Scott Ardoin is an Associate Professor in the School Psychology Program at the University of Georgia within the Department of Educational Psychology and Instructional Technology. Prior to this position, he was at the University of South Carolina where he earned tenure after working six years as an assistant professor in the Department of Psychology. Currently, he is serving as an associate editor for both the Journal of Behavioral Education and the Journal of School Psychology. He also serves on multiple editorial boards, including the Journal of Applied Behavior Analysis and School Psychology Review. At the graduate level, he teaches courses in both behavioral and academic interventions. He also teaches a course on classroom behavior management at the undergraduate level.
The central theme across Dr. Ardoin’s research is the application of principles of applied behavior analysis in the development of improved intervention and assessment techniques within educational settings. Specifically, his research involves (1) developing an improved measure for monitoring the reading fluency of elementary students, (2) promoting the generalization of fluency based reading interventions; and (3) developing school-based behavioral interventions. Below is a sample of his publications that are available for reading.
Email Address: spardoin@uga.edu
Ardoin, S.P. and Christ, T. (2008). Evaluating curriculum based measurement slope estimates using data from tri-annual universal screenings. School Psychology Review, 37, 109-125.
Hosp, J. L. & Ardoin, S. P. (2008). Assessment for instructional planning. Assessment for Effective Intervention, 33(2), 69-77.
McDonald, E. & Ardoin, S. P. (2007). Interspersing Easy Math Problems among Challenging Problems: An Evaluation of a Class-wide Implementation. Journal of Behavioral Education, 16(4) 327-332.
Ardoin, S.P., McCall, M., & Klubnik, C. (2007). Promoting generalization of oral reading fluency: Providing drill versus practice opportunities. Journal of Behavioral Education, 16, 54-69.
Ardoin, S. P., Suldo, S., Witt, J. C., Aldrich, S. & McDonald, E. (2005). Accuracy of readability estimates’ predictions of CBM performance. School Psychology Quarterly, 20(1), 1-22.
Ardoin, S. P. & Martens, B. K. (2004). Training children to make accurate evaluations: Effects on behavior and the quality of self-ratings. Journal of Behavioral Education, 13, 1-23.
Ardoin, S. P., Martens, B. K., Wolfe, L. A., Hilt, A., & Rosenthal, B. D. (2004). A method for conditioning reinforcer preferences in students with moderate mental retardation. Journal of Developmental and Physical Disabilities, 16, 33-51.
Martens, B. K., Ardoin, S. P., Hilt, A., Lannie, A. L., Panahon, C. J., & Wolfe, L. (2002). Sensitivity of children's behavior to probabilistic reward: Effects of a decreasingratio lottery system on math performance. Journal of Applied Behavior Analysis, 35, 403406.
Laura Morena (UGA): interests: currently exploring
Jessica C. Williams (USC): interests: behavioral observation in the preschool settings
Mark Solnick (USC): interests: improving the accuracy of classroom behavioral observations using ABC observation procedures