Vedora, Joseph

Senior Instructor
Ed.D.
Nova Southeastern University
School Affiliation

Cambridge College School of Education

Academic Focus

Applied behavior analysis

Courses Taught

Courses in applied behavior analysis

Education

Ed.D. - Nova Southeastern University - Organizational Leadership
M.S. - Northeastern University - Applied Behavior Analysis
B.A. - Hobart College (Geneva, NY) - Psychology
 

Professional Credentials:

  • Board Certified Behavior Analyst-Doctoral Level
  • Licensed Applied Behavior Analyst, Massachusetts
Professional Experience

Evergreen Center, Milford, MA - Vice President of Behavioral Services and Professional Development
Beacon ABA Services, Milford, MA - Vice President of Educational Services
The May Center for Child Development, Chatham, MA - Child Development Specialist

Research & Publications

Vedora, J., & Barry, T. (2016) The use of picture prompts and time delay to teach receptive labeling. Journal of Applied Behavior Analysis. 49, 1-5 (2016).

Vedora, J., & Barry, T., & Ward-Horner, J. C. (Manuscript accepted for publication). An evaluation of differential observing responses during receptive label training. Behavior Analysis in Practice

Ward-Horner, J. C., Muehlburger, A., Vedora, J., & Ross, R. K. (Manuscript accepted for publication).  Effects of reinforcer magnitude and quality on preference for response-reinforcer arrangements in young child with autism. Behavior Analysis in Practice.

Vedora, J. & Conant, E. (2015). A comparison of prompting tactics for teaching intraverbals to young adults with autism. The Analysis of Verbal Behavior, 31, 267-276.

Vedora, J., & Grandelski, K. (2015). A comparison of methods for teaching receptive language to toddlers with autism. Journal of Applied Behavior Analysis, 48, 188-193.

Vedora, J., Meunier, L., & Mackay, H. (2009). Teaching intraverbal behavior to children with autism: A comparison of textual and echoic prompts. The Analysis of Verbal Behavior, 25, 79-86.

Vedora, J., Kelm, K. & Ross, R. (2008). Feeding frenzy: Using picture activity schedules to reduce mealtime struggles. Teaching Exceptional Children Plus, 4 (6), 2-11.

Vedora, J., & Stromer, R. (2007). Computer-based spelling instruction for students with developmental disabilities. Research in Developmental Disabilities, 28 489-505.

Kinney, E. M., Vedora, J., & Stromer, R. (2003). Computer activity schedules: Using video modeling to teach written spelling and symbolic play to a child with an autism spectrum disorder. Journal of Positive Behavioral Interventions, 5, (1). 22-39.
 

Selected Presentations

Conant, E. & Vedora, J. (2015). A comparison of prompting tactics for teaching intraverbals to young adults with autism. Poster presented at the Association for Behavior Analysis International, San Antonio, TX.

Waller, T. & Vedora, J. (2015). The use of picture prompts and time delay to teach receptive labeling. Symposium presented at the Association for Behavior Analysis International, San Antonio, TX.

Conant, E. & Vedora, J. (2014, May). A comparison of tact and echoic prompts to teach intraverbals for children with autism. Symposium presented at the Association for Behavior Analysis International, Chicago, IL.

Groskreutz, M. & Vedora, J. (2014).  A preliminary investigation of self-management to improve clinical presentations. Poster presented at the Association for Behavior Analysis International, Chicago, IL.

Vedora, J. (2013, May). Evaluation of a trial-based functional analysis in a residential treatment facility. Symposium presented at the Association for Behavior Analysis International, Minneapolis, MN.
 

Professional Memberships & Affiliations
  • Board Member and President, Massachusetts Association for Behavior Analysis