Image of Michael Hixson
  • Position: School Faculty
  • Department: Psychology
  • Campus Address: Sloan Hall 224, Central Michigan University, Mount Pleasant, MI 48859
  • Email:
  • Phone: (989) 774-3001​
  • Vitae: Cu​rriculum Vitae


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:

Rames-LaPointe, J., Hixson, M. D., Niec, L. N., & Rhymer, K. N. (2014). Evaluation of errorless compliance training in a general educational classroom. Behavioral Interventions, 29, 253-267. DOI: 10.1002/bin.1391

Hixson, M. D., Christ, T. J., & Bruni, T. (2014).  Best practices in the analysis of progress monitoring data and decision making in A. Thomas & Patti Harris (Eds.), Best Practices in School Psychology-VI. Silver Springs, MD: National Association of School Psychologists.

​Decker, D. M., Hixson, M. D., Shaw, A., & Johnson, G. (2014). Classification accuracy of oral reading fluency and maze in predicting large-scale reading assessments. Psychology in the Schools, 51, 625-635.

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. ​