Michael Hixson, Ph.D., BCBA-D
  • Position: School Faculty
  • Department: Psychology
  • Campus Address: Sloan Hall 224, Central Michigan University, Mount Pleasant, MI 48859
  • Email: hixso1md@cmich.edu
  • Vitae: Curriculum Vitae

Website: Learning Accelerated Clinic


Michael Hixson received his Ph.D. in Applied Behavior Analysis and Specialist degree in School Psychology fr​om Western Michigan University in 1999. He has worked as a school psychologist for Ionia Public Schools and Kalamazoo Public Schools. He has been at Central Michigan University since 2001. In addition to undergraduate teaching, he teaches and supervises school psychology graduate students, and he directs the Learning Acceleration Clinic through the Psychological Training and Consultation Center.

Research Interest:

My primary research has been in the areas of curriculum-based measurement and academic interventions. I am interested in the study of learning and behavior problems from a behavior analytic perspective. A particular area of interest is in how previous learning affects later learning.

Recent Research:

Hook, J. M., Hixson, M. D., Decker, D., & Rhymer, K. N. (2014). Progressive Time Delay to Remediate Letter Discrimination Difficulty. Behavioral Development Bulletin, 19, 1-6.

Hough, T.M., Hixson, M. D., Decker, D., & Bradley-Johnson, S. (2012). The effectiveness of an explicit instruction writing program for second graders. Journal of Behavioral Education.


Hixson, M. D., Reynolds, J. L., Bradley-Johnson, S., & Johnson, C. M. (2011). Cumulative-hierarchical learning and behavioral cusps. In Mayville, E. A & Mulick, J. A. (Eds.) Behavioral Foundations of Effective Autism Treatment. Cornwall-on-Hudson, NY:  Sloan Publishing.

Syrek, A.L., Hixson, M.D., Jacob, S., & Morgan, S. (2008). A comparison of error correction procedures on word reading. Journal of Precision Teaching and Celeration. In press.

Hixson, M.D., Wilson, J.L., Doty, S.J., & Vladescu, J.C. (2008). Review of the behavioral theories of autism and evidence for an environmental etiology. The Journal of Speech-Language Pathology and Applied Behavior Analysis, 3, 46-59.

Hixson, M.D., Christ, T., & Bradley-Johnson, S. (2008). Best practices in the analysis of progress monitoring data and decision making in J. Grimes & A. Thomas (Eds.), Best Practices in School Psychology-V. National Association of School Psychologists.

Debski, J., DuBord Spadafore, C., Jacob, S., Poole, D.A., & Hixson, M.D. (2007). Suicide intervention: Training, roles, and knowledge. Psychology in the Schools, 44, 157-170. 

Ehrhardt, K., Hixson, M.D., & Poling, A. (2006). Craniofacial anomalies in L. Phelps (Ed.), Chronic health-related disorders in children: Collaborative medical and psychoeducational interventions. APA Books.

Hixson, M.D., & McGlinchey, M.T. (2004). The Relationship Between Race, Income, and Oral Reading Fluency to Performance on two Reading Comprehension Measures. The Journal of Psychoeducational Assessment, 22, 351-364 .

Bosch, S., & Hixson, M.D. (2004). The final piece to a complete science of behavior: Behavior development and behavioral cusps. The Behavior Analyst Today, 5, 244-254.  

Hixson, M.D. (2004). Autism as a contingency-shaped disorder of verbal behavior:  Evidence obtained and evidence needed. The Analysis of Verbal Behavior, 20, 49-53.

Hixson, M. (2004). Behavioral cusps, basic behavioral repertoires, and cumulative-hierarchical learning. The Psychological Record, 54, 387-403.

McGlinchey, M.T., & Hixson, M.D. (2004). Using curriculum-based measurement to predict performance on state assessments in reading. School Psychology Review, 33, 193-203.

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