Assistant Professor, Department of Special Education
Erin Barton is an Assistant Professor in the Department of Special Education. Her primary line of inquiry focuses on identifying evidence-based behavioral interventions that teachers and parents can implement in natural and inclusive settings. Dr. Barton has conducted several studies examining effective practices for increasing play skills in young children and is currently refining the intervention package and examining implementation features. She also examines best practices for using performance-based feedback to increase early childhood professionals’ use of recommended practices. She teaches courses in single case research design, assessment, social and behavioral interventions, and working with children with multiple and severe disabilities. Dr. Barton also serves on multiple editorial boards and is an Associate Editor for the Journal of Early Intervention. She is on the Executive Board of the Division for Early Childhood of the Council for Exceptional Children and currently serves as the board president. Dr. Barton is a faculty member in the Early Childhood Special Education and Applied Behavior Analysis (ABA) programs.
Most recently, Dr. Barton has worked with doctoral and masters students on recent projects examining the following topics:
- Comparing instructional practices for increasing play complexity in young children with disabilities.
- Increasing peer imitation in young children with disabilities.
- Using video modeling to increase play behaviors in young children with disabilities.
- Increasing sequences of play in young children with disabilities.
- Using email and text messaging to deliver performance based feedback to pre-service teachers and assistant teachers.
- Conducting trial-based functional analyses in preschool classrooms.
Through two federally-funded grants, funding is available for students interested in pursuing a master's degree in early childhood with an emphasis in autism spectrum disorders or behavior analysis.