Rob O'Neill
  • Professor, Special Education
801-581-3913

Publications

  • Lee Kern & Robert E. O'Neill, Jennifer Fletcher, John Mercer (2018). Gathering Functional Behavioral Assessment Information. Vol. 2nd ed, Guilford. Accepted, 01/25/2018.
  • J. Matthew Jameson & Robert E. O'Neill, Joanna Ryan, Jennifer Fletcher (2018). Designing and implementing individualized positive behavioral support.. Vol. 9th ed., Ohio: Merrill Education/Prentice Hall. Accepted, 01/25/2018.
  • Heidi Block & Radley, K. C., Jenson, W. R., Clark, E., & O’Neill, R. E. (2017). Effects of a multimedia social skills program in increasing social responses and initiations of children with autism spectrum disorder. International Journal of School and Educational Psychology. Accepted, 07/12/2017.
  • O'Neill, R. E. & Jameson, J.M. (2016). Developing and implementing individualized positive behavior support. In F. Brown, J. J. McDonnell, and M. Snell (Eds.), Instruction of students with severe disabilities (8th ed.). Columbus, OH: Merrill. Published, 09/01/2016.
  • MacLeod, Hawken, O'Neill, & Bundock (2016). Combining Tier 2 and Tier 3 supports for elementary students with disabilities in general education settings. Journal of Educational Issues, 2, 1-21. Published, 08/01/2016.
  • O’Neill, R. E., Bundock, K., Kladis, K., & Hawken, L. S. (2015). Acceptability of functional behavioral assessment procedures to special educators and school psychologists. Behavioral Disorders, 41, 51-66. (published online January 2016). Published, 12/2015.
  • Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Stamford, CT: Cengage Learning. Published, 06/2015.
  • Single case design and data-based decision making. In R. L. DePry, F. Brown, and J. Anderson (Eds.), Individual positive behavior supports: A standards-based guide to practices in school- and community-based settings (pp. 259-278). Baltimore, MD: Paul H. Brookes. Published, 06/2015.
  • O’Neill, R. E., Hawken, L. S., & Bundock, K. (2015). Conducting functional behavioral assessments. In R. L. DePry, F. Brown, and J. Anderson (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings (pp. 259-278). Baltimore, MD: Paul H. Brookes. Published, 06/2015.
  • O’Neill, R. E., & Bundock, K. (2015). Functional behavioral assessment in schools: Historical background and the current context. In D. A. Crone, L. S. Hawken, & R. H. Horner, Positive behavioral support in schools: Functional behavioral assessment. (2nd ed.) (pp. 3-14). New York: Guilford. Published, 06/2015.
  • Kiuhara, S., O’Neill, R. E., Hawken, L. S., & Graham, S. (2012). The effectiveness of teaching 10th-grade students STOP, AIMS, and DARE for planning and drafting persuasive text. Exceptional Children, 78, 335-355. Published, 02/27/2013.
  • Hawken, L.S., O’Neill, R.E., & Macleod, K.S. (2011). An investigation of the impact of function of problem behavior on effectiveness of the Behavior Education Program (BEP). Education and Treatment of Children, 34, 551-574. Published, 11/2011.
  • O’Neill, R.E., McDonnell, J.J., Billingsley, F.F., and Jenson, W. R. (2011). Single case research designs in educational and community settings. Upper Saddle River, NJ: Pearson. Published, 10/2011.
  • Drasgow, E., Martin, C. A., O‘Neill, R.E., & Yell, M. L. (2009). Functional behavioral assessments and behavioral intervention plans. In M. L. Yell, N. B. Meadows, E. Drasgow, and J. G. Shriner, Evidence-based practices for educating students with emotional and behavioral disorders. Upper Saddle River, NJ: Pearson. Published, 2009.
  • Day, J. M., McDonnell, A., & O‘Neill, R. E. (2008). Teaching beginning braille reading using an alphabet or uncontracted braille approach. Journal of Behavioral Education, 17, 253-277. Published, 2008.
  • O‘Neill, R. E. (2008). Adults with developmental disabilities may be able to acquire some requesting skills without direct training of those skills. [Abstract]. Evidence Based Communication Assessment and Intervention, 2, 31-33. Abstract of Rosales, R., & Rehfeldt, R. A. (2007). Journal of Applied Behavior Analysis, 40, 105-121. Published, 2008.

