Munroe-Meyer Institute

Munroe-Meyer Institute at the University of Nebraska Medical Center

  • Intensive Applied Behavior Analysis Assessment and Treatment Program Match Code - 141615 (5 positions)
  • Comprehensive School Mental Health Program - 141621 (3 positions)
  • Behavioral Pediatrics and Integrated Care Match Code - 141617 (10 positions)
  • Lifespan Developmental Disabilities Behavioral Health Program Match Code - 141628 (1 position)
  • Rural Integrated Care Program North/Central Match Code - 141614 (2 positions)
  • Rural Integrated Care Program West Match Code - 141620 (1 position)
  • Intertribal Behavioral Health Program - 141623 (2 positions)

Munroe-Meyer Institute is an academic unit located within the University of Nebraska Medical Center in Omaha, NE. The University of Nebraska Medical Center is a leader in academic health sciences and our enterprise is vital to Nebraska, the nation's heartland communities and beyond. Take a virtual campus tour to experience UNMC.

Interns training with MMI provide clinical services on campus through MMI Clinics and Nebraska Medicine hospitals as well as in schools, community-based primary care clinics and community agencies throughout Nebraska. MMI also provides state-wide technical assistance, continuing education, and consultation to public schools, behavioral health agencies, and other programs providing services to children, youth, and adults. Referrals to MMI are made by pediatricians, schools, and parents seeking treatment, second opinions, or interdisciplinary assessments for children and adolescents. Professional staff members at MMI are organized within disciplines that include Psychology, Special Education, Clinical Genetics, Developmental Medicine, Occupational Therapy, Physical Therapy, Speech Pathology, Social Work, Recreation Therapy, Nutrition, Nursing, Genetics Laboratories and the Center for Autism Spectrum Disorders.

MMI Programs and Rotations

Applicants have separate programs to consider at MMI: the Behavioral Pediatrics and Integrated Care program, Rural Integrated Care Program, and the Intensive Applied Behavior Analysis Program.  Applicants interview with, rank, and are matched with these programs separately. Interns will do all of their rotations within a single program.

Behavioral Pediatrics and Integrated Care Program: 

In this program, outpatient behavioral health services are provided predominately for children, adolescents, and families across a variety of settings. Rotations are available in which trainees learn outpatient behavioral assessment and treatment techniques for common developmental and behavioral problems encountered by children, adolescents, and their families, including problems such as noncompliance, tantrums, ADHD, disruptive school behavior, adjustment disorders, anxiety, depression, habit disorders, etc. In the primary care clinics, interns learn to work alongside physicians and staff in the community in both urban and suburban sites throughout Omaha. Through these experiences, interns can expect to learn how best to integrate into the culture of primary care while providing evidence-based treatment.

Some rotations provide "specialized" behavioral health training opportunities (depending upon the faculty supervisor) in areas such as sleep disorders, pain and stress related disorders, autism and developmental assessment, and lifespan/adult intellectual and developmental disabilities.

Trainees work closely with their faculty supervisor(s) and receive live observation and supervision weekly. Interns in these rotations also have monthly team meetings to discuss pragmatic issues related to practice in primary care. While presenting concerns may vary across clinical practice locations in terms of variety/breadth and severity/intensity, the types of issues and orientation of treatment interventions will be similar.

Lifespan Developmental Disabilities Behavioral Health Program: 

Within this track, interns will have the opportunity to provide outpatient behavioral health services at the Munroe Meyer Institute, participate in interdisciplinary clinics with developmental medicine, and provide consultation and support for community agencies and/or schools providing services to individuals with intellectual and developmental disabilities.

Interns will work with two licensed psychologists in the Lifespan I/DD Behavioral Health Clinic. While working with Dr. Lynda Hayes interns will primarily gain experience working with patients from early childhood through fourteen-years-old, and while with Dr. Lisa Neitzke patients will gain experience working with patients aged fourteen-years-old through late adulthood. This provides the intern the unique experience of serving patients with I/DD across the lifespan. Responsibilities will include providing outpatient treatment and psychological evaluations for patients with I/DD. Outpatient treatment includes developing function-derived intervention plans within individual and family therapy to address a variety of behavioral health concerns in children, adolescents, and adults. Additionally, opportunities for consultation with medical staff, schools, job sites, group homes and community agencies will be available.

Psychological evaluation techniques may include cognitive measures, structured interviews and observations, social/emotional evaluations, as well as opportunities to complete comprehensive evaluations for developmental concerns (e.g., ADHD, IDD, ASD). Minor rotations may include working with school-based transition programs and/or staff training contracts with community service providers. BCBA supervision is also provided if the intern is accruing hours towards their BCBA.

Rural Integrated Care Program:

This program is not a rotation, but a rural living and learning experience. Applicants will interview for, rank, and be matched separately with tracks/placements located in the North, Central, and West areas of the state.

