Bio

Stephanie Gerow, Ph.D., is an Assistant Professor of Special Education in the Department of Educational Psychology. She received her bachelor's degree from Davidson College in Charlotte, North Carolina, and earned her Ph.D. and BCBA from Texas A&M University.

Dr. Gerow conducts research in developing, evaluating, and disseminating interventions for children with developmental disabilities. Her research interests include applied behavior analysis, challenging behavior interventions, and teaching natural change agents (e.g., parents, teachers) to implement interventions. For example, during one of her research projects she partnered with the local Early Childhood Intervention (ECI) provider to teach parents of young children with developmental delays to implement evidence-based interventions to reduce problem behavior. She has published her research in journals including Research in Autism Spectrum Disorders, Review Journal of Autism and Developmental Disorders, Developmental Neurorehabilitation, 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 (5)

parent-implemented interventions

applied behavior analysis

autism

developmental disabilities

challenging behavior

Select Publications (3)

Teaching parents to implement functional communication training for young children with developmental delay

Dr. Stephanie Gerow, assistant professor, published Teaching parents to implement functional communication training for young children with developmental delay in Topics in Early Childhood Special Education, 2017, with co-author(s) Dr. Mandy Rispoli, Purdue University, Jennifer Ninci, University of Hawaiʻi at Mānoa, Emily Gregori, Purdue University, and Shanna Hagan-Burke, Texas A&M University.

A systematic review of parent-implemented functional communication training for children with ASD

Dr. Stephanie Gerow, assistant professor, published A systematic review of parent-implemented functional communication training for children with ASD in Behavior Modification, January 1, 1970, with co-author(s) Dr. Shanna Hagan-Burke, Texas A&M University, Dr. Mandy Rispoli, Purdue University, Emily Gregori, Purdue University, Dr. Rose Mason, Purdue University, and Dr. Jennifer Ninci, University of Hawaiʻi at Mānoa.

Dr. Stephanie Gerow, assistant professor, published An analysis of contingency statements in a DRO procedure: A case report in Developmental Neurorehabilitation, Vol. 18, Issue 3, p. 203-208, December 31, 2015, with co-author(s) Dr. Mandy Rispoli, Purdue University, Dr. Margot Boles, and Dr. Leslie Neely, University of Texas at San Antonio.

Select Presentations (1)

Dr. Stephanie Gerow, assistant professor, Dr. Mandy Rispoli, Purdue University, Emily Gregori, Purdue University, Lisa Sanchez, Texas A & M University, and Tonya Davis, associate professor, presented Parent-implemented trial-based functional analysis for children with autism at Annual Autism Conference for the Association for Behavior Analysis International, held 01/31/2017, in San Juan, Puerto Rico.