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

Publications

  • Burbank, M. & Dole, J.A., Newell, H., Goldsmith, M.M., & O’Neill, R.E. (2021). Co-catalysts for systems change: A K-20, community partnership. In J. Ferrara, J. Nath, & R. Beebe (Eds.) Research in Professional Development Schools: The nexus of practice. Information Age Publishing.. Information Age Publishing. Accepted, 03/05/2021.
  • Kristin Kladis & Hawken, L., O’Neill, R., Fischer, A., Stokes, K., O’Keeffe, B., & Kiuhara, S. (2020). (published online November 2020). Effects of Check-In Check-Out on engagement of students demonstrating internalizing behaviors in an elementary school setting. Behavioral Disorders. https://doi.org/10.1177/0198742920972107. Behavioral Disorders. Published, 11/01/2020.
  • Bundock, K. & Hawken, L.S., Kiuhara, S. A., O’Keeffe, B., O’Neill, R., & Cummings, M. (2019). Teaching rate of change and problem solving to high school students with high incidence disabilities at Tier 3. Learning Disabilities Quarterly. Currently online only. Published, 03/01/2019.
  • Fischer, A. J. & Lehman, E., Miller, J., Houlihan, D., Yamashita, M., O’Neill, R., E. & Jenson, W. R., (2019). Integrating school psychology and applied behavior analysis: A proposed training model. Contemporary School Psychology. Currently online only. Published, 03/01/2019.
  • Johnson, S. & O'Neill, R. E., and Schumann, J. (2019). Assessing symbol acquisition and preference during functional communication training with English language learners who use AAC. American Speech, Language, and Hearing Association. Vol. 12, in press. Accepted, 03/01/2019.
  • Fischer, A. & Lehman, E., Miller, J., Houlihan, D., Yamashita, M., O’Neill, R., E., Jenson, W. R. (2018). Integrating school psychology and applied behavior analysis: A proposed training model. Contemporary School Psychology. Accepted, 12/2018.
  • Block, H. & Radley, K. C., Jenson, W. R., Clark, E., & O’Neill, R. E. (2018). 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, 06/2018.
  • Lopach, L. & Jenson, W., Davis, J., Knorr, J., & O’Neill, R. E. (2018). The Electronic Home Note Program: An effective intervention package to improve parent program participation, on-task behavior, and academic performance. Contemporary School Psychology. Vol. 22, 488-502. Published, 06/2018.
  • Kladis, K. & Hawken, L. S., O'Neill, R. E. (2018). Addressing attendance and tardiness through adaptation of the Check-In, Check-Out intervention. (pp. 1-5). Vol. 3. Educational Research Applications. Published, 06/2018.
  • Knorr, J. & Jenson, W., O’Neill, R. E., Clark, E., Hood, J., & Davis, J (2018). The Electronic Home Note Program: An internet-based daily behavior report card intervention to improve parental review, on-task behavior, and academic performance. Journal of Applied School Psychology, 34, 1-22 . Contemporary School Psychology. Vol. 34, 1-22. Published, 06/2018.
  • Johnston, S. & O'Neill, R. E., Schumann, J. (2018). Assessing symbol acquisition and preference during functional communication training with English language learners who use AAC. Perspectives of the ASHA Special Interests Groups, SIG 12. Accepted, 06/2018.
  • Jameson, M. & O'Neill, R.E., Ryan, J., & Fletcher, J. (2018). Designing and implementing individualized positive behavior support. In F. Brown, J. J. McDonnell, & M. Snell (Eds.), Instruction of students with severe disabilities. (9th ed.). . Columbus, OH: Merrill Education/Prentice Hall. Accepted, 06/2018.
  • Kern, L. & O'Neill, R. E., Fletcher, J., & Mercer, J. (2018). Gathering functional assessment information. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (2nd ed.). New York: Guilford. Accepted, 06/2018.
  • 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

  • O’Neill, R. E., Fletcher, J., & Mercer, J. (May 2019). Applied behavior analysis programs at the University of Utah. Association for Behavior Analysis International, Fully Online Conference. Conference Paper, Refereed, Presented, 05/24/2020.
  • O’Neill, R. E., Mercer, J., & Fletcher, J. (2019). Applied behavior analysis programs at the University of Utah. Association for Positive Behavior Support, San Diego, CA. Conference Paper, Presented, 05/2019. Conference Paper, Refereed, Presented, 05/28/2019.
  • Jarvis, D., O’Neill, R. E., Vanzo, R,, & Stark, L. (November, 2018). Does a diagnosis make a difference? Examining the utility of etiology-based information for teachers of children with neurogenetic conditions. National Society of Genetic Counselors, Atlanta, GA. Conference Paper, Refereed, Presented, 11/2018.
  • O’Neill, R. E., Mercer, J., & Fletcher, J. (2018). Applied behavior analysis programs at the University of Utah. Association for Positive Behavior Support, San Diego, CA. Conference Paper, Presented, 05/2018.
  • 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.