  • Rural Integrated Care Program - North/Central Track:  Interns will have the opportunity to learn outpatient behavioral assessment and treatment techniques in primary care settings across rural Nebraska, working alongside physicians and other health professionals. Interns will work and live in one of the following towns in Nebraska for this track: Norfolk, NE or Kearney, NE. Interns will learn outpatient behavioral assessment and treatment techniques for common developmental and behavioral problems encountered by children, adolescents, and their families, including problems such as noncompliance, tantrums, ADHD, disruptive school behavior, adjustment disorders, anxiety, depression, habit disorders, etc. Outpatient services for children with developmental disabilities are also provided. Other opportunities may involve performing school consultation and/or interventions. Monthly didactics will be provided via telehealth connections and monthly team meetings with all interns working in integrated care are scheduled to discuss pragmatic issues endemic to integration of behavioral health services and research into primary care. These experiences allow the intern to learn how best to integrate into the culture of primary care while providing evidence-based behavioral health services. Funding will also be provided for interns to travel to Beatrice, Lincoln and Omaha throughout the year (and for housing when overnights are required) for large group seminars of all interns in the Nebraska Internship Consortium.
  • Rural Integrated Care Program - West Track:  In this unique track, interns will have the opportunity to learn outpatient behavioral assessment and treatment techniques in primary care settings across rural Nebraska, working alongside physicians and other health professionals. An intern in this track will work and live in the Rushville/Chadron area in the western part of the state and serve clinics across sites in the area. Interns will learn outpatient behavioral assessment and treatment techniques for common developmental and behavioral problems encountered by children, adolescents, and their families, including problems such as noncompliance, tantrums, ADHD, disruptive school behavior, adjustment disorders, anxiety, depression, habit disorders, etc. Outpatient services for children with developmental disabilities and interdisciplinary clinics (e.g., Genetics clinic) are also provided. Other opportunities may involve performing school consultation and/or interventions. Monthly didactics will be provided via telehealth connections and monthly team, peer, and group supervision meetings with all interns working in integrated care are scheduled to discuss pragmatic issues endemic to integration of behavioral health services and research into primary care. These experiences allow the intern to learn how best to integrate into the culture of primary care while providing evidence-based behavioral health services. Funding for travel (and for housing when overnights are required) is provided for the intern in this track to travel to four monthly seminars in person in Kearney, Lincoln, Beatrice, or Omaha, NE, with the larger NICPP intern cohort.

Comprehensive School Mental Health Program:

  • Two positions are available in advanced training in school-based mental health services, clinical practice, and innovative research. The program is designed to train future school-based practitioners in skills to improve access to a continuum of high-quality comprehensive school mental and behavioral health services. Specifically, trainees provide a full continuum of mental and behavioral health services including mental health promotion (e.g., universal mental health screening; school-wide positive behavior supports), prevention (e.g., mental health services in small groups; class wide mental health promotion), and intervention (e.g., intensive behavior intervention support; individual and family therapy) to youth and families directly in the community through a school placement. Through these experiences, trainees facilitate development of comprehensive school based psychological services within their school setting, which includes direct service delivery of evidence-based prevention, intervention, consultation, assessment, and mental/behavioral health promotion for youth across the developmental span. Interns have the opportunity to participate in at least three of four training components below:

    • Assessment and Behavioral Consultation: This training opportunity involves integrating into a school system within Omaha Public Schools to provide psychoeducational assessment of students to determine verification within special education (e.g., learning disabilities, other health impairments, intellectual disability, autism, developmental delays, and/or emotional disturbance), collaborate with students, parents, teachers, administrators, and other professionals, facilitate multidisciplinary team meetings, and provide behavioral consultation (client-centered or classroom-centered). Opportunities to provide therapy to students within Omaha Public Schools (as outlined within their Individualized Education    Plans) are sometimes available. 
    • Comprehensive Clinical Services: This training opportunity consists of intensive training in critical knowledge bases and key developments in mental health promotion and intervention to youth in general and special education settings. This rotation consists of consultation to schools in comprehensive school mental health and implementation of mental health supports across multi-tiered systems of support. Trainees will have the opportunity to provide direct clinical services consisting of individual, family, and group therapy to students and families in the school setting presenting with common emotional and behavioral disorders. Emphasis will be placed on assuring high quality and evidence-based practice, and strong and ongoing training, coaching and support for partnering schools. 
    • Intensive Behavior Consultation: This training opportunity consists of Tier 3 behavior assessment and consultation services for students with moderate to severe disabilities (e.g., intellectual disabilities, Autism Spectrum Disorders) and who engage in severe behaviors (e.g., aggression self-injury). The rotation can be either a 6- or 12- month mini-rotation (4-6 hours/week).  Activities have included (1) conducting functional behavior assessment; (2) working with the school team to develop and implement behavior intervention plans; and (3) working within a classroom to develop programming for several students within the classroom (e.g., developing a TEACCH structure, assisting in skill assessments for improving IEPs).  Interns will work with a team from MMI that includes UNO graduate students in special education, school psychology, and ABA thus allowing opportunities for interns to provide supervision (depending on the intern’s experience).     
    • Systems Level Consultation through Mental Health Professional Partnership (MHPP): Interns have the opportunity to provide training and technical assistance in comprehensive school-based mental health to rural school districts within Nebraska. Experiences include delivering universal training to educators and administrative leaders within rural school districts, providing technical assistance to rural teams as they build their mental health systems, and assisting with the delivery of a professional seminar for masters level trainees.

