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Psychology

D-Index
32
Citations
3513
World Ranking
10996
National Ranking
5731

Overview

Tiffany Kodak is affiliated with Marquette University in the United States and has contributed extensively to the fields of psychology and neuroscience. Their research focuses particularly on developmental and educational psychology as well as cognitive neuroscience, with additional work related to psychiatry and mental health, statistics and probability, and small animal studies.

Their published work predominantly addresses behavioral and psychological studies, with significant emphasis on autism spectrum disorder research. Other noted research topics include the cognitive and developmental aspects of mathematical skills, attention deficit hyperactivity disorder, animal behavior and welfare studies, human-animal interaction studies, and child nutrition and feeding issues.

Among their recent papers are:

  • Autism Spectrum Disorder, 2020, Pediatric Clinics of North America
  • A Tutorial for the Design and Use of Assessment-Based Instruction in Practice, 2021, Behavior Analysis in Practice

Tiffany Kodak frequently collaborates with a set of coauthors who have contributed multiple works together. These include Samantha Bergmann, Mary Halbur, Jessi Reidy, Michael J. Harman, and Mindy R. Waite.

Their research has been published repeatedly in several venues, with the highest number of publications in:

  • The Analysis of Verbal Behavior
  • Journal of Applied Behavior Analysis
  • Behavior Analysis in Practice
  • Journal of the Experimental Analysis of Behavior
  • Learning and Motivation

Best Publications

  • Assessment and behavioral treatment of feeding and sleeping disorders in children with autism spectrum disorders.

    Tiffany Kodak;Cathleen C. Piazza

  • Autism Spectrum Disorder: Characteristics, Associated Behaviors, and Early Intervention.

    Tiffany Kodak;Samantha Bergmann

  • A COMPARISON OF METHODS FOR TEACHING RECEPTIVE LABELING TO CHILDREN WITH AUTISM SPECTRUM DISORDERS

    Laura L Grow;James E Carr;Tiffany M Kodak;Candice M Jostad

  • AN EVALUATION OF PROGRAMMED TREATMENT‐INTEGRITY ERRORS DURING DISCRETE‐TRIAL INSTRUCTION

    Regina A. Carroll;Tiffany Kodak;Wayne W. Fisher

  • Further Evaluation of Response Interruption and Redirection as Treatment for Stereotypy.

    Erin N. Ahrens;Dorothea C. Lerman;Tiffany Kodak;April S. Worsdell

  • An evaluation of the types of attention that maintain problem behavior.

    Tiffany Kodak;John Northup;Michael E. Kelley

  • The effects of video modeling with voiceover instruction on accurate implementation of discrete-trial instruction.

    Jason C. Vladescu;Regina Carroll;Amber Paden;Tiffany M. Kodak;Tiffany M. Kodak

  • Embedding an Identity-Matching Task within a Prompting Hierarchy to Facilitate Acquisition of Conditional Discriminations in Children with Autism

    Wayne W. Fisher;Tiffany Kodak;James W. Moore

  • A METHODOLOGY FOR ASSESSING THE FUNCTIONS OF EMERGING SPEECH IN CHILDREN WITH DEVELOPMENTAL DISABILITIES

    Dorothea C. Lerman;Mandy Parten;Laura R. Addison;Christina M. Vorndran

  • THE EFFECTS OF DIFFERENTIAL NEGATIVE REINFORCEMENT OF OTHER BEHAVIOR AND NONCONTINGENT ESCAPE ON COMPLIANCE

    Tiffany Kodak;Raymond G. Miltenberger;Cathryn Romaniuk

  • REINFORCEMENT MAGNITUDE : AN EVALUATION OF PREFERENCE AND REINFORCER EFFICACY

    Nicole M Trosclair-Lasserre;Dorothea C Lerman;Nathan A Call;Laura R Addison

  • Acquisition of mands and tacts with concurrent echoic training.

    Tiffany Kodak;Andrea Clements

  • Progressing from initially ambiguous functional analyses: Three case examples

    Jeffrey H. Tiger;Wayne W. Fisher;Karen A. Toussaint;Tiffany Kodak

  • A COMPARISON OF INTRAVERBAL TRAINING PROCEDURES FOR CHILDREN WITH AUTISM

    Tiffany Kodak;Rashea Fuchtman;Amber Paden

  • Functional analysis and treatment of elopement for a child with attention deficit hyperactivity disorder.

    Tiffany Kodak;Laura Grow;John Northup

  • An exploratory analysis of task-interspersal procedures while teaching object labels to children with autism.

    Valerie M. Volkert;Dorothea C. Lerman;Nicole Trosclair;Laura Addison

  • FURTHER EXAMINATION OF FACTORS THAT INFLUENCE PREFERENCE FOR POSITIVE VERSUS NEGATIVE REINFORCEMENT

    Tiffany Kodak;Dorothea C. Lerman;Valerie M. Volkert;Nicole Trosclair

  • A REVIEW OF RECENT STUDIES ON DIFFERENTIAL REINFORCEMENT DURING SKILL ACQUISITION IN EARLY INTERVENTION

    Jason C. Vladescu;Tiffany Kodak

  • Examination of efficacious, efficient, and socially valid error-correction procedures to teach sight words and prepositions to children with autism spectrum disorder.

    Tiffany Kodak;Vincent Campbell;Samantha Bergmann;Brittany LeBlanc

  • A comparison of methods for teaching receptive labeling to children with autism spectrum disorders: A systematic replication

    Laura L. Grow;Tiffany Kodak;James E. Carr

  • Increasing instructional efficiency by presenting additional stimuli in learning trials for children with autism spectrum disorders

    Jason C. Vladescu;Tiffany M. Kodak

Frequent Co-Authors

Wayne W. Fisher
Wayne W. Fisher Rutgers, The State University of New Jersey
Dorothea C. Lerman
Dorothea C. Lerman University of Houston - Clear Lake
Cathleen C. Piazza
Cathleen C. Piazza Rutgers, The State University of New Jersey
James E. Carr
James E. Carr Behavior Analyst Certification Board
Raymond G. Miltenberger
Raymond G. Miltenberger University of South Florida

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Related Online Degrees & Career Pathways

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