Director of Research
- Downtown Chicago
- Applied Behavior Analysis
The Chicago School of Professional Psychology
- Office Phone
Joshua Garner graduated from The Ohio State University (OSU) with a BA in psychology, and a MA and PhD both in special education and applied behavior analysis. As an undergraduate, Joshua was a research assistant in pediatric psychopharmacology at the OSU medical center, a behavioral service provider throughout central Ohio, and received training in behavioral pediatrics as a student intern at Nationwide Children's Hospital. As a graduate student, Joshua served many roles: a graduate research associate, coordinator of Buckeye Behavior Analysis Services (BBAS), co-coordinator of The Ohio State University Reading Clinic, and a graduate teaching associate. The reading clinic and BBAS served the special education and at-risk populations within Columbus City Schools and functioned as a training program for pre-service teachers in special education and graduate students in applied behavior analysis at OSU. The reading clinic received recognition from both the mayor of Columbus and the superintendent of Columbus City Schools for helping students achieve reading excellence. During his time as a graduate student Joshua was the recipient of the Cooper, Heron, and Heward Scholar Award and the Loadman Outstanding Dissertation Award from the College of Education and Human Ecology.
In addition to serving as an assistant professor of applied behavior analysis and the director of research, Joshua is the co-founder and co-director of Behavioral Education Research Initiative (BERI). BERI is a team of special educators and behavior analysts who are interested in applied and translational research spanning across many aspects of education and behavior analysis. Joshua's interests include special education consultation, precision teaching (PT) and Standard Celeration Charting (SCC), and translational research. Within special education consultation, Joshua is interested in educational law and ethics, assessment and intervention of various issues within special education, and teacher training. With respect to PT and SCC, Joshua is interested in program/curriculum development, measurement, direct instruction, and interventions all pertaining to reading. Joshua's interests with translational research include basic research regarding relapse (e.g., resurgence, renewal, and reinstatement), behavioral momentum theory, and molar and molecular analyses. Outside of his professional life, Joshua enjoys time with his family and friends, playing guitar, fishing, hiking, and politics.
- Education History
Degree Institution Year BA Psychology The Ohio State University, Columbus, OH 2007 MA Special Education and Applied Behavior Analysis The Ohio State University, Columbus, OH 2013 PhD Special Education and Applied Behavior Analysis The Ohio State University, Columbus, OH 2015
- Professional Memberships
Role Organization Member Association for Behavior Analysis International Member Standard Celeration Society Director Behavioral Education Research Initiative
Board Certified Behavior Analyst - Doctoral Level
- Areas of Expertise
Area Expertise Applied Behavior Analysis Academic Skills Assessment/Analysis Education/Special Education Functional Behavior Assessment Instructional Design Intellectual Disabilities Ethical & Legal Issues Ethics for Behavior Analysts Research Design/Methodology Quantitative Inquiry
Title Location Date Diet and exercise failures: A theoretical extension of relapse Annual ABAI Conference, Denver, CO 2017 A comparison of frequency and accuracy building on the emergence of stimulus equivalence International Precision Teaching Conference, Reno, NV 2016 Behavioral momentum and reading: An analysis of reinforcement density and the persistence of errors Annual ABAI Conference, San Antonio, TX 2015
Garner, Neef, and Gardner (In P). Recurrence of Phonetic Responding. Journal of Applied Behavior Analysis, ,
Garner, Brown, and Levy (2017). Diet and exercise failures: A theoretical extension of relapse. The Psychological Record, 62 (Special Issue on Choice and Chronic Health), p. 161-168.
Bennett, Gardner, Leighner, Clancy, and Garner (2014). Explicitly teaching English through-the-air to students who are deaf and hard of hearing. American Annuals of the Deaf, 159 (1), p. 45-48.
- Professional Skills
Translational Research, Special Education Consultation, Resurgence, Renewal, and Reinstatement, Reading and Math Instruction, Behavioral Momentum Theory, Quantitative Analysis of Behavior