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Ashley Whittington-Barnish

Ashley Whittington-Barnish

Assistant Professor
  • The Chicago School Chicago
Department
Applied Behavior Analysis
Address
The Chicago School of Professional Psychology
Office Location
Office Phone
On-campus Ext.
Email
abarnish@thechicagoschool.edu
Website
Biography

Ashley Whittington-Barnish first started at The Chicago School of Professional Psycholgy in 2012 as an adjunct faculty member.  She joined as an assistant professor in Spring 2014.  Prior to teaching at TCSPP, Dr. Whittington-Barnish taught courses at Illinois Wesleyan University and Bradley University.  She has worked in school, clinic, and in-home settings with children of all ages.  Dr. Whittington-Barnish is a licensed clinical psychologist, certified school psychologist, and Board Certified Behavior Analyst-Doctoral level (BCBA-D).  She continues to work as a consultant at Autism Home Support Services serving children with autism spectrum disorders and their families.  Her current research interests include social skills training, effective and efficient interventions in schools, and video modeling as a treatment for individuals with autism spectrum disorders.

Education
  • Ph.D., School Psychology, Illinois State University
  • M.S., General Psychology, Illinois State University
  • B.A., Psyhology and Interdisciplinary Educational Studies, Illinois Wesleyan University
Licensure(s)
  • Board Certified Behavior Analyst - Doctoral (BCBA-D)
  • Licensed Clinical Psychologist, Illinois
  • Illinois Type 73 School Service Personnel Certification, School Psychologist
  • National Certified School Psychologist (NCSP)
Areas Of Expertise

Select Presentations

  • Casper, E., Hickey, A., Turnbow, J., Whittington, A., & Meyer, K. (2012, May). A continuum: Promoting social-emotional skill, while preventing and treating mental health disorder. Symposium presentation at the annual American Psychological Association Annual Convention, Orlando, FL.

  • Whittington, A. K. (2011, January). Research to Practice: Evaluation of Baseline Conversation Skills of Adolescents With Autism. Poster presentation at the annual Association for Behavior Analysis – Autism Conference, Washington, DC.

  • Whittington, A. K. (2011, January). Teaching Conversation Skills: A Pre-Packaged Video Modeling Intervention for Adolescents with Autism. Paper presentation at the annual Illinois School Psychology Association Annual Convention, Peoria, IL.

  • Whittington, A. K. (2010, June). Empirical evidence of treatments for autism spectrum disorders. Presented at The Autism Program of Illinois Social Skills Summit. Champaign, IL.

  • Hickey, A. M., Whittington, A. K., Miller, K., Battaglini, M. G., Bell, K., & Cates, G. L. (2010, January) Case examples of individualized academic intervention outcomes. Paper presented at the annual Illinois School Psychologists Association conference, Peoria, IL.

  • Whittington, A. K. & Doepke, K. (2009, February). Utilizing PECS with Children with Autism Spectrum Disorders: Acquisition and Generalization. Poster presented at the 3rd annual Association for Behavior Analysis International Autism Conference. Jacksonville, FL.

  • Whittington, A. K., Martinez-Dick, M. K., Heitz, M. A., Mazzone, L. A., Cajindos, N., Vogel, H., Engel, S. E., Kremsreiter, J., Hoff, K., & Doepke, K. (2009, February). Improving Social Competence in Children with Autism Spectrum Disorders: Generalization Study. Poster presented at the annual National Association of School Psychologists conference, Boston, MA.

  • Gioia, K. A., Whittington, A. K., Hickey, A., Mazzone, L., & Heitz, M, Doepke, K., & Hoff, K. (2008, May). Through the Eyes of Asperger’s Syndrome: Assessing Children’s Ability to Identify Relevant Social Stimuli. Poster presented at the 34th annual convention of the Association for Behavior Analysis, Chicago, Illinois.

Q&A

Q: Please describe your teaching philosophy.

A: My approach to teaching is learner-centered.  I utilize various activities and multiple forms of assessment in each course.  I try to meet students where they are, recognizing that each individual comes to class with a different learning history.  Allowing students to share their experiences (and sharing my own) as they relate to course material helps to facilitate connections between classroom learning and what happens in clinical/applied settings.