Active Lines of Research

Diversity in Behavior Analytic Intervention

Behavior Analysts regularly work with Culturally- and Linguistically-diverse individuals. However, relatively few guidelines exist for translating evidence-based practices and procedures into culturally-responsive interventions. Our current research in this area focuses on developing and evaluating strategies to more deliberately integrate traditional dimensions of diversity (e.g., gender, ethnicity). The lab is currently evaluating a bilingual approach to functional communication training for learners that are linguistically-diverse.

Waits, J. A.* & Gilroy, S. P. (Study Underway). "Functional Communication Training for Culturally- and Linguistically-Diverse learners diagnosed with Autism Spectrum Disorders."

Waits, J. A.* & Gilroy, S. P. (Under Review). "A Systematic Review and Reflection on the Dimensions of Diversity Represented in Behavior Analytic Research."

Evidence-based Technology in Autism Spectrum Disorders

Technology is increasingly incorporated into a range of home-, classroom-, and clinic-based interventions. In fact, most technology used by clinicians has not yet been evaluated in research (rigorously, or otherwise). Our lab both develops (programming performed in-house) and evaluates technology in the context of academic and behavioral interventions with children. Consistent with an open source and open science approach, all of the technology developed in the lab is released free-of-charge (see GitHub repositories).

Representative Works:

Gilroy, S. P., Leader, G., & McCleery, J. P. (Completed; In Preparation). "A SMART community-based replication and comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder."

Gilroy, S. P., Kaplan, B. A., Bullock, C. E., & Waits, J. A. (2019). "Current Use and Development of FOSS In Behavior analysis: Modern Behavioral Engineering." In Introduction to programming for Behavior Analysts – Volume 2. ABPMC.

Gilroy, S. P., Leader, G., & McCleery, J. P. (2018). "A pilot community‐based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder." Autism Research, 11(12), 1701-1711.

Gilroy, S. P., McCleery, J. P., & Leader, G. (2017). "Systematic review of methods for teaching social and communicative behavior with high-tech augmentative and alternative communication modalities." Review Journal of Autism and Developmental Disorders, 4(4), 307-320.

Evaluating Treatment Choices with Behavioral Economics

A wide range of practices are marketed to individuals with developmental and behavioral disorders. Whereas many have support for improving outcomes, not all practices are evidence-based. The Gilroy lab uses methods from Behavioral Economics to examine how (and under what conditions) parents and educators fall prey to these practices. Specifically, the focus is on examining the factors that most reliably drive treatment choice so that clinicians may better communicate and disseminate better-suited practices.

Representative Works:

Gilroy, S. P., Waits, J. A., & Feck, C. (Under Review). "Extending Stimulus Preference with the Operant Demand Framework."

Gilroy, S. P., Waits, J. A., & Kaplan, B. A. (Under Review). "A Quantitative Framework for Evaluating Fad and Pseudoscientic Treatment
Consumption."

Gilroy, S. P., & Kaplan, B. A. (2020). "Modeling Treatment-Related Decision-Making Using Applied Behavioral Economics: Caregiver Perspectives in Temporally-Extended Behavioral Treatments." Journal of Abnormal Child Psychology, 1-12.

Gilroy, S. P., Kaplan, B. A., & Reed, D. D. (2020). "Interpretation (s) of elasticity in operant demand." Journal of the Experimental Analysis of Behavior, 114(1), 106-115.

Gilroy, S. P., Ford, H. L., Boyd, R. J., O’Connor, J. T., & Kurtz, P. F. (2019). "An Evaluation of Operant Behavioural Economics in Functional Communication Training for Severe Problem Behaviour." Developmental neurorehabilitation, 22(8), 553-564.

*: Student publication