Park, Kristy

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Phone: (703) 993-5251
Email: kparkc (@gmu.edu)

Download Kristy Park's curriculum vitae

Kristy Lee Park, Ph.D., BCBA-D, LBA, is an Associate Professor in the Division of Special Education and disAbility Research at George Mason University. She is a doctoral-level Board Certified Behavior Analyst, a Licensed Behavior Analyst through the Virginia Board of Medicine, and holds a K–12 Virginia teaching license in Special Education. Her professional background as a special educator continues to shape her teaching, scholarship, and service, with a strong emphasis on translating behavior-analytic research into practical, sustainable supports for educators, students, and school systems.

Dr. Park’s teaching and scholarship focus on behavior analysis, teacher preparation, school-based behavioral supports, and the implementation of evidence-based practices within multi-tiered systems of support. Her work has particular emphasis on targeted and intensive behavioral supports, including functional behavior assessment, behavior intervention planning, positive behavior supports, and the development of educator and behavior-analyst competencies. Her scholarship also incorporates Acceptance and Commitment Therapy/Training (ACT) and other contextual behavioral approaches, with an emphasis on values-guided action, psychological flexibility, professional well-being, and supporting meaningful behavior change among educators, behavior analysts, and other helping professionals. She is especially interested in the individual, organizational, and systems-level conditions that influence whether evidence-based practices are implemented effectively, consistently, and sustainably.

• Schoolwide Positive Behavior Interventions and Supports
• School-based behavior analysts in public schools
• Teacher and staff training
• Acceptance and Commitment Training (ACT)

Walker, V. L., Muharib, R., Lyon, K. J., & Park, K. (2022). Comparative effects of interdependent and independent group contingencies on pre-service teachers in a college classroom. Journal of Behavioral Education. Advance online publication. https://link.springer.com/article/10.1007/s10864-022-09483-4

Walker, V., Loman, S., Lotoaki, H., Park, K.L., & Strickland-Cohen, K. (2018). Examining the inclusion of students with severe disabilities in SWPBIS. Research and Practice for Persons with Severe
            Disabilities, 43, 223-238.

Park, K.L. & Pinkleman, S. (2017).  Function-based approach to designing an instructional environment. Beyond Behavior, 26, 124-134.

Hirsch, S.E., MacSuga-Gage, A.S., Park, K.L., & Dillon, S. (2016). A Road map to systematically setting up a group contingency. Beyond Behavior, 25, 21-29. 

Park, K.L. (2015). Principles of Applied Behavior Analysis to Teach. In S. Sennott & S.L. Loman (Eds.), Comprehensive Individualized Curriculum and Instructional Design. Open Access Textbooks. Book 5.
           http://pdxscholar.library.pdx.edu/pdxopen/5.

Graff, H.J., Evmenova, A.S., Berkeley, S., & Park, K.L. (2014). Trends in Autism research: A systematic journal analysis, Exceptionality, 22, 158-172. 

Gable, R.A., Park, K.L., & Scott, T.M. (2014). Functional behavioral assessment and students at risk for or with emotional disabilities: Current issues and considerations. Education and Treatment of Children, 37, 111-135.

Hirn, R.G. & Park, K.L. (2012). Teacher-mediated instructional strategies for students with emotional or behavioral disorders. Beyond Behavior, 22, 32-39.

Gable, R.A., Tonelson, S.W., Walker-Bolton, I., Sheth, M., Wilson, C., & Park, K.L. (2012). Teaching students with Emotional Disabilities: A comparison of knowledge and skills of special education and general education
         teachers. Education and Treatment of Children, 35, 499-519.

Muscott, M., Pomerleau, T., Park, K.L., Frey, A., Steed, E., Korfage, T. (2011). Setting sail for early learning success: Using Data-based Decision Making process to measure and monitor outcomes in Early Childhood
        programs. Kentucky Teacher Educator, 1, 23-41.

Frey, A., Park, K.L., Brown-Ferrigno, T., & Korfage, T. (2010). The social validity of program-wide Positive Behavior Support. Journal of Positive Behavior Interventions, 12, 222-235.

Miller, M., Fenty, N., Scott, T.M., & Park, K.L (2010). An examination of the effects of social skills instruction in the context of small group reading. Remedial and Special Education, 32, 371-381. 
           doi: 10.1177/0741932510362240

Park, K.L. & Scott, T.M. (2009). Antecedent-based interventions for young children at-risk for Emotional and Behavioral Disorders. Behavioral Disorders, 34, 196-212.

Park, K.L. (2007). Facilitating effective team-based Functional Behavior Assessments in typical school settings. Beyond Behavior, 17, 21-31.

Scott, T.M., Park, K.L., Swain-Bradway, J., & Landers, E. (2007). Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments. International Journal of Behavioral Consultation
          and Therapy,3, 223-235.

• Special Education: Behavior Analysis
• College of Education and Human Development
• School of Education
• Special Education
• Special Education: Non-licensure
• Helen A. Kellar Institute for Human disAbilities

• Introduction to Special Education (EDSE - 501)
• Characteristics of Students with Disabilities who Access the General Curriculum (EDSE - 540)
• Ethical and Professional Conduct for Behavior Analysis (EDSE - 664)

• Organizational Behavior Management (BEHV 607)
• Internship in Education (EDCI 790)
• Advanced Evaluation Methods and Internship (EDRS 680)
• Individualized Behavior Supports (EDSE 353)
• Classroom Management and Applied Behavior Analysis (EDSE 402)
• Applying Behavior Analysis in School and Community Settings (EDSE 462)
• Ethical and Professional Conduct in Applied Behavior Analysis (EDSE 464)
• Internship in Applied Behavior Analysis (EDSE 490)
• Standard Applied Behavior Analysis Practicum (EDSE 495)
• Intensive Applied Behavior Analysis Practicum (EDSE 499)
• Classroom Management and Individualized Behavior Supports (EDSE 502)
• Adapted Instructional Methods and Transition for Secondary Learners (EDSE 544)
• Special Education Research (EDSE 590)
• Principles and Procedures of Behavior Analysis (EDSE 619)
• Applied Behavior Analysis: Empirical Bases (EDSE 621)
• Applied Behavior Analysis: Assessments and Interventions (EDSE 623)
• Applied Behavior Analysis: Applications (EDSE 624)
• Applied Behavior Analysis: Verbal Behavior (EDSE 625)
• Families of Children with Special Needs (EDSE 665)
• Internship: Special Education in General Curriculum (EDSE 783)
• Internship in Special Education (EDSE 790)
• Standard Applied Behavior Analysis Practicum (EDSE 795)
• Intensive Applied Behavior Analysis Practicum (EDSE 799)