    Intertribal Behavioral Health Program:

    This program is a unique, specialized living and learning experience. Interns will work collaboratively alongside psychologists from Morningstar Counseling and Consultation, P.C., (MCC) who have extensive experience in treating trauma, issues in diversity, and serving rural and reservation areas. MCC is committed to increasing the number of psychology professionals with culturally aware training and clinical experiences to serve Native/American Indian communities. MCC’s guiding philosophy for the psychology training program is to equip developing professionals in psychology with the skills required to serve the diverse and complex mental health needs of Native/American Indians living on reservations and within rural communities. This focus ultimately serves to reduce health disparities among Native/American Indian peoples while providing psychology interns with diverse and comprehensive training opportunities. These training opportunities include outpatient treatment, school consultation and treatment within the Omaha Nation and Winnebago reservations, the Omaha Nation Public Schools, the Winnebago Public Schools, collaborative opportunities with Carl T. Curtis Health Education Center, and collaboration with community partners.

     Interns training with Morningstar can expect to receive didactic training in life on the reservation, Native/American Indian Behavioral Health, Historical and Intergenerational Trauma, Cultural Healing Practices, and a thorough introduction to life on the reservation within the Omaha Nation and Winnebago Public School systems. They will also receive training in Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and Parent Child Interaction Therapy (PCIT) that has been adapted to working specifically with the Native/American Indian community. These training techniques will guide interns in the treatment of multiple forms of trauma, grief, adjustment disorders, and other serious emotional disturbances.  There will be opportunities to administer assessments to children for PTSD, ADHD, depression, anxiety, and other disorders that impact daily functioning.  Interns will receive training, and introduction to Morningstar and our community partners as part of their orientation as they are becoming familiar with our site. Through a developmental model of supervision, interns will have the opportunity to observe/shadow MCC clinical staff during the intake process, and on-going sessions, prior to taking on their own caseload. We hope this will reduce any anxiety about working with the community and help interns feel more knowledgeable about Native/American Indian behavioral health needs prior to seeing clients. Our goal is that as interns move through the internship year, they will begin to work more independently and begin to create their own collaborations and professional relationships within the reservation and nearby communities.

    Intensive Applied Behavior Analysis Assessment and Treatment Track:

    Rotations are available in which intern trainees develop expertise in the assessment and treatment of individuals with autism spectrum disorder (ASD) and related disorders. Three unique experiences are offered through the Intensive ABA (IABA) Assessment and Treatment Track: Severe Behavior, Pediatric Feeding, and integrated Center for Autism Spectrum Disorders. Interns who match with the iABA track will select two, 6-month rotations or one, 12-month rotation from the options mentioned above. Across rotations interns will experience both depth and breadth of presenting behavioral concerns, skill levels, and diagnoses.

    • In the Severe Behavior rotation, interns will learn applied behavior analytic assessment and treatment techniques for a wide range of presenting problems related to skill acquisition and behavior reduction. In the Severe Behavior rotation, interns will participate in functional analyses, development of function-based treatment, generalization of treatment, and caregiver training for individuals with severe destructive behavior (e.g., aggression, self-injury, destruction, etc.). Interns play an integral role in conducting diagnostic intakes and learn to conceptualize cases and triage patients to appropriate service lines. Interns also will conduct comprehensive psychological assessments and skill-based assessments with relevant cases. Twelve-month rotations are preferred, but not required. This year, we anticipate accepting one intern into Severe Behavior.
    • In Pediatric Feeding rotation, interns will participate in the development and implementation of assessment and treatment procedures, generalization of treatment and caregiver training for individuals with severe feeding difficulties (e.g., food selectivity, food refusal). Twelve-month rotations are preferred, but not required. This year, we anticipate accepting one intern into Pediatric Feeding.
    • The iCASD rotation offers opportunities within our Autism Diagnostic Clinic, Behavioral Parent Training, and Early Intervention programs. Primary placements across the iCASD programs are available through 6- and 12-month rotations, with opportunities for minor rotations based on interns' interests. The Autism Diagnostic Clinic providers interns with the opportunity to work as part of an interdisciplinary team to evaluate children suspected of an autism spectrum disorder diagnosis. Interns play an integral role in conducting diagnostic intakes and learn to conceptualize cases and triage patients to appropriate service lines. Interns also will conduct comprehensive psychological assessments (including training and experience administering the ADOS-2), generate diagnoses, and support families in accessing appropriate services and supports. Through our Behavioral Parent Training program, interns provide outpatient treatment services (in-person or via telehealth) to patients and families with autism or other neurodevelopmental disabilities. Interns become familiar with using manualized parent training curricula to support families in addressing a range of presenting concerns such as reducing mild-to-moderate challenging behavior, increasing communication skills, and teaching adaptive living skills, such as toilet training. Clinicians may also support families in coping with and understanding their child's diagnosis, coordinate care with other providers, or assist families in pursuing intensive treatment services as part of the parent training process. Interns who complete a rotation in the Early Intervention program gain experience providing intensive ABA services to young children diagnosed with autism, with an emphasis on developing skills in communication, imitation, social engagement, and play skills. In the Early Intervention program, interns will work alongside psychologists, as well as doctoral- and masters-level BCBAs, to conduct comprehensive language assessments to inform the development and implementation of comprehensive treatment programs. Interns will be trained in a variety of evidence-based treatments, including discrete trial training and natural environment teaching, aimed at promoting skill acquisition and generalization. Across all iCASD rotations, opportunities to participate in on-going departmental research may be available. This year, we anticipate accepting up to one to three interns in iCASD.
    Professional Development Training