Research Statement

My research interests focus around assessment, understanding, and intervention for severe problem behaviors displayed by children and adults in educational and community settings. This includes children and adolescents labeled as having various developmental and behavioral disabilities.

Presentations

  • Kladis, K., Hawken, L. S., Stokes, K., & O’Neill, R. E. (2017). Effects of check-in, check-out on students with internalizing behaviors in the elementary classroom. Annual State Conference on Multi-Tiered Systems of Support, Salt Lake City, UT. Conference Paper, Refereed, Presented, 06/14/2017.
  • O’Neill, R. E. (2016). Applied behavior analysis in special education at the University of Utah. Association for Behavior Analysis International, Chicago, IL. Conference Paper, Refereed, Presented, 05/20/2016.
  • Kladis, K., Hawken, L. S., and O’Neill, R. E. (2016). Safe Landing Program: A Tier 2 attendance and tardy intervention. Association for Positive Behavioral Support, San Francisco, CA. Conference Paper, Refereed, Presented, 04/05/2016.
  • Jones, A., Jenson, W. R., Clark, E., Olympia, D., Gardner, M., & O’Neill, R. E. (2016). Timeout use: A national survey of current trends. National Association of School Psychologists, New Orleans, LA. Conference Paper, Refereed, Presented, 03/11/2016.
  • A proposed hierarchy of functional behavioral assessment skills. Association for Behavior Analysis International, Boston, MA. Conference Paper, Refereed, Presented, 05/2015.
  • O'Neill, R. E. (2013). Issues and strategies in social validation of early intensive behavioral intervention with young children with autism. Association for Behavior Analysis International, Minneapolis, MN. Conference Paper, Refereed, Presented, 05/25/2013.
  • O'Neill, R. E. (2013). Issues and strategies in social validation of early intensive behavioral intervention with young children with autism. Association for Positive Behavioral Support, San Diego, CA. Conference Paper, Refereed, Presented, 04/15/2013.
  • King, B., Jenson, W.R., Olympia, D., & O’Neill, R. E. (2011). On-Task In A Box: Self and peer-modeling combined with self-monitoring to increase on-task behavior. National Association of School Psychologists, San Francisco, CA. Conference Paper, Refereed, Presented, 04/2011.
  • Kiuhara, S., Graham, S., O’Neill, R., & Hawken, L. S. (2011). The effects of self-regulated strategy development on the persuasive essay writing of high school students with disabilities. Pacific Coast Research Conference, Coronado, CA. Conference Paper, Refereed, Presented, 04/2011.
  • Kiuhara, S., O’Neill, R. E., Hawken, L. S., and Graham, S. (2010). Effects of Self-Regulated Strategy Development on persuasive essay writing of high school students with disabilities. International Association for Behavior Analysis, San Antonio, TX. Conference Paper, Refereed, Presented, 05/25/2010.
  • King, B., Jenson, W.R., Olympia, D., & O’Neill, R. E. (2011). On-Task In A Box: Self and peer-modeling combined with self-monitoring to increase on-task behavior. National Association of School Psychologists, San Francisco, CA. Conference Paper, Refereed, Accepted, 02/21/2010.
  • Kiuhara, S., Graham, S., O’Neill, R., & Hawken, L. S. (2011). The effects of self-regulated strategy development on the persuasive essay writing of high school students with disabilities. Pacific Coast Research Conference, Coronado, CA. Conference Paper, Refereed, Presented, 01/15/2010.
  • Hawken, L.S., O'Neill, R. E., & MacLeod, K.S. (2009). An investigation of the impact of function of problem behavior on effectiveness of the Behavior Education Program (BEP). International Association for Behavior Analysis, Phoenix, AZ. Conference Paper, Refereed, Presented, 2009.