Institute Fellows and Researchers

Mark O’Reilly, Ph.D., BCBA

Dr. O’Reilly is the director of research in autism spectrum disorders for the Meadows Center. His bio is available through this link.

Greg Allen, Ph.D.

Dr. Allen received his doctorate from the Joint Doctoral Program in Clinical Psychology at San Diego State University and The University of California, San Diego, which The Chronicle of Higher Education recently ranked as the top clinical psychology doctoral program in the country. He completed a predoctoral internship in clinical neuropsychology at Long Island Jewish Medical Center and a postdoctoral residency in clinical neuropsychology at The University of Texas Southwestern Medical Center at Dallas. Following residency, Dr. Allen was an assistant professor in the Department of Psychiatry at UT Southwestern before joining the faculty at UT Austin. As a licensed psychologist specializing in neuropsychological assessment, he has received specialized training and certification in the diagnosis of autism spectrum disorders. Dr. Allen’s research uses neuropsychological and neuroimaging tools to study the brain basis of autism. The current focus of this work is the investigation of cerebellar function and the contribution of cerebellar dysfunction to the behaviors and symptoms of autism.

Terry S. Falcomata, Ph.D., BCBA-D

Dr. Falcomata is an assistant professor in the Department of Special Education’s Autism and Developmental Disabilities Program. He earned his doctorate from the University of Iowa. His research emphasis is in applied behavior analysis (ABA) and the application of ABA technologies in the home and school, primarily in the assessment and treatment of severe destructive behavior displayed by individuals with developmental disabilities and autism. This research has focused on the use of functional analysis methods and functional communication training in the assessment and treatment of destructive behaviors. His specific areas of interest currently include the generalization of effective treatments, the emergence of vocal communication during communication training, and the variables affecting the resurgence of destructive behavior following treatment. Dr. Falcomata’s other research interests include factors influencing choice (e.g., self-control, impulsivity), including the role of dimensions of reinforcement, and the application of stimulus equivalence methods for teaching skills to children with autism and other developmental disabilities.

Ann Levine, Ph.D., Psy.D.

Dr. Levine, a neuropsychologist, completed her Psy.D. at the University of Denver. She completed her fellowship in autism at the School of Medicine in the Department of Psychiatry at the University of North Carolina and completed a fellowship in pediatric neuropsychology at the New England Medical Center at Tufts University School of Medicine. Dr. Levine first worked with children with autism spectrum disorders and their families at the Yale Child Study Center. Since then, she has worked in psychiatric inpatient facilities, academic medical centers, managed care organizations, and in both public and private schools, helping medically fragile children and those with psychiatric difficulties, learning difficulties, and developmental disabilities. Prior to joining the faculty at the Texas Child Study Center, she was a supervising neuropsychologist at the University of Washington’s Autism Center. Dr. Levine specializes in early identification of children with autism, using parent- and child-focused interventions to help young autistic children expand their skills and to decrease anxiety and depression in adolescents. To contact Dr. Levine, visit the Dell Children’s Medical Center website.

Amanda Little, Ph.D., BCBA-D

Dr. Little is an assistant professor in the area of early childhood in the Department of Special Education. She received her doctorate from the University of Kansas and master of education with an emphasis in early childhood and autism from the University of Missouri-Columbia. Dr. Little is a board-certified behavior analyst (BCBA) and has many years of experience working with young children who engage in challenging behavior and their families. Her research interests include utilizing applied behavior analysis, positive behavior supports, and intervention strategies that support children and families in the contexts of home, school, and the community.

Nina Zuna, Ph.D.

Dr. Zuna is an assistant professor in the Department of Special Education in the Autism and Developmental Disabilities Program. She earned her master’s in special education with an emphasis in low-incidence disabilities from the University of Hawaii at Manoa and her doctorate in special education with an emphasis in families and disability policy from the University of Kansas at Lawrence. She has more than 10 years of experience working with children with disabilities and their families as a researcher, certified special education teacher, and in-home and in-school behavioral skills therapist. Her research interests include family quality of life, family supports and services, social/emotional development in children with autism, and social skills interventions.

Researchers

Jeannie Aguilar, M.Ed., BCBA

Ms. Aguilar is a doctoral student in the Department of Special Education with a concentration in autism and developmental disabilities. Ms. Aguilar earned her bachelor of arts in psychology and her master of education with a concentration in early childhood and autism and developmental disabilities from The University of Texas at Austin. Ms. Aguilar is a board-certified behavior analyst (BCBA) with more than 5 years of experience working with families and children. Her research interests include interventions to increase communication skills and decrease challenging behavior for young children with disabilities.