    Interns and Fellows attend monthly professional development activities that are provided through weekly research and professional development presentations, monthly interdisciplinary leadership seminars, regular case conferences, and attendance at Pediatric Grand Rounds. A sample of recent topics from weekly professional development presentations includes:

    • Behavior Management of Sleep Disorders
    • Cultural Sensitivity in Multidisciplinary Services for Individuals with Disabilities
    • Setting up a Behavioral Health Services Private Practice in a Primary Care Setting
    • Behavior Management of Medical Adherence
    • Family-Centered Care
    • Doing Clinical Research in a Medical Setting
    • Management of Post-Traumatic Reactions to Terrorist Acts
    • Family Adaptation to Diabetes
    • Job Interviewing and Negotiating
    • Grant Writing
    • Behavioral Pain Management

    Research Training

    All interns are expected to participate in ongoing interdisciplinary and clinical research. (Faculty in bold, interns in italics.)

      • Mathews, T.L., Klepper, C.N., Roberts, H.J., Paff, M.L., Mullarkey, J.P., & Jordan, P. (2022, June 2). Screening for pediatric behavioral health in primary care in rural and urban clinics. Families, Systems, & Health. Advance online publication. http://dx.doi.org/10.1037/fsh0000707
      • Valleley, R.J., Clarke, B., Roberts, H., Burt, J., Grennan, A., & Evans, J.H. (2020). Nebraska Pediatric Integrated Care Training (NE-PICT) model. Clinical Practice in Pediatric Psychology, 8(3), 304-315. https://doi.org/10.1037/cpp0000362
      • Valleley, Leja, Clarke, Grennan, Burt, Menousek, Chadwell, Sjuts, Gathje, Kupzyk, & Hembree. (2019). Promoting Earlier Access to Pediatric Behavioral Health Services with Co-Located Care. Journal of Developmental & Behavioral Pediatrics, 40, 240-248. http://journals.lww.com/jrnldbp/Pages/videogallery.aspx
      • Riley, A., Grennan, A., Menousek, K., & Hoffses, K. (2018). Pediatric primary care psychologists’ reported level of integration, billing practices, and reimbursement frequency. Families, Systems, & Health, 36, 108-112.
      • Andersen, A. S., Hansen, B. A., Hathaway, K. L., & Elson, L. A. (2021). Correction to: A Demonstration of Caregiver-Implemented Functional Analysis of Inappropriate Mealtime Behavior Via Telehealth. Behavior analysis in practice, 14(4), 1073. https://doi.org/10.1007/s40617-021-00635-y
      • Banks, B., Shriver, M., Chadwell, M., Allen, K.D. (2018). An Examination of Behavioral Treatment Wording on Acceptability and Understanding.  Behavioral Interventions, 1-11.  
      • Clarke, B. L., Rispoli, K. M., Gelbar, N. W., & Bray, M. A. (2017). Equity-based practices in early childhood: The role of the school psychologist. Perspectives on Early Childhood Psychology and Education, 2, 129-148.
      • Clarke, B. L., Wheeler, L., Sheridan, S., Witte, A., Sommerhalder, M., Timberlake, E. (2017). Supporting Latino success via family-school partnerships: Preliminary effects of Conjoint Behavioral Consultation on student and parent outcomes. Journal of Educational and Psychological Consultation.
      • Cohenour, J., Volkert, V., Allen, K.D. (2018).  An experimental demonstration of AAB renewal in children with autism spectrum disorder.  Journal of the Experimental Analysis of Behavior.  Article DOI: 10.1002/jeab.443
      • Guerrero, L. A., Engler, C. W., Hansen, B. H., & Piazza, C. C. (in press), On the Validity of Interpreting Functional Analyses of Inappropriate Mealtime Behavior Using Structured Criteria. Journal of Applied Behavior Analysis.
      • Hoffses, K., Riley, A., Menousek, K., Schellinger, K., Grennan, A., Cammarata, C., & Steadman, J. (2017). Professional Practices, Training, and Funding Mechanisms: A Survey of Pediatric Primary Care Psychologists. Clinical Practice in Pediatric Psychology, 5, 39–49. DOI: http://dx.doi.org/10.1037/cpp0000173
      • Burt, J., Garbacz, S., Kupzyk, K., Gathje, R., & Frerichs, L. (2014). Examining the utility of behavioral health integration in well-child visits: Implications for rural settings. Families, Systems, and Health, 32, 20-30.
