Applied Behavior Analysis, Verbal Behavior, Ethics, Consultation and Supervision, and Skill Acquisition.

Research Interests

Dr. Kodak鈥檚 research focuses on early intervention for children with autism spectrum disorder and includes increasing the efficiency of academic instruction, acquisition of verbal behavior, computer-assisted instruction, treatment integrity, conditional discrimination, early literacy skills, and social skills assessment and intervention. Due to her expertise in skill acquisition and instructional design, Dr. Kodak and her students collaborate with parents and teachers to improve learning outcomes for all their clients. In addition, Dr. Kodak鈥檚 research team evaluates parent, child, and staff preference for intervention. Graduate and undergraduate students are mentored by Dr. Kodak to develop, conduct, and publish research as well as present their research at regional and national conferences.

Publications

Selected Publications (in the past three years, *denotes student author)

• Schnell, L. K., Vladescu, J. C., Kodak, T., & Nottingham, C. L. (in press). Comparing procedures on the acquisition and generalization of tacts for children with autism spectrum disorder. Journal of Applied Behavior Analysis.
• *LeBlanc, B., Kodak, T., *Cariveau, T., *Campbell, V. (2017). A comparison of computer-assisted and person-led instruction for children with autism spectrum disorder.  Behavioral Interventions, 32, 133-143.
• Johnson, K. A., Vladescu, J. C., Kodak, T., & Sidener, T. (2017). An assessment of differential reinforcement procedures for learners with autism spectrum disorder. Journal of Applied Behavior Analysis, 50, 290-303.
• Nottingham, C. L., Vladescu, J. C., Kodak, T., & Kisamore, A. (2017). The effects of embedding multiple secondary targets into learning trials for individuals with autism spectrum disorder. Journal of Applied Behavior Analysis, 50, 653-661.
• *Haq, S., *Zemantic, P., Kodak, T., *LeBlanc, B., & *Ruppert, T. (2017). Examination of variables effecting the efficacy of instructive feedback. Behavioral Interventions, 32, 206-216.
• Grow, L. L., Kodak, T., & *Clements, A. (2017). An evaluation of instructive feedback to teach play behavior to a child with autism spectrum disorder. Behavior Analysis in Practice, 10, 313-317.
• *Bergmann, S., Kodak, T., & *LeBlanc, B. (2017). Effects of programmed errors of omission and commission during auditory-visual conditional discrimination with typically developing children. The Psychological Record, 67, 109-119.
• *Cariveau, T., & Kodak, T. (2017). Programming a randomized dependent group contingency and common stimuli to promote durable behavior change. Journal of Applied Behavior Analysis, 50, 121-133.
• *Cariveau, T., Kodak, T., & *Campbell, V. (2016). The effects of intertrial interval and instructional format on skill acquisition and maintenance for children with autism. Journal of Applied Behavior Analysis, 49, 809-825.
• Kodak, T., *Campbell, V., *Bergmann, S., *LeBlanc, B., *Kurtz-Nelson, E., *Cariveau, T., *Haq, S., *Zemantic, P., & *Mahon, J. (2016). Examination of efficacious, efficient, and socially valid error-correction procedures to teach sight words and preposition to children with autism spectrum disorder. Journal of Applied Behavior Analysis, 49, 532-547.
• Toussaint, K. R., Kodak, T., & Vladescu, J. (2016). An evaluation of choice on instruction efficacy and individual preference for children with autism. Journal of Applied Behavior Analysis, 40, 170-175.
• *Carroll, R., Kodak, T., & Adolf, K. (2016). Effect of delayed reinforcement treatment integrity errors on skill acquisition during discrete trial instruction.  Journal of Applied Behavior Analysis, 49, 176-181.
• *Carroll, R., & 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.
• *Paden, A., & Kodak, T. (2015). The effect of reinforcement magnitude on skill acquisition with children with autism. Journal of Applied Behavior Analysis, 48, 924-929.
• Vladescu, J., & Kodak, T. (2015). The effect of a multiple-schedule arrangement on mands of a child with autism. Behavioral Interventions.
• *Dickes, N. R., & Kodak, T. (2015). Evaluating the emergence of bi-directional intraverbals in young children with autism spectrum disorder. Behavioral Interventions, 30, 169-190
• Kodak, T., & Paden, A. R. (2015). A comparison of intraverbal and listener training for children with autism spectrum disorder. The Analysis of Verbal Behavior, 31, 137-144.
• Boudreau, B. A., Vladescu, J. C., Kodak, T. M., Argott, P., & Kisamore, A. N. (2015). A comparison of differential reinforcement procedures on the acquisition of tacts in children with autism. Journal of Applied Behavior Analysis, 48, 918-923.
• *Haq, S., Kodak, T., *Kurtz-Nelson, E., *Porritt, M., *Rush, K., & *Cariveau, T. (2015). Comparing the effects of massed and distributed practice on skill acquisition for children with autism. Journal of Applied Behavior Analysis, 48, 454-459.
• Nottingham, C., Vladescu, J. C., & Kodak, T. (2015). Incorporating additional targets into learning trials for individuals with autism spectrum disorders. Journal of Applied Behavior Analysis, 48, 227-232.
• *Haq, S., & Kodak, T. (2015). Evaluating the effects of massed and distributed practice on acquisition of tacts and textual behavior with typically developing children. Journal of Applied Behavior Analysis, 48, 85-95.
• Kodak, T., *Clements, A, Paden, A. R., *LeBlanc, B, *Mintz, J., & *Toussaint, K. A. (2015) Examination of the relation between an assessment of skills and performance on auditory-visual conditional discriminations for children with autism. Journal of Applied Behavior Analysis, 48, 52-70.