EDUCATION

2000 University of California at Santa Barbara, Ph.D. in Special Education, Disability, and Risk. Emphases: Family Systems, Autism, Positive Behavioral Support, and Moderate to Severe Disability. Dissertation “The benefits of journal writing: Reducing psychological distress levels of mothers after the NICU.”

1998 University of California at Santa Barbara, Master of Arts in Educational Psychology. Thesis “Becoming a Big Brother: A longitudinal case study on increasing appropriate interactions between a child with autism and his infant brother”

1996 University of California at Santa Barbara, Bachelor of Arts in Psychology: High Honors and Distinction in Major. Honor Thesis “Schemata as sources of influence: Violence in dating relationships”

CERTIFICATIONS

2003 Teaching English to Students of Other Languages (TESOL) training 40-hour curriculum                        

2000 Board Certified Behavior Analyst (BCBA) certification, Certificate #1-00-0113

PROFESSIONAL POSITIONS

2005 – present                 Associate Professor
                                          Division of Teacher Education
                                          University of West Florida

2000 – 2005                     Assistant Professor
                                          Division of Teacher Education
                                          University of West Florida

1998 – 2000                     Senior Behavior Analyst, Holdsambeck & Associates,
                                          Santa Barbara, California

1998 – 2000                      Graduate Teacher Assistant. University of California at
                                          Santa Barbara. Graduate School of Education.

1996 – 2000                      Graduate Research Assistant. University of California at
                                          Santa Barbara. Graduate School of Education.

JOURNAL ARTICLES (Submitted for Review)

Barry, L. M., & Bates, A. (submitted). Collateral academic effects of teaching self-determination skills to increase student IEP meeting participation. South Eastern Teacher Education Journal.

Barry, L. M., & Celiberti, D. (submitted). Child Choice between Competing Recreational Environments: Support for Multi-Sensory Environments for Children with Disabilities. Journal of Disability Research.

Hudley, C., Moschetti, R., Gonzales, A., Cho, S., Barry, L. M., & Kelly, M. (submitted). Perceptions of high school experiences: Comparing first generation students and students from college educated families. Journal of Advanced Academics.

PEER REVIEWED/REFEREED JOURNAL ARTICLES

Barry, L. M., Hudley, C., Cho, S. J., & Kelly, M. (in press). College Students' Perceptions of Parental Support: Differences and Similarities by First-generation Status. South Eastern Teacher Education Journal.

Barry, L. M., Hudley, C., Kelly, M., & Cho, S. J. (in press). Differences in self-reported disclosure of college experiences by first-generation college student status. Adolescence.

Cho, S. J., Hudley, C., Lee, S., Barry, L. M., & Kelly, M. (2008). Roles of gender, race, and SES in the college choice process. Journal of Diversity in Higher Education, 1(2), 95-107.

Barry, L. M., & Gaines, T. (2008) Attention Deficit Hyperactivity Disorder: Intervention as crime prevention. Journal of Behavior Analysis of Offender and Victim - Treatment and Prevention, 1(2), 154-170.

Gaines, T. & Barry, L. M. (2008) The effect of a self-monitored relaxation breathing exercise on male adolescent aggressive behavior. Adolescence, 43, 291-301.

Barry, L. M., & Kelly, M. A. (2006). A response to reviewer comments regarding the manuscript, “Rule-governed behavior and ADHD: A theoretical interpretation”. Journal of Early Intensive Behavioral Intervention, 3(3), 260-263.

Barry, L. M., & Kelly, M. A. (2006). Rule-governed behavior and ADHD: A theoretical interpretation. Journal of Early Intensive Behavioral Intervention, 3(3), 239-254.

Barry, L. M., & Haraway, D. L. (2005). Self-management and ADHD: A literature review. The Behavior Analyst Today, 6(1), 48-63.

Barry, L. M., & Haraway, D. L. (2005). Behavioral self-control strategies for young children. Journal of Early Intensive Behavioral Intervention, 2(2), 79-90.

Barry, L. M., & Burlew, S. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and other Developmental Disabilities, 19(1), 45-52.

Barry, L. M., & Moore, W. E. (2004). Students with specific learning disabilities can pass state competency exams: Systematic strategy instruction makes a difference. Preventing School Failure, 48(3), 10-15.

Barry, L. M., & Messer, J. (2003). A practical application of self-management for students diagnosed with attention deficit hyperactivity disorder. Journal of Positive Behavioral Interventions, 5(4), 238 - 248.

Sanderson, L. D., & Barry, L. M. (2003). Children’s experiences of End Stage Renal Failure, coping with its treatment and side-effects, and perceived benefits of STARBRIGHT World technology. Physical Disabilities: Education and Related Services, 22(1),51 - 66.