      • Valleley, R., Evans, J., O’Dell, S., & Allen, K. (2014). Developmental screening in rural primary care: Real world application. Clinical Pediatrics, 53(9), 900–905
      • Allen, K.D, Kuhn, B.R., DeHaai, K. & Wallace, D.P. (2013). Evaluation of a behavioral treatment package to reduce sleep problems in children with Angelman Syndrome. Research in Developmental Disabilities, 34, 676-686.
      • Allen, K.D., & Wallace, D.W. (2013). Effectiveness of using noncontingent escape for general behavior management in a pediatric dental clinic. Journal of Applied Behavior Analysis, 46, 723-737.
      • Ellis, C.R., Schnoes, C.J., & Roberts, H.J. Childhood Habit Behaviors and Stereotypic Movement Disorder. Medscape Reference. Updated September 16, 2013. Available at:http://emedicine.medscape.com/article/914071-overview.
      • Howard, M., Burke, R. & Allen, K.D. (2013) An evaluation of the impact of the observer effect on treatment integrity in a day treatment center for children. Behavior Modification, 37(4), 490-515. doi:10.1177/0145445513486801
      • Mathews, T.L., Erfritz-Gay, K., Knight, J., Lancaster, B. & Kupzyk, K. (2013). The effects of social skills group training on children with high functioning autism and disruptive behavior disorders. Children’s Health Care, 42, 311-332.
      • Segool, N., Meadows, T., Roberts, H., Thorson, R., Dogan, R., & Evans, J. (2013). The effect of location on psychotropic treatment practices among pediatricians. Journal of Developmental and Behavioral Pediatrics, 34, 22-30.
      • Simmons, C. A., Salvatore, G. L., & Zangrillo, A. N (2022). Efficiency and preference for alternative activities during schedule thinning with functional communication training. Journal of Applied Behavior Analysis, 55(1), 101-120. https://doi.org/10.1002/jaba.886
      • Simmons, C. A., Zangrillo, A. N., Fisher, W. W., & Zemantic, P. K. (2021). An evaluation of a caregiver-implemented stimulus avoidance assessment and corresponding treatment package. Behavioral Development. Advance online publication. https://doi.org/10.1037/bdb0000107
      • Simmons, C. A., Zangrillo, A. N., Fisher, W. W., & Zemantic, P. K. (In press). Efficiency and Preference for Alternative Activities during Schedule Thinning with Functional Communication Training. Journal of Applied Behavior Analysis.

    Benefits

    For interns in all MMI predoctoral psychology internship programs, benefits include 15 days paid time off, UNMC student health insurance, office space, an individual computer/laptop, access to the internet and online statistical packages as well as online library search engines, copying and phone services, and media services. The annual stipend is $28,352. 

    Because the training experience will include interaction with high-risk populations, UNMC policy requires documentation of immunizations for Hepatitis B, MMR, PPD, DPT, varicella, and COVID-19 and requires a TB test. An internship position at University of Nebraska Medical Center and Munroe-Meyer Institute is also contingent upon the successful completion of a background check. Background checks may include but are not limited to criminal history reviews and child abuse registry checks.

    At MMI, the year of clinical internship is expected to be in-person for clinical services, didactics, professional development, supervision and other meetings. Supervisors are permitted to allow interns to participate virtually in clinic, meetings, supervision, didactics and other meetings and events when circumstances warrant this accommodation, but generally in-person participation is expected.

    MMI does not require drug testing but some of our clinical rotation sites do require drug testing. Reported positive drug tests, and/or offenses/convictions will be addressed on a case-by-case basis by a subcommittee of the MMI Education Committee, to include the Director of Academic Affairs, the Administrator for Office of Student Affairs and a representative from the Department in which the student is receiving clinical training.