Sonia Baker, M.A.

Ms. Baker is a doctoral student in the Department of Special Education with a concentration in autism and developmental disabilities. Ms. Baker earned her bachelor of science degree in communication sciences and disorders from The University of Texas at Austin and her master of arts degree with a concentration in counseling and psychology from the University of Mary Hardin-Baylor. Ms. Baker is a certified special education teacher as well as a licensed specialist in school psychology (LSSP). She has more than 9 years of experience working with children with disabilities. Her research interests include emotional and behavioral disorders and multicultural issues in special education.

Jeffrey Chan, M.A., BCBA

Mr. Chan is a doctoral candidate in the Department of Special Education with a concentration in autism and developmental disabilities. He has more than 8 years of experience working with individuals with autism and other severe disabilities in home, school, and community settings. Mr. Chan is a former employee of the Lovaas Institute in Los Angeles and is also a board-certified behavior analyst. Mr. Chan earned his bachelor of arts degree in psychology from The University of California at Los Angeles and his master of arts with a concentration in autism and developmental disabilities from The University of Texas at Austin. His interests include social skills and communication training in inclusive settings, Social Stories interventions for children with autism, and building partnerships with schools.

Tina Fragale, M.Ed., BCABA

Ms. Fragale earned her bachelor of science degree in microbiology and her master’s in special education with a concentration in autism and developmental disabilities from The University of Texas at Austin. Ms. Fragale is a board-certified associate behavior analyst (BCABA) with 5 years of experience working as a teacher and consultant in a private school for children with language and learning differences. Her research interests currently include the effects of establishing operations and the assessment and treatment of challenging behavior.

Soyeon Kang, M.Ed.

Ms. Kang is a doctoral candidate in the Department of Special Education with a concentration in autism and developmental disabilities. She earned her bachelor of science degree in child development and education from Dongduk University (Korea) and her master of science with a concentration in child and family studies from Yonsei University (Korea). Ms. Kang has worked with children with low-incidence disabilities and at-risk children for more than 6 years as a teacher, researcher, and child and family consultant. Her main research interests include functional behavior assessments and evidence-based interventions for young children with autism and developmental disabilities who have challenging behaviors.

Russell Lang, M.Ed., BCBA

Mr. Lang is a doctoral candidate in the Department of Special Education with a concentration in autism and developmental disabilities. Mr. Lang earned his bachelor of arts degree in psychology and educational psychology. Mr. Lang also has a master’s degree in special education with emphasis both in early childhood and autism and developmental disabilities. He is also a board-certified behavior analyst with 8 years of experience working with individuals with developmental disabilities. His research interests include the effects of context on the results of behavioral assessments, the role of motivating operations within behavioral interventions, the use of speech-generating devices to improve communication, and the development of play behaviors.

Austin Mulloy, M.Ed.

Mr. Mulloy is a doctoral student in the Department of Special Education with a concentration in autism and developmental disabilities. Mr. Mulloy earned a bachelor of arts degree in religious studies and architecture and a master of education with a concentration in educational psychology from The University of Texas at Austin. Mr. Mulloy has 2 years of experience as a special education teacher of children with low-incidence and high-incidence disabilities. His research interests include the use and development of assistive technology.

Nigel Pierce, M.S.

Mr. Pierce is a doctoral candidate in the Department of Special Education with a concentration in autism and developmental disabilities. Mr. Pierce earned his bachelor of science degree in early childhood and special education from Bowie State University and his master of science in school administration and supervision from Johns Hopkins University. Mr. Pierce holds a dual certification in pre-K through eighth-grade general and special education as well as a certificate of licensure through the Interstate School Leaders Licensure Consortium (ISLLC). His research interests include how socioeconomic status and linguistically diverse backgrounds affect the treatment and access to services for children with autism spectrum disorders.

Mandy Rispoli, M.Ed., BCBA

Ms. Rispoli is a doctoral candidate in the Department of Special Education with a concentration in autism and developmental disabilities. Ms. Rispoli earned her bachelor of arts degree in psychology and Spanish from the University of Virginia and her master of special education with a concentration in early childhood special education from The University of Texas at Austin. Ms. Rispoli is a certified special education teacher as well as a board-certified behavior analyst with more than 8 years of experience working with children with low-incidence disabilities. Her research interests include the assessment and treatment of challenging behavior and the instruction of individuals with severe disabilities from culturally and linguistically diverse backgrounds.