Title

Assistant Professor

Contact Information

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Office: 340C MCKB
Department:
CPSE, CPSE Masters

Brief Biography

I received my PhD in Behavioral Psychology from the University of Kansas in 2010. Prior to that I received my MS in Special Education and BA in History from the University of Utah.

Teaching Interests

I teach courses on applied behavior analysis, language and literacy, and interdisciplinary collaboration.

CPSE 699, Masters Thesis

CPSE 673, Single Subject Research Design

CPSE 442, Social and Behavioral Strategies

CPSE 430, Teaching Reading to Students with Severe Disabilities

CPSE 410, Applied Behavior Analysis

CPSE 300, Introduction to Special Education

Research Interests

My research and teaching interests focus on assessment and intervention for problem behaviors exhibited by children with autism, emotional/behavioral disorders, and other neurodevelopmental disabilities. I am especially interested in translating basic research in behavioral psychology to inform practice in clinical and school settings. In addition, I am interested in motivation for tasks involving language and literacy in children with disabilities. Finally, I do research on the development and phenomenology of repetitive behaviors and selective mutism in children with neurodevelopmental disabilities.

Selected Publications

Implementing positive behavior support in preschools: An exploratory study of CW-FIT tier 1. (2017)

Authors: Jolstead, Krystine; Caldarella, Paul; Hansen, Blake Darrell; Korth, Byran Baird; Williams, Leslie; Kamps, Deborah

Publication Type: Journal Article, Academic Journal

Publisher: SAGE

Volume: 19

Page Numbers: 48-60

URL: http://journals.sagepub.com/doi/pdf/10.1177/1098300716653226

Abstract: click to view

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

Teaching multi-step math skills to students with disabilities via video prompting (2016)

Authors: Gabrielsen, Terisa P; Kellems, Ryan O; Frandsen, K.; Hansen, Blake Darrell; Clarke, B.

Publication Type: Journal Article, Academic Journal

Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial (2016)

Authors: Wills, Howard; Kamps, Debra; Fleming, Kandace; Hansen, Blake Darrell

Publication Type: Journal Article, Academic Journal

Publisher: Council for Exceptional Children

Volume: 83

Issue: 1

Applied Behavior Analysis (2016)

Authors: Hansen, Blake Darrell

Publication Type: Encyclopedia/Dictionary Entry

Publisher: Sage Publications

Increasing Compliance in Students With Intellectual Disabilities Using Functional Behavioral Assessment and Self-Monitoring (2015)

Authors: Wadsworth, Jamie; Hansen, Blake; Wills, Sarah

Publication Type: Journal Article, Academic Journal

Publisher: Remedial and Special Education

Volume: 36

Issue: 4

Page Numbers: 0741932514554102

Class-Wide Function-Related Intervention Teams "CW-FIT" Efficacy Trial Outcomes (2015)

Authors: Kamps, Debra; Wills, Howard; Dawson-Bannister, Harriett; Heitzman-Powell, Linda; Kottwitz, Esther; Hansen, Blake Darrell; Flemming, Kandace

Publication Type: Journal Article, Academic Journal

Volume: 17

Issue: 3

Selective Mutism and Social Anxiety Characteristics in Cornelia de Lange and Fragile X Syndromes (2015)

Authors: Hansen, Blake Darrell; Ball, David; Wadworth, Jamie

Publication Type: Abstract

Volume: 167

Issue: 6

Page Numbers: 1167

Effects of an antecedent intervention on repetitive behaviors in a child with autism (2015)

Authors: Hansen, Blake Darrell; Wadsworth, Jamie

Publication Type: Journal Article, Academic Journal

Volume: 37

Page Numbers: 51-62

Functional Behavior Assessment and Intervention Design (2014)

Authors: Wills, Howard; Hansen, Blake Darrell; Mason, Benjamin; Eagle, John; Dowd-Eagle, S.

Publication Type: Book, Chapter/ Section in Scholarly Book

Publisher: Routledge

City: New York

Country: United States

Page Numbers: 97-117

Editors: Steven Lee, Christopher Niileksela

Effects of Naturalistic Instruction on Phonological Awareness Skills of Children with Intellectual and Developmental Disabilities (2014)

Authors: Hansen, Blake Darrell; Wadsworth, Jamie; Roberts, Mallory; Poole, Tawni

Publication Type: Journal Article, Academic Journal

Volume: 35

Page Numbers: 2790-2801

Editors: Johnny Matson

Selective Mutism and Social Anxiety in Cornelia de Lange Syndrome (2014)

Authors: Hansen, Blake Darrell; Ball, David

Publication Type: Journal Article, Professional or Trade Magazine Article

The effects of function-based self-management interventions on student behavior (2014)

Authors: Hansen, Blake Darrell; Wills, Howard; Kamps, Debra; Greenwood, Charles

Publication Type: Journal Article, Academic Journal

Publisher: Sage Publications

Country: United States

Editors: Thomas Farmer

Abstract: click to view

Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment information may be used in designing effective self-management interventions. The purpose of this study was to link self-management procedures to hypothesized behavior function in three children with E/BD. Results demonstrated that self-monitoring alone could be enhanced using information derived from functional behavior assessment and that consequences delivered by teachers were less effective than a self-management treatment package. Keywords: self-management, function-based interventions

The effects of aligning self-management interventions to functional behavioral assessment (2014)

Authors: Hansen, Blake Darrell; Wills, Howard; Kamps, Debra

Publication Type: Journal Article, Academic Journal

Publisher: West Virginia University Press

City: Morgantown, WV

Country: United States

Volume: 37

Issue: 3

Page Numbers: 393-406

Abstract: click to view

The differential effects of interventions aligned with indicated and non-indicated behavioral function were studied. Disruptive behavior of a fourth grade child at risk for emotional and behavioral disorders (EBD) was assessed through functional behavioral assessment (FBA) procedures. Following the FBA, three interventions were designed, only one based on an indicated behavioral function. Each intervention was assessed within a multielement design. The intervention based on the student’s identified behavioral function resulted in the greatest increase in on-task behaviors and the greatest reduction in disruptions. These results are discussed in terms of the effectiveness of using functional behavioral assessment for designing interventions. Key words: self-management, function-based intervention, functional behavioral assessment

The effects of goal setting, contingent reward, and instruction on writing skills (2014)

Authors: Hansen, Blake; Wills, Howard

Publication Type: Journal Article, Academic Journal

Publisher: Journal of Applied Behavior Analysis

Volume: 47

Issue: 1

Page Numbers: 171–175

The Role of Single-case Research Designs in the Selection of Interventions for Students with Learning and Behavior Difficulties (2007)

Authors: Hansen, Blake

Publication Type: Other

Publisher: Department of Special Education, University of Utah