Bio

Stephanie Gerow, Ph.D., is an Assistant Professor in the Department of Educational Psychology. She teaches in the applied behavior analysis and special education programs. She received her bachelor's degree from Davidson College in Charlotte, North Carolina, and earned her Ph.D. and BCBA-D from Texas A&M University.

Dr. Gerow conducts research in developing, evaluating, and disseminating interventions for children with autism and other developmental disabilities. Her research interests include delivery of interventions via telehealth technology, challenging behavior interventions, and teaching natural change agents (e.g., parents, teachers) to implement interventions. She has published her research in journals including Exceptional Children, Research in Autism Spectrum Disorders, and Behavior Modification.

Dr. Gerow has worked with children in both school and clinical settings. As a BCBA, Dr. Gerow worked with young children with autism. She developed and implemented interventions to teach adaptive and pre-academic skills and to reduce problem behavior. Most of her professional experience is with children with developmental disabilities, such as autism, ages 2 to 10 years old.

Certifications (1)

Board Certified Behavior Analyst-Doctoral
2017

Research Interests (4)

interventions delivered via telehealth technology

parent-implemented interventions

autism and other developmental disabilities

challenging behavior interventions

Select Publications (5)

Functional Communication Training: The Strength of Evidence across Disabilities

Dr. Stephanie Gerow, published Functional Communication Training: The Strength of Evidence across Disabilities in Exceptional Children, Vol. 85, p. 86-103, with co-author(s) Dr. Tonya N. Davis, Supriya Radhakrishnan, Dr. Emily V. Gregori, and Gabby Rivera.

Parent-Implemented Treatment for Automatically Maintained Stereotypy

Dr. Stephanie Gerow, published Parent-Implemented Treatment for Automatically Maintained Stereotypy in Behavioral Interventions, Vol. 34, p. 466-474, with co-author(s) Gabby Rivera, Dr. Jessica Akers, Marie Kirkpatrick, and Supriya Radhakrishnan.

A Comparison of Demand Fading and a Dense Schedule of Reinforcement during Functional Communication Training

Dr. Stephanie Gerow, published A Comparison of Demand Fading and a Dense Schedule of Reinforcement during Functional Communication Training in Behavior Analysis in Practice, with co-author(s) Supriya Radhakrishnan, Dr. Tonya N. Davis, Abby Hodges, and Amy Feind.

Teaching Parents to Implement Functional Communication Training for Young Children with Developmental Delay

Dr. Stephanie Gerow, published Teaching Parents to Implement Functional Communication Training for Young Children with Developmental Delay in Topics in Early Childhood Special Education, 2018, with co-author(s) Dr. Mandy Rispoli, Dr. Jennifer Ninci, Dr. Emily V. Gregori, and Dr. Shanna Hagan-Burke.

A Systematic Review of Parent-Implemented Functional Communication Training for Children with ASD

Dr. Stephanie Gerow, published A Systematic Review of Parent-Implemented Functional Communication Training for Children with ASD in Behavior Modification, 2017, with co-author(s) Dr. Shanna Hagan-Burke, Dr. Mandy Rispoli, Dr. Emily Gregori, Dr. Rose Mason, and Dr. Jennifer Ninci.

External Grants (4)

FBA-EC: Tier-3 Problem Behavior Support in Early Childhood

Dr. Stephanie Gerow; $493,412.00; Developing and Evaluating the Feasibility of a Manualized Tier 3 Problem Behavior Intervention for Young Children with Developmental Delay; Institute of Education Sciences, U.S. Department of Education.

Caregiver Coaching Project

Dr. Stephanie Gerow; $369,699.00; Caregiver Coaching Project: Providing Support for Texas Families of Children with ASD; Texas Higher Education Coordinating Board.

Caregiver Coaching Project

Dr. Stephanie Gerow; $278,456.00; Parent Training via Tele-Health Technology for Families of Children with ASD in Rural Areas; Texas Higher Education Coordinating Board.

Caregiver Coaching Project

Dr. Stephanie Gerow; $212,409.00; Parent training via tele-health technology for families of children with ASD in rural areas; Texas Higher Education Coordinating Board.