Kelly McElrath

Lalli, J.S., Kates, K., & Casey, S.D. (1996). Prevention of behavioral problems during rehabilitative therapies. In In Peter Dowrick and Mark Batshaw’s (Eds.) (Ed.) Children’s Seashore House Handbook on Developmental Disabilities: .

McCoy, T., Philp, A., & Kates-McElrath, K. (2020). Acceptance and commitment therapy: A systematic review of psychological adjustment and reduction of psychological distress following traumatic brain injury in adults.. Journal of Addiction, Psychiatry, and Mental Health, 1 (1), 1-10.

Kates-McElrath, K. & Axelrod, S. (2020). Dante’s good choices. Child and Family Behavior Therapy, (42), 212-214.

Quigley, J., Griffith, A., & McElrath, K. K. (2018). A comparison of modeling, prompting, and a multi-component approach for teaching play skills to children with developmental disabilities. Behavior Analysis in Practice, , 315-326.

Aldi, C., Crigler, A., Kates-McElrath, K., Long, B., Smith, H., Rehak, K., Wilkinson, L. (2016). Examining the effects of video modeling prompts to teach activities of daily living skills to young adults with autism spectrum disorder.. Behavior Analysis in Practice, , 1-5.

Kates-McElrath, K. & Axelrod, S. (2013). Weight of the nation: To win we have to lose, by J. Hoffman & J. A. Salerno. Child and Family Behavior Therapy, (35), 173-180.

Axelrod, S., Kates-McElrath, K., & Wine, B. (2012). Applied behavior analysis and beyond. Behavioral Interventions, 27 , 1-15.

Kates-McElrath, K., Agnew, M., Axelrod, S., & Bloh, C. (2007). Identification of behavioral function in public schools and a clarification of terms. Behavioral Interventions, 22 , 47-56.

Kates-McElrath, K. & Axelrod, S. (2006). Behavioral intervention for autism: a distinction between two behavior analytic approaches. Behavior Analyst Today, 7 (2), 242-252.

Lalli, J.S., Kates K., & Casey, S.D. (1999). Response covariation: the relationship between correct academic responding and problem behavior. Behavior Modification, 23 , 339-357.

Lalli, J.S., Livezey, K., & Kates, K. (1998). Assessment of stimulus generalization gradients in the treatment of self-injurious behavior. Journal of Applied Behavior Analysis, 31 , 479-483.

Lalli, J.S., & Kates, K. (1998). The effect of reinforcer preference on functional analysis outcomes. Journal of Applied Behavior Analysis, 31 , 79-90.

Lalli, J.S., Casey, S.D., & Kates, K (1997). Noncontingent reinforcement as treatment for severe problem behavior: some procedural variations. Journal of Applied Behavior Analysis, 30 , 127-137.

Lalli, J.S., Livezey, K., & Kates, K. (1996). Functional analysis and treatment of eye poking with response blocking. Journal of Applied Behavior Analysis, 29 , 129-132.

Lalli, J.S., Casey, S.D., & Kates, K. (1995). Reducing escape behavior and increasing task completion with functional communication training, extinction, and response chaining. Journal of Applied Behavior Analysis, 28 , 261-268.

Kates-McElrath, K., & Axelrod, S. (2008). Functional assessment in public schools: A tool for classroom teachers.. In S. C. Luce, D. S. Mandell, C. Mazefsky, & W. Seibert. (Eds.), Autism in Pennsylvania. What lies ahead? Harrisburg, PA: Pennsylvania House of Representatives. (83-96).

Kates-McElrath, K. (2008). Functional assessment in public schools: a tool for classroom teachers. Dissertation Abstracts.

In my experience, learning is the acquisition of knowledge or skill, that is functional, generalizes to necessary situations and environments, and maintains over time. My philosophy of teaching involves an interactive approach that is entertaining and engaging, stimulates prior knowledge, and allows for demonstration of new learning. I strive to create a sense of community and belonging in the classroom and online environments, where student interaction is respectful and meaningful. Students should not feel intimidated by the instructor in any environment, and should feel comfortable reaching out for assistance or support with regard to content, assignments, or interacting with other students. A healthy student-professor relationship involves the professor being readily accessible to address student needs and to have a presence in an online course space. Frequent constructive feedback is a necessary learning tool. Some personal tips for academic success for students include the instructor checking into the online course space at least 3 times per week, participating in active discussion with meaningful examples, responding to university email within 24 hours, and adhering to course timelines.

Psychology refers to the scientific study of the mind and behavior, and I had always been drawn to the idea that improvement of some behaviors could result in an improved quality of life. My interest began in the areas of health and health-related behaviors such as smoking and diet. From there, my experiences led me to working with disability populations, which I came to love, and I could see first hand how applying principles of behavior could indeed improve the quality of life of the individuals in my care. The field of applied behavior analysis, however, still has work to do in disseminating its application to all problems faced by society and is in no way limited to those relegated to a single population. Principles of behavior given to use by a long history of research are applicable in every aspect of what we do as human organisms. Our field continues to advance in its view of private events, application of truama-informed care, recognizing the need for assent when consent is not practical, and cultural competence.

I entered the field of psychology after having chose it as a minor. My original major did not work out, and it made sense to make psychology my major. I had also been working with disability populations who exhibited severe challenging behavior (aggression, rumination) that were in some cases life-threatening. I could not help but think there was a 'better way' to address these problems than some of the plans that were recommended in the residential facility where I worked. As I continued in my studies and on-the job experience, I enrolled in a graduate program that focused on human services psychology. I came to learn, over time, that the program was setting me up for a career in counseling, but I quickly realized this was not the approach I would need if I was going to continue working with disability populations. I completed the degree (without regret), and gained clarity over what specialized learning I would need. Furthermore, I joined a team of applied researchers at University of Pennsylvania at Children's Seashore House and Children's Hospital of Philadelphia, and worked on an inpatient unit for individuals with developmental disabilities and severe challenging behavior. That role afforded me an invaluable clinical experience in applied behavior analysis.

My advice to you as you enter The Chicago School is to welcome you, and let you know you have made an excellent choice in institution for your college education or higher-education. The Chicago School faculty are exceptional, and you will find the programming interesting and engaging. The work load is consistent with a high standard of teaching and learning, so be prepared to dive in and spend some time immersed in reading, writing, and discussing. The faculty are also remarkably approachable and helpful. If you are in need of support, don't hesitate to reach out to your instructor at any time.