    Past Interns' Current Employment Settings

    The Munroe-Meyer Institute has trained interns with widely varying backgrounds, experiences, and professional aspirations. All have a common goal of pursing clinical, research, and/or teaching positions in the service of children, youth, and families of children and youth with common adjustment/behavior problems as well as those with more severe handicapping conditions and developmental disabilities. Interns have gone on to meet these goals in a wide variety of clinical, school, academic, medical, and private practice settings, including:

    Medical/Hospital Settings

    Munroe-Meyer Institute/UNMC, NE
    Geisinger Health System

    Nemours A.I. duPont Hospital for Children

    Oregon Health & Science University

    Vanderbilt University School of Medicine

    Cincinatti Children’s Hospital

    Nationwide Children’s Hospital

    Eastern State Hospital, VA
    University of Oklahoma Health Sciences Center
    Southeast Hospital, Mandeville, LA
    University of South Dakota School of Medicine

    Louisiana State University Medical Center

     

    Private Practice
    Lincoln Pediatric Group, NE
    Encompass Care Lincoln, NE

    Great Plains Clinic, ND
    Heartspring Program, KS
    Mankato Clinic, MN
    Pediatric Associates, Iowa City, IA
    Language Development Program, NY
    Kearney Clinic, NE
    Partners in Behavioral Milestones, KS
    Columbus Pediatrics, NE

    Capstone Behavioral Health, NE

     

    Public Schools
    Gig Harbor Schools, WA
    Biloxi Schools, MS
    Phoenix Public Schools, AZ
    Sarasota Schools, FL
    LaGrange Schools, IL
    Wamego Public Schools, KS

     

    Academic Departments
    Brock University, Canada
    East Tennessee State University
    Florida State University
    Kent State University
    Louisiana State University
    Mississippi State University
    North Carolina State University
    Texas A&M University
    University of Southern Mississippi
    University of Cincinnati
    University of Oregon
    University of Nebraska-Lincoln
    University of Nebraska-Omaha

    University of Oklahoma Health Sciences Center
    Utah State University
    West Virginia University

    MMI Faculty

    Keith D. Allen, Ph.D., BCBA-D
    West Virginia University, 1987 I Behavioral Pediatrics and Integrated Care Program Faculty

     Pediatric pain management, health-related behavior in children, parent training, stress-related disorders, autism, child management during invasive medical and dental procedures. Publications include articles in Journal of Applied Behavior Analysis, Behavior Therapy, Headache, Pediatric Dentistry, Child and Family Behavior Therapy.

    Adriano Barboza, Ph.D., BCBA-D

     Effects of technology (e.g., Video Modeling, Virtual Reality, and Interactive Computer Training) on efficiency and dissemination of training in Applied Behavior Analysis. Assessment, prevention, and treatment of challenging behaviors in school and clinical settings. Skill acquisition for transition age youth and adults with developmental disabilities. Development and evaluation of consultation models and decision-making protocols for professionals working in school and clinical settings

     

    Brenda Bassingthwate, Ph.D., BCBA

    University of Iowa, 2007 I Comprehensive School Mental Health Program Faculty  

    Delivery of applied behavior analysis services and consultation in the school setting, educator training and consultation in Functional Behavior Assessment and Intervention, evaluating an apprenticeship model in training advanced skills in FBA for lasting change (e.g., influential factors in the development of educator’s skills, impact on student performance). Publications include articles in Rethinking Behavior, Psychology in the Schools, and Journal of Educational and Psychological Consultation.

     

    Jennifer Burt, Ph.D.
    University of Nebraska–Lincoln, 2008 I Behavioral Pediatrics and Integrated Care Program Faculty

    Integrated primary care, early childhood development and mental health, internalizing disorders, externalizing disorders, studying the impact of integrating behavioral health into primary care settings, trauma, acceptance and commitment therapy.  Publications include articles in Journal of Developmental & Behavioral Pediatrics, Families, Systems, & Health, Clinical Practice in Pediatric Psychology, and Journal of Trauma and Acute Care Surgery. 

     

    Mindy Chadwell, Ph.D., BCBA
    University of Nebraska–Lincoln, 2015 I Comprehensive School Mental Health Program Faculty  

    School mental health, early childhood behavioral intervention, the impact of trauma on behavioral health, academic and school related problems, therapeutic relationship, internalizing disorders, externalizing disorders. Publications include articles in Contemporary School Psychology, Early Education and Development, Journal of Developmental & Behavioral Pediatrics, Behavior Analysis: Research and Practice.

    Brandy L. Clarke, Ph.D.
    University of Nebraska-Lincoln, 2007 I Behavioral Pediatrics and Integrated Care Program Faculty

    Integrated Primary Care, School Mental Health, Early Childhood Development and Intervention, Training and Technical Assistance, Grantwriting. Publications include articles in Psychology in the Schools, Early Education and Development, Journal of Rural Mental Health, Infant Mental Health Journal, Journal of Prevention and Intervention in the Community.

    Sarah Connolly, Ph.D., BCBA-D, ABPPBall State University – Muncie, IN 2015 

    Intensive Applied Behavior Analysis Program Faculty, Integrated Center for Autism Spectrum Disorders, Autism Diagnostic Clinic Faculty

    Early intensive behavioral intervention, applied verbal behavior, training and supervision, early identification of ASD, behavioral parent training, and family informed carePublications include articles in Clinical Case Studies, Psychology in the Schoolsand Journal of Contemporary Psychotherapy.