Barry, L. M., & Singer, G. H. S. (2001). Reducing maternal psychological distress after the NICU through journal writing. Journal of Early Intervention, 24(4), 287-797.

Barry, L. M., & Singer, G. H. S. (2001). Becoming of big brother: A longitudinal case study on increasing appropriate interactions between a child with autism and his infant brother. Journal of Positive Behavior Interventions, 3(1), 28-38.

Barry, L. M., & Santarelli, G. (2000). Making it work at school and home: A need based collaborative, across settings, behavioral intervention. The California School Psychologist, 5, 43-52.

UN-REFEREED JOURNAL ARTICLE

Barry, L. M. (1996). The role of relationship schemata in dating relationships Discovery: UCSB Journal of Undergraduate Research, 19, 38-51.

BOOK CHAPTERS

Barry, L. M., & Kelly, M. A. (chapter proposal accepted, 2008). "Using Journal Writing to Alleviate Stress Among College Students" In (K. Collins, T. Onwuegbuzie, & Q. Jiao, Eds.) Toward a Broader Understanding of Stress and Coping: Mixed Methods Approaches.

Barry, L. M. (2005). Competency 7: Human Development and Learning. In B. Bennett, L. Christensen, A. Mendoaza, E. Ortiz, M. Pagan, S. Robinson, & O. Salmon (Eds.), The Best Teacher's Test Preparation for the FTCE (Florida Teacher Certification Examination) Professional Education Test, 2nd Edition (pp. 147-182). Piscataway, NJ: Research and Education Association.

Singer, G. H. S., Goldberg, S., Peckham-Hardin, K., Barry, L. M. & Santarelli, G. (2002). Toward a synthesis of family support practices and positive behavioral support. In J. Lucyshyn & G. Dunlap (Eds.), Families and positive behavior support: Addressing problem behavior in family contexts (pp. 155-183). Baltimore: Paul Brookes Publishing.

BOOK EDITOR

Barry, L. M., Bennet, B., Christensen, L., Mendoaza, A., Ortiz, E., Pagan, M., Robinson, S., & Salmon, O.  (2006). The Best Teacher's Test Preparation for the FTCE (Florida Teacher Certification Examination) Professional Education Test 3rd Edition. Piscataway, NJ: Research and Education Association.

Barry, L. M. & Mendoaza, A.  (2006). The Best Teacher's Test Preparation for the FTCE (Florida Teacher Certification Examination) General Knowledge Test. Piscataway, NJ: Research and Education Association.

Barry, L. M. & Mendoaza, A.  (2007). The Best Teacher's Test Preparation for the FTCE (Florida Teacher Certification Examination) General Knowledge Test, 2nd Edition. Piscataway, NJ: Research and Education Association.

Barry, L. M. & Mendoaza, A.  (2008). The Best Teacher's Test Preparation for the FTCE (Florida Teacher Certification Examination) General Knowledge Test, 3rd Edition. Piscataway, NJ: Research and Education Association.

TRAINING MANUAL (un-published)

            Barry, L. M. (2001). Applied Behavior Analysis: A training manual. Board approved curriculum for Board Certified Behavior Analyst training.   

ACADEMIC PRESENTATIONS

International Conferences (Refereed/Reviewed):
  
Barry, L. M. (accepted 2009). Collateral academic effects of teaching self-determination skills to increase student IEP meeting participation. International Conference on Education. Oahu, HI.
 
Barry, L. M. & Holdsambeck, R. (accepted 2009). The puzzle of Autism: Putting the pieces together. International Conference on Education. Oahu, HI.

Holdsambeck, R., & Barry, L. M., (accepted 2009). Applying Chaos Theory to the puzzle of Autism. International Conference on Education. Oahu, HI.

Barry, L. M. (2008). Perceptions of parental support by first generation college students and gender. International Conference on Education. Oahu, HI.
 
Barry, L. M. (2008). Disclosure of potentially stressful events: Disclosure and perceived social support by first-generation status, gender, and ethnicity. International Conference on Education. Oahu, HI.

Barry, L. M. (2006). Teaching self-management of behavior to children with ADHD. International Conference on Education. Oahu, HI.

Barry, L. M. (2005). Students with specific learning disabilities can pass state competency exams. International Conference on Education. Oahu, HI.
 
Barry, L. M., & Chrisco, C. (2004). Assessing the effects of teaching methods on state competency exam performance in elementary science. International Conference on Education. Oahu, HI.

Barry, L. M. (2003). Self-management in the classroom for students with ADHD. International Conference on Positive Behavioral Interventions. Orlando, FL.

