- Ph. D.,Georgia State University
M.Ed., Georgia State University
B.A., Waynesburg College
- Applied Behavior Analysis
Reading instruction for struggling learners
Laura Fredrick has been the principle investigator or co-principle investigator of several federally-funded grants to study reading instruction for struggling learners and for individuals with disabilities. Her reading research is informed by her work in applied behavior analysis, and her expertise in applied behavior analysis extends beyond instructional strategies to include research in functional communication training and the use of simultaneous prompting to teach academic skills as well as living and leisure skills. Before becoming chair of the Department of Educational Psychology and Special Education, Fredrick served as co-chair of the Institutional Review Board and as associate director of the Center for Instructional Innovation.
Fredrick, L. D., Davis, D. H., Alberto, P. A., and Waugh, R. E. (2013). “From initial phonics to functional phonics: Teaching word- analysis skills to students with moderate intellectual disabilities.” Education and Training in Autism and Developmental Disabilities, 48, 49-66.
Alberto, P. A., Waugh, R. E., Fredrick, L. D., and Davis, D. H. (2013). “Sight word literacy: A function-based approach for identification and comprehension of individual words and connected text.” Education and Training in Autism and Developmental Disabilities, 48, 332-350.
Davis, D. H., Fredrick, L. D., Alberto, P. A., and Gama, R. (2012). “Functional communication training without extinction using concurrent schedules of differing magnitudes of reinforcement in classrooms.” Journal of Positive Behavior Interventions, 14, 162-172.
Dollar, C. A., Fredrick, L. D., Alberto, P. A., and Luke, J. K. (2012). “Using simultaneous prompting to teach independent living and leisure skills to adults with severe intellectual disabilities.” Research in Developmental Disabilities, 33, 189-195.
Mangum, A., Fredrick, L., Pabico, R., and Roane, H. (2012). “The role of context in the evaluation of reinforce efficacy: Implications for the preference assessment outcomes.” Research in Autism Spectrum Disorders, 6, 158-167.