Roderick O'Handley
Contact
Bio
Roderick D. O’Handley, Ph.D. is an Associate Professor in the School Psychology program at CSUSB. He received his B.A. in Psychology from CSUSB in 2011, and his Ph.D. in School Psychology in 2016 from the APA and NASP accredited School Psychology Program at the University of Southern Mississippi. He completed his pre-doctoral internship and post-doctoral research fellowship at the APA accredited Munroe-Meyer Institute for Genetics and Rehabilitation at the University of Nebraska Medical Center.
Dr. O’Handley has experience working in schools, behavioral health clinics, and integrated behavioral pediatric clinics providing care to school-aged youth and their families. Dr. O’Handley’s research interests fall under the scope of behavioral assessment and intervention. His specific research interests include the assessment and treatment of social skill deficits, coaching teachers and parents to implement evidence-based interventions, and helping teachers manage classroom behavior using class-wide interventions. Students in Dr. O’Handley’s Behavioral Assessment and Intervention Research (BAIR) Lab are actively involved with manuscript reviews for peer-reviewed journals, grant writing, presenting research at university, state, and national conferences, and publishing in peer-reviewed journals.
Selected Awards and Honors
- 2021-2022 Outstanding Research, Scholarly, or Creative Contribution Award
- 2020-2021 Research and Creative Activity Mentor Award
- Behavioral Health Education Center of Nebraska Ambassador Career Engagement Award
- Ronald E. McNair Scholar
Courses/Teaching
EDSP 6756 Seminar/Internship in School Psychology
EDSP 6691 Applied Research in Education
EDSP 6688 Behavioral Assessment and Intervention
EDSP 6658 Consultation in School Systems for School Psychologists
Research and Teaching Interests
Selected Publications
O’Handley, R. D., Olmi, D. J., Dufrene, B. A., Radley, K. C., & Tingstrom, D. H. (in press). The Effects of Two Different Rates of Behavior-Specific Praise in Secondary Classrooms. Journal of Positive Behavior Interventions.
O’Handley, R. D., Pearson, S., Taylor, C., & Congdon, M. (2021). Training Preservice School Psychologists to Conduct a Stimulus Preference Assessment. Behavior Analysis in Practice, 14(2), 445-450.
O’Handley, R. D., Dufrene, B. A., & Wimberly, J. (2021). Bug-in-the-Ear Training Increases Teachers’ Effective Instruction Delivery and Student Compliance. Journal of Behavioral Education, 1-25.
O'Handley, R. D., Olmi, D. J., Dufrene, B. A., Tingstrom, D. H., & Whipple, H. (2020). The effects of behavior‐specific praise and public posting in secondary classrooms. Psychology in the Schools, 57(7), 1097-1115.
O’Handley, R. D., Dufrene, B. A., & Whipple, H. (2018). Tactile prompting and weekly performance feedback for increasing teachers’ behavior-specific praise. Journal of Behavioral Education, 27(3), 324-342.
O’Handley, R. D., & Allen, K. D. (2017). An Evaluation of the Production Effects of Video Self-Modeling. Research in Developmental Disabilities, 71, 35-41.
Radley, K. C., O’Handley, R. D., Battaglia, A. A., Lum, D. K. J., Dadakhodjaeva, K., Ford, W. B., & McHugh, M. B. (2017). Effects of a Social Skills Intervention on Children with Autism Spectrum Disorder and Peers with Shared Deficits. Education and Treatment of Children, 40(2), 233-262.
O’Handley, R. D., Ford, W. B., Radley, K. C., Helbig, K. A., & Wimberly, J. K. (2016). Social Skills Training for Adolescents with Intellectual Disabilities: A School-Based Evaluation. Behavior Modification, 40(4), 541-567.
O’Handley, R. D., Radley, K. C., & Cavell, H. J. (2016). Utilization of superheroes social skills to reduce disruptive and aggressive behavior. Preventing School Failure: Alternative Education for Children and Youth, 60(2), 124-132.
O’Handley, R. D., Radley, K. C., & Lum, J. D. K. (2015). Promoting Social Communication in a Child with Specific Language Impairment. Communication Disorders Quarterly, 1-12.
O’Handley, R. D., Radley, K. C., & Whipple, H. (2015). The Relative Effects of Social Stories and Video Modeling Towards Increasing Eye Contact of Adolescents with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 11, 101-111.