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Meaghan McCollow, Ph.D., BCBA-D

  • Education
  • Doctor of Philosophy, 2013, University of Washington
  • Master in the Science of Teaching, 2008, Pace University
  • Bachelor of Music, 2004, Northern Arizona University
  • Courses Taught
  • SPE 521: Teaching Students with Cognitive Impairments
  • SPE 585 Early Childhood Special Education
  • SPE 695: Research for Counseling and Special Education
  • SPE 585 (online): Early Childhood Special Education
  • Research Interests
  • Evidence-based practices
  • Implementation science
  • Applied behavior analysis 
  • Self-management
  • Cultural and linguistic diversity
  • ​ ​ Publications
  • West, E. A., Travers, J., Kemper, T., Liberty, L., Cote, D., McCollow, M. M., & Brusnahan, L. (2016). Racial and ethnic diversity of participants in research supporting evidence-based practices for learners with Autism Spectrum Disorder. Journal of Special Education DOI: 10.1177/0022466916632495
  • Hudson, R.F., Peck, C., Davis, C., Blum, G., Greenway, R., Hackett, J., Kidwell, J., Liberty, L., McCollow, M. M., Patish, Y., Pierce, J., Schulze, M., & Smith, M. (2016). A social-cultural analysis of practitioner perspectives on implementation of evidence-based practice in special education.  Journal of Special Education, 50, 27-36 DOI: 10/1177/0022466915613592
  • McCollow, M. M., & Schulze, M. (2016). Self-management: An evidence-based practice to support independence for students with moderate-to-severe intellectual disability. DADD Express, 37(1).​
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