    Amy Drayton, Ph.D.
    Eastern Michigan University, 2010 I Intensive Applied Behavior Analysis Program Faculty, Pediatric Feeding Disorders Faculty

    The impact of medical issues and oral-motor skill deficits on the development and maintenance of Pediatric Feeding Disorder, comparative effectiveness of interventions for Pediatric Feeding Disorder, potential positive and negative side effects on the child and family of treatments for Pediatric Feeding Disorder, and the parent discipline strategy of time out. Publications include articles in Journal of Pediatric Gastroenterology and Nutrition, Pediatric Critical Care Medicine, Journal of Developmental & Behavioral Pediatrics, Critical Care Nursing, Child & Family Behavior Therapy, Clinical Child Psychology and Psychiatry, and Child and Adolescent Psychiatric Clinics.

     

    Nancy Foster, Ph.D.
    Mississippi State University, 2005 I Rural Integrated Care Program Faculty

    Integrated  Primary Care, Rural / Underserved Communities, Obesity, Genetic disorders, Publications include articles in Journal of Rural Mental Health; Families, Systems & Health.

     

    Erika Franta, Ph.D.
    University of Nebraska-Lincoln, 2018 I Comprehensive School Mental Health Program Faculty

     School-based mental health and consultation, Psychoeducational assessment, data-based problem solving and decision making, violence risk assessment, and prevention, evaluation, and treatment of youth involved in the juvenile justice system.

     

    Allison Grennan, Ph.D.
    University of Nebraska–Lincoln, 2012 I Behavioral Pediatrics and Integrated Care Program Faculty

    Integrating behavioral health into primary care, parent training, internalizing disorders, externalizing disorders, studying the impact of behavioral health clinics in primary care settings, integrating psychology into well child visits, depression screening in primary care. Publications include articles in Journal of Developmental & Behavioral Pediatrics, Families, Systems, & Health, Clinical Practice in Pediatric Psychology, and Early Childhood Research Quarterly.

    Bethany Hansen, Ph.D, BCBA-D.
    Oklahoma State University, Stillwater, Oklahoma 2014 I Intensive Applied Behavior Analysis Program Faculty I Pediatric Feeding Disorders Faculty

    Pediatric feeding,  early intervention, caregiver training, autism spectrum disorder. Publications include articles in Journal of Applied Behavior Analysis, Behavior Analysis in Practice, Behavior Modification, and Child and Family Behavior Therapy.

     

    Lynda B. Hayes, Ph.D.
    University of Southern Mississippi, 2021

    Behavioral Pediatrics and Integrated Care Program Faculty

    Community support for individuals with developmental disabilities across the lifespan, adult DD assessment, outpatient treatment for youth and adults with developmental disabilities, caregiver training, externalizing and internalizing disorders in pediatrics. Publications include articles published in Perspectives on Early Childhood Psychology and Education, Psychology in the Schools, Journal of Applied Behavior Analysis, Journal of Behavioral Education

     

     

    Trenisha Hill, PhD

    Tulane University –New Orleans, LA, 2018 I Intensive Applied Behavior Analysis Program Faculty I Integrated Center for Autism Spectrum Disorders, Autism Diagnostic Clinic Faculty

    Autism screening and assessment, early intervention, behavioral parent training, interventions to promote caregiver well-being. Publications include articles in Psychological Trauma: Theory, Research, Practice, and Policy, Journal of Developmental and Physical Disabilities

    Melissa D. Hunter, PhD

    University of Southern Mississippi, 2005

     School-based consultation and teacher training, autism and developmental disability assessment and intervention, intervention strategies for adults with autism and related diagnoses, group therapy for child and adolescent anxiety disorders, general outpatient therapy for children and adolescents

     

    Christian N. Klepper, Psy.D.
    Mercer University, 2018 I Behavioral Pediatrics and Integrated Care Program Faculty

     

    Rachel Knight, Ph.D.
    Central Michigan University–Mount Pleasant, Michigan, 2012 I Intensive Applied Behavior Analysis Program Faculty I Department of Pediatric Feeding Disorders

     Assessment and treatment of pediatric feeding disorders; prevention of more severe feeding disorders in infants; behavior management and parent training; pediatric sleep disorders. Publications include articles in the Journal of Pediatric Gastroenterology and Nutrition, Journal of Developmental and Behavioral Pediatrics, Child and Family Behavior Therapy, Clinical Practice in Pediatric Psychology, Child and Adolescent Psychiatric Clinics of North America.

    Brett R. Kuhn, Ph.D.
    Oklahoma State University, 1992 I Behavioral Pediatrics and Integrated Care Program Faculty

    Sleep disorders, Parent-Child Interaction Therapy (PCIT), elimination disorders, Fetal Alcohol Syndrome. Publications include articles in the Journal of Pediatric Psychology, Clinical Child and Family Psychology Review, Psychological Bulletin, Child & Family Behavior Therapy, Sleep, Clinical Pediatrics.

    Megan Morse, Ph.D.
    Ball State University, 2013 I Behavioral Pediatrics and Integrated Care and Comprehensive School Mental Health Program Faculty

    Neuropsychological assessment, psychoeducational assessment, and pediatric internalizing disorders, lead clinician at several schools within Omaha Public Schools. Participation in research includes neuropsychological assessment for studies that measure the impact of medical conditions on pediatric development.

    Allison “Alli” Morton, PhD

    Texas Tech University—Lubbock, TX, 2021

    Behavioral Pediatrics and Integrated Care Program Faculty

     

    Integrating behavioral health into primary care, implementation and dissemination of evidence-based practices with children and adolescents particularly in relation to trauma, parent training, and use of culturally humble and culturally responsive practices.

     

     

    Lisa Neitzke, Ph.D.
    Oklahoma State University–Stillwater, 2018 I Behavioral Pediatrics and Integrated Care Program Faculty

     Community support for adults with developmental disabilities, adult DD assessment, outpatient treatment for adults and young adults with developmental disabilities, functional behavior assessment, DD aging population.

    Holly Roberts, Ph.D.
    Illinois State University, 2006 I Behavioral Pediatrics and Integrated Care Program Faculty

    Rural behavioral health, assessment and treatment of ADHD, treatment outcomes, satisfaction and effectiveness at follow-up. Publications include articles in Behavioral Pediatrics, Behavior Modification, Journal of Applied Behavior Analysis, Parenting: Science and Practice, Proven Practice.

    Rachel Schumacher, PhD

    University of Nebraska-Lincoln, 2022

    Behavioral Pediatrics and Integrated Care Program Faculty

     

    Early childhood development and assessment, behavioral parent training, internalizing disorders, externalizing disorders, autism screening and evaluation, developmental screening in primary care

     

    Alice Shillingsburg, PhD, BCBA-D, LP

    Auburn University, Alabama, 2006   Intensive Applied Behavior Analysis Program Faculty; Director, Integrated Center for Autism Spectrum Disorders

    Applied Behavior Analysis, skill acquisition, social communication, early intensive behavioral intervention, behavioral parent training. Publications include articles in Journal of Applied Behavior Analysis, Behavioral Interventions, Behavior Analysis in Practice, The Analysis of Verbal Behavior, Perspectives on Behavior Science, Journal of the American Academy of Child and Adolescent Psychiatry.

    Mark D. Shriver, Ph.D., BCBA-D
    University of Nebraska, 1994 I Behavioral Pediatrics and Integrated Care Program Faculty

    Academic and behavioral assessment for children with disabilities and school-related problems, parent training, child noncompliance. Publications include articles in School Psych Review, Journal of Evidence Based Practices for Schools, Journal of Applied Behavior Analysis, Behavior Therapy.

    Whitney Strong-Bak, Ph.D.
    University of Nebraska–Lincoln, 2018 I Behavioral Pediatrics and Integrated Care Program Faculty

    Interdisciplinary behavioral health care, early childhood development and assessment, parent training, internalizing disorders, externalizing disorders, developmental disabilities, autism screening and evaluation. Publications include articles in Journal of Behavioral Education, Russell Sage Foundation Journal of the Social Sciences, and Psychology in the Schools.

    Kaitlyn Young, Ph.D.

    University of Wisconsin-Madison, 2021

    Comprehensive School Mental Health Program Faculty

     

    School mental health, accessible and equitable systems and services, mental and behavioral health consultation, acceptance and commitment therapy, system implementation and sustainability, culturally responsive practices, rural and urban schools and communities, home-school partnerships. Publications include articles in School Mental Health, Journal of Educational and Psychological Consultation, Adolescent Psychiatry, and Assessment for Effective Intervention.

     

    Amanda Zangrillo, Psy.D., BCBA-D
    University of Southern Maine, 2012 I Intensive Applied Behavior Analysis Program Faculty, Severe Behavior Department Faculty

    Assessment and treatment of severe behavior disorders, diagnostic evaluation for Autism Spectrum Disorders and related disorders. Publications include articles in the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behavior, Behavioral Interventions, and Psychology in the Schools.

    Patricia K. Zemantic, Ph.D., BCBA-D
    University of Oregon–Eugene, Oregon, 2019  I  Intensive Applied Behavior Analysis Program Faculty, Integrated Center for Autism Spectrum Disorders, Autism Diagnostic Clinic Faculty

     Autism screening and assessment, early intervention, behavioral parent training, interventions to promote caregiver well-being. Publications include articles in Journal of Applied Behavior Analysis, Behavioral Interventions, Journal of Autism and Development Disabilities, Behavioral Development, Journal of Contextual Behavioral Science.

    Munroe-Meyer Institute will hold virtual open houses and interviews in January.