Barry, L. M., Burlew, S., & Santarelli, G. (2002). Using Social Stories to Teach Children with Autism how to Choose and Activities and Play. International Conference on Education. Oahu, HI.

Santarelli, G., & Barry, L. M. (2002). Grandparents Raising Grandchildren with Special Needs: Research, Implications, and Practice. International Conference on Education. Oahu, HI.

Santarelli, G., & Barry, L. M. (2002). Bilingual Special Education: Choosing the Appropriate Language of Instruction for Children with Severe Disabilities from Monolingual-Spanish Speaking Families. International Conference on Education. Oahu, HI.

Barry, L. M., Messer, J., & Santarelli, G. (2002). Teaching Self-management of Behavior to Children with ADHD. International Conference on Education. Oahu, HI.

Barry, L. M. (2001). Promoting Appropriate Sibling Interactions When a New Baby Arrives: Clinical Applications for Children with Autism. The International Association for Applied Behavior Analysis. Venice, Italy. Air-mailed poster presentation.

Barry, L. M. (2001). Using Applied Behavior Analysis in an Intensive Care Nursery. The International Association for Applied Behavior Analysis. Venice, Italy. Air-mailed poster presentation.

Barry, L. M. (2001). Experiences of the NICU. Pacific Rim Annual Conference on Disability. Waikiki, HI.

Santarelli, G., & Barry, L. M. (2001). Making it work at home and school: A need based collaborative, across settings, behavioral intervention. Pacific Rim Annual Conference on Disability. Waikiki, HI.

National Conferences (Refereed/ Reviewed):

Barry, L. M., Byram, S., Lundy, J., Brumfield, L., Beddick, D., & Celiberti, D. (applied for acceptance 2009). Creating a Summer Educational Experience for Children with Autism: An overview and evaluation of “Kids for Camp”. Association for Applied Behavior Analysis. Phoenix, AZ

Doyle, K., Barry, L. M., Studer, Q., & Madden, P. (2008). Making Pensacola a Center of Excellence for Autism. Autism Society National Convention, Orlando, FL.

Barry, L. M. (2008). Disclosure, narrative, and stress & coping in college students. Paper presented as part of a panel presentation: Hudley, C., Barry, L. M., & Cho, S. The Transition to College: A Major Developmental Task of Adolescence. American Education Research Association, New York, NY.

Barry, L. M., & Gaines, T. (2008) Attention Deficit Hyperactivity Disorder: Intervention as crime prevention. Association for Applied Behavior Analysis. Chicago, IL.

Barry, L. M. (2007). Perceptions of parental support by first generation college students and gender. Conference on Emerging Adulthood. Tucson, AZ.

Barry, L. M. (2007). Disclosure of potentially stressful events: Disclosure and perceived social support by first-generation status, gender, and ethnicity. Conference on Emerging Adulthood. Tucson, AZ.

Gains, T., & Barry, L. M. (2004). The effect of a relaxation breathing exercise on male adolescent aggressive behavior. Association for Applied Behavior Analysis. Boston, MD.

Barry, L. M. (2003). Extremely Low Birth weight Infant Responses to Positioning During Care Giving and Painful Procedures. Association for Applied Behavior Analysis. San Francisco, CA.

Barry, L. M. (2003). Self-management with children diagnosed with ADHD. Association for Applied Behavior Analysis. San Francisco, CA.

Barry, L. M. (2000). The effects of journal writing on stress levels of parents after the NICU. The Association for persons with Severe Disabilities. Miami, FL.

Barry, L. M. (2000). Promoting positive parental adaptation to a child’s disability. The Association for persons with Severe Disabilities. Miami, FL.

Barry, L. M. (1999). Longitudinal pro-social skills training for a brother with autism and his infant sibling. Association for Applied Behavioral Analysis. Chicago, IL. 

Barry, L. M. (1999). Becoming of big brother: Teaching pro-social sibling behavior to a child with autism. The Division for Early Childhood. Washington D.C.

Barry, L. M. (1999). The benefits of journal writing: Reducing maternal psychological distress after the NICU. The Division for Early Childhood. Washington D.C.

Singer, G., Barry, L. M., & Peckham-Harden, K. (1999). Brothers and Sisters of Children with Disabilities: Interventions and Understandings. The Division for Early Childhood. Washington D.C. Panel presentation.

Barry, L. M. (1999). Pro-social Sibling Interaction and Autism: A Case Study on Promoting Positive Sibling Interaction. Council for Children with Behavioral Disorders. Irving, TX.

Barry, L. M. (1998). Becoming a Big Brother: A Longitudinal Study Using Skills Training and Self-management to Teach Pro-social Sibling Behaviors. The Association for persons with Severe Disabilities. Seattle, WA.