Karen Lionello-DeNolf, Ph.D.

Assistant Professor of Psychology

Director of Applied Behavