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Psychology

D-Index
41
Citations
8969
World Ranking
7796
National Ranking
4187

Overview

Craig H. Kennedy is affiliated with the University of Connecticut in the United States. Their research spans psychology and medicine, with a focus on developmental and educational psychology, cognitive neuroscience, psychiatry and mental health, clinical psychology, and management of technology and innovation.

The scholar's work mainly addresses behavioral and psychological studies and autism spectrum disorder research. Additional topics include family and disability support research, child nutrition and feeding issues, attention deficit hyperactivity disorder, product development and customization, and design education and practice.

Recent publications by Craig H. Kennedy include:

  • The Nonconcurrent Multiple-Baseline Design: It is What it is and Not Something Else, 2022, Perspectives on Behavior Science
  • Health Condition Co-Morbidities in Children with Autism and Their Association with Challenging Behavior, 2024, Advances in Neurodevelopmental Disorders
  • 50th Anniversary Series: Celebrating the Impact of Research on the Lives of People with Severe Disabilities, 2025, Research and Practice for Persons with Severe Disabilities
  • How Does Health Impact Challenging Behavior?, 2021, Research and Practice for Persons with Severe Disabilities

Craig H. Kennedy has collaborated frequently with several researchers, including Tania B. Huedo-Medina, Jennifer Twachtman-Bassett, Louisa Kalsner, Inge-Marie Eigsti, and Remei Areny-Joval.

The primary publication venues for this researcher are:

  • Research and Practice for Persons with Severe Disabilities
  • Advances in Neurodevelopmental Disorders
  • Perspectives on Behavior Science
  • PsycEXTRA Dataset
  • Behavior Modification

Best Publications

  • Single-Case Designs for Educational Research

    Craig H. Kennedy

  • Teaching generalization of purchasing skills across community settings to autistic youth using videotape modeling.

    Thomas G. Haring;Craig H. Kennedy;Mary J. Adams;Valerie Pitts-Conway

  • Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions.

    Erik W. Carter;Lisa S. Cushing;Nitasha M. Clark;Craig H. Kennedy

  • Placement along the Continuum of Services and its Impact on Students' Social Relationships

    Dale Fryxell;Craig H. Kennedy

  • Comparing the Effects of Educational Placement on the Social Relationships of Intermediate School Students with Severe Disabilities

    Craig H. Kennedy;Smita Shukla;Dale Fryxell

  • Analyzing the multiple functions of stereotypical behavior for students with autism: implications for assessment and treatment

    Craig H. Kennedy;Kim A. Meyer;Tanya Knowles;Smita Shukla

  • Promoting Access to the General Curriculum Using Peer Support Strategies.

    Erik W. Carter;Craig H. Kennedy

  • The rewarding effect of aggression is reduced by nucleus accumbens dopamine receptor antagonism in mice

    Maria H. Couppis;Craig H. Kennedy;Craig H. Kennedy

  • Nonconcurrent Multiple Baseline Designs and the Evaluation of Educational Systems.

    Mark T. Harvey;Michael E. May;Craig H. Kennedy

  • SLEEP DEPRIVATION, ALLERGY SYMPTOMS, AND NEGATIVELY REINFORCED PROBLEM BEHAVIOR

    Craig H. Kennedy;Kim A. Meyer

  • The maintenance of behavior change as an indicator of social validity.

    Craig H. Kennedy

  • Trends in the measurement of social validity.

    Craig H. Kennedy

  • TEACHING CHOICE MAKING DURING SOCIAL INTERACTIONS TO STUDENTS WITH PROFOUND MULTIPLE DISABILITIES

    Craig H. Kennedy;Thomas G. Haring

  • Academic effects of providing peer support in general education classrooms on students without disabilities

    Lisa Sharon Cushing;Craig H. Kennedy

  • Functional analysis and treatment of eye poking.

    Craig H. Kennedy;Geri Souza

  • EFFECTS OF SETTING EVENTS ON THE PROBLEM BEHAVIOR OF STUDENTS WITH SEVERE DISABILITIES

    Craig H. Kennedy;Tiina Itkonen

  • Some Effects of Regular Class Participation on the Social Contacts and Social Networks of High School Students with Severe Disabilities

    Craig H. Kennedy;Tiina Itkonen

  • Assessment and treatment of challenging behaviour for individuals with intellectual disability: a research review.

    Blair P. Lloyd;Craig H. Kennedy

  • Contextual control of problem behavior in students with severe disabilities.

    Thomas G. Haring;Craig H. Kennedy

  • Manipulating antecedent conditions to alter the stimulus control of problem behavior.

    Craig H. Kennedy

Frequent Co-Authors

Erik W. Carter
Erik W. Carter Baylor University
Robert H. Horner
Robert H. Horner University of Oregon
David A. Lightfoot
David A. Lightfoot Southern Illinois University Carbondale
Travis Thompson
Travis Thompson University of Minnesota
John A. Phillips
John A. Phillips Vanderbilt University Medical Center
Eric Emerson
Eric Emerson Lancaster University
Timothy R. Vollmer
Timothy R. Vollmer University of Florida
Paul J. Yoder
Paul J. Yoder Vanderbilt University
Bruce J Tonge
Bruce J Tonge Monash University

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