About

Laura Dudley, PhD, BCBA-D, is a Clinical Professor in the Department of Applied Psychology at Bouvé College of Health Sciences, Northeastern University. Her research and professional focus are centered on applied behavior analysis, with a particular emphasis on clinical applications within the field. As a faculty member, she contributes to the training and supervision of students in applied behavior analysis programs, supporting the development of clinical skills and knowledge in this area.

Research topics

• Computer Science
• Art
• Visual arts

Selected publications

• Designing Interprofessional Education Experiences to Cultivate Collaborative Repertoires in Graduate Students

  Behavior and Social Issues · 2025-12-09

  articleOpen access

  Abstract Behavior analysts regularly support clients with complex needs who require consultation and direct services from professionals spanning multiple disciplines. Many of these disciplines have begun to call for a higher level of cooperation and cotreatment in the form of interprofessional collaboration. Effective interprofessional collaboration requires not only specialized expertise within one’s discipline but also skills related to relationship-building, respectful and compassionate communication, and teamwork across disciplines. These skills can be cultivated through deliberate and planful interprofessional education experiences for graduate students that teach collaboration competencies while also preventing the development of disciplinary centrism and bias. There are many possible strategies and considerations for embedding interprofessional education into Applied Behavior Analysis (ABA) training programs, and such experiences may vary in size, scope, and cost, as well as other practical features related to feasibility. In this paper, higher education faculty representing multiple disciplines propose a model for creating workshop-style interprofessional educational experiences to seed graduate students’ interprofessional collaboration skills in the provision of services to future clients.

  PublisherOA PDFDOI

• “That's Why We Call It a Model” – Restaging Exhibitions and Participation

  Routledge eBooks · 2023

  1st authorCorresponding
  • Computer Science
  • Computer Science
  • Art

  Palle Nielsen’s The Model - A Model for a Qualitative Society (1968) formed a “playground” in the Moderna Museet, Stockholm, where children were free to explore the environment built by Nielsen inside the museum. Nielsen followed the ethos that this exhibition was intended to continuously evolve and adapt to new contexts under the title of The Model. By examining the 2014 reconstruction of the exhibition at Arken Museum of Modern Art, Copenhagen, this chapter discusses the processes of reconstruction, the motivations for, and impacts of doing this, and how archiving and collecting have been utilized within this process and might be used in the future of The Model.

  PublisherDOI

• Effects of a Class-Wide Positive Peer Reporting Intervention on Middle School Student Behavior

  Behavioral Disorders · 2019-10-21 · 14 citations

  articleSenior author

  Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased disruptive behavior (DB). However, no prior studies have been conducted with middle school students, and none have employed strategies to promote enduring behavior change. A withdrawal design with maintenance phase, implemented across two middle school classrooms, found moderate effects (nonoverlap of all pairs [NAP] = 0.74, Tau-U = −0.48) of Tootling on decreasing DB and moderate to large effects (NAP = 0.76, Tau-U = 0.68) on increasing AEB, although internal threats to validity prevented the demonstration of a clear functional relationship across both classrooms. Results from the maintenance phase, in which the group contingency reward was removed, suggest promising strategies to support durable behavioral change. Limitations of the present study, directions for future research, social validity, and implications for practice are discussed.

  PublisherDOI

• Establishing praise as a conditioned reinforcer: Pairing with one versus multiple reinforcers

  Behavioral Interventions · 2019-09-04 · 17 citations

  article1st authorCorresponding

  Praise and other forms of attention may not function as reinforcers for the behavior of children with autism. Previous research demonstrated that contingently pairing praise with reinforcers (response stimulus) can establish praise as a conditioned reinforcer. We evaluated a procedure for establishing praise as a generalized conditioned reinforcer (pair praise with four reinforcers) and compared it with a procedure to establish praise as a conditioned reinforcer (pair praise with one reinforcer). We compared the two conditions in a reversal design with “praise” and “no programmed consequence” conditions rapidly alternated after pairing phases. With three out of five participants with autism, responding in the “pair‐with‐four” condition showed higher levels of responding or more increasing trends compared with that in “pair‐with‐one” condition. We also replicated previous contingent pairing research with two participants in a multiple baseline across participants design. A limitation was the absence of manipulating motivating operations in assessing the efficacy of praise as a generalized conditioned reinforcer. Nevertheless, these data contribute to the research on establishing praise as a reinforcer, and we recommend directions for future research.

  PublisherDOI

• Decreasing rumination using a starchy food satiation procedure

  Behavioral Interventions · 2002-01-01 · 22 citations

  article1st authorCorresponding

  Abstract A starchy food satiation procedure was evaluated in an ABAB withdrawal design on the post‐meal rumination of a nine‐year‐old girl with autism. During treatment unlimited quantities of starchy foods were provided following each meal. High rates of rumination occurred during baseline conditions, followed by an immediate decrease in rumination during treatment. Rumination decreased to 82 and 97% of baseline during the first and second treatment conditions, respectively. In addition, follow‐up probes were conducted at irregular intervals for 4 years following treatment, during which zero or near‐zero rates of rumination were sustained. This study extends the literature on the functional relation between increased starchy food quantity and rumination in adults to rumination with a young child, and demonstrates maintenance of the treatment effect for 4 years. Copyright © 2002 John Wiley & Sons, Ltd.

  PublisherDOI

• Decreasing rumination using a starchy food satiation procedure

  Behavioral Interventions · 2002-01-01 · 1 citations

  article1st authorCorresponding

  A starchy food satiation procedure was evaluated in an ABAB withdrawal design on the post-meal rumination of a nine-year-old girl with autism. During treatment unlimited quantities of starchy foods were provided following each meal. High rates of rumination occurred during baseline conditions, followed by an immediate decrease in rumination during treatment. Rumination decreased to 82 and 97% of baseline during the first and second treatment conditions, respectively. In addition, follow-up probes were conducted at irregular intervals for 4 years following treatment, during which zero or near-zero rates of rumination were sustained. This study extends the literature on the functional relation between increased starchy food quantity and rumination in adults to rumination with a young child, and demonstrates maintenance of the treatment effect for 4 years. Copyright © 2002 John Wiley & Sons, Ltd.

  PublisherDOI

Frequent coauthors

• Cammarie Johnson

  New England Center for Children

  8 shared

• R. Scott Barnes

  New England Center for Children

  4 shared

• Austin H. Johnson

  University of California, Riverside

  1 shared

• Ronald F. Allen

  1 shared

• Ruth K. Chaffee

  1 shared

• Robert J. Volpe

  Northeastern University

  1 shared

• Judah B. Axe

  1 shared

• Emily J. Sweeney‐Kerwin

  Regis College

  1 shared

Labs

• Applied Behavior AnalysisPI