Rachel E. Robertson - Publications

Book Chapters

Lee, D., Robertson, R., Hall, C., & Rizzo, K. (2020). Professional development and consultation to support teachers of students with EBD. In T. Farmer, B. Farmer, M. Conroy, & K. Sutherland (Eds.), Handbook of Research on Emotional & Behavioral Disabilities: Interdisciplinary Developmental Perspectives on Children and Youth. Abingdon, UK: Routledge/Taylor and Francis.
Robertson, R. (2016). Emergence and early development of problem behavior in individuals with developmental disabilities: A behavioral model of parent-child interactions. In Problem Behaviors: Risk Factors, Consequences and Treatment. In E. Miles (Ed.), Problem Behaviors: Risk Factors, Consequences, and Treatment. Hauppauge, NY: Nova Science Publishers, Inc.


Robertson, R., Kokina, A., & Moore, D. (2020). Barriers to implementing behavior intervention plans: Results of a statewide survey. Journal of Positive Behavior Interventions.
*Sobeck, E., Robertson, R., & *Smith, J. (2020). Effects of didactic instruction and performance feedback on provision of positive behavior supports by paraeducators in inclusive classrooms. The Journal of Special Education, 53, 245-255.
*Schwartz, R., & Robertson, R. (In press). Increasing the provision of choices within an adult transition program. Education and Training in Autism and Developmental Disabilities.
Maggin, D., Robertson, R., & Cook, B. Introduction to the special series: Experimental analysis of results-blind peer review on reviewer editorial recommendations and manuscript evaluation. Behavioral Disorders.
*Ampuero, M., & Robertson, R. (2019). Paraprofessionals' understandings of problem behavior and positive behavior support for students with autism. Special Education Research, Policy, and Practice, 3, 6-22.
*Valentini, S., & Robertson, R. (2019). Using social stories to increase social initiations by a student with autism to typical peers. Special Education Research, Policy, and Practice, 3, 37-53.
RRobertson, R. E., & Coy, J. N. (2019). Your Student Is Hungry, Tired, Angry-Now What? Addressing Distal Setting Events in the Classroom. TEACHING Exceptional Children, 51, 361-371.
*Schles, R., & Robertson, R. (2019). The role of coaching and evidence based practices for preservice special education teachers and student outcomes: A review of the literature. Teacher Education and Special Education, 42, 36-48.
*Sobeck, E., & Robertson, R. (2019). Perspectives on current practices and barriers to training for paraeducators of students with autism in inclusive settings. Journal of the American Academy of Special Education Professionals, 15.
Severini, K., Ledford, J., & Robertson, R. (2018). Systematic review of problem behavior interventions: Outcomes, demographics, and settings. Journal of Autism and Developmental Disorders, 48, 3261-3272 .
Robertson, R. (2016). Effectiveness and acceptability of parent-implemented behavior interventions for children with autism in three African American families. Education and Training in Autism and Developmental Disabilities.


Wynkoop, K., Robertson, R., & *Schwartz, R. (In press). Effects of two video modeling interventions on the independent living skills of students with autism spectrum disorder and intellectual disability. Journal of Special Education Technology.
Schwartz, R., & Robertson, R. (In press). Synthesis of sexual education literature for adults with intellectual disabilities. Career Development and Transition for Exceptional Individuals.
*Wynkoop, K., Robertson, R., & *Sobeck, E. (In press). Effects of video modeling and video modeling plus prompting and reinforcement on the daily living skills of a student with autism. Journal of the American Academy of Special Education Professionals.
Lovelace, T. & Robertson, R, & Tamayo, S. (Accepted pending minor revisions). Experiences of African American mothers of sons with autism spectrum disorder: Lessons for improving service delivery. Educational and Training in Autism and Developmental Disabilities.
Robertson, R., *Sobeck, E., *Wynkoop, K., & *Schwartz, R. (In press). Participant diversity in special education research: Parent-implemented behavior interventions for children with autism spectrum disorder. Remedial and Special Education.
Moore, T., Wehby, J., Hollo, A., Robertson, R., & Maggin, D. (2014). Teacher reports of student health and its influence on students' school performance. Journal of Positive Behavior Interventions, 16, 112-122.
Physical health may be an important variable that influences students’ behavioral and academic performance in school settings. Poor health status is hypothesized to negatively influence student performance even in the presence of evidence-based practices. In this study, teachers reported their perceptions of students’ health status as well as their perceptions of the relation of health status to classroom performance and programming considerations for a sample (N = 217) of elementary and middle school students identified as exhibiting problem behaviors. Results indicated inconsistencies between teachers’ perceptions of student health and school programming considerations. Limitations are presented along with implications for future research and practice. More
Robertson, R., Wehby, J., & King, M. (2013). Increased parent reinforcement of spontaneous requests in children with autism spectrum disorders: Effects on problem behavior. Research in Developmental Disabilities, 34, 1069-1082.
Previous studies of response classes in individuals with developmental disabilities (DD) and problem behavior have shown that mild problem behavior, precursor behavior, and mands or requests can occur as functionally equivalent to severe problem behavior in some individuals. Furthermore, participants in some studies chose to use functionally equivalent alternatives over severe problem behavior to produce the maintaining reinforcer. The present study added to this literature by having parents reinforce spontaneous requests functionally equivalent to problem behavior in their children with autism at home. First, parent-implemented functional analyses identified conditions associated with increased problem behavior and requests in two children with autism. Then, parents provided the maintaining reinforcer contingent on problem behavior alone or both problem behavior and requests in a withdrawal design. The treatment analysis indicated that the same reinforcer maintained child requests and problem behavior. In addition, when parents reinforced both requests and problem behavior, child participants demonstrated a preference for requests, thereby decreasing problem behavior. Implications of this relation for function-based treatment of problem behavior in children with autism are discussed. More
Rachel E. Robertson


University of Pittsburgh
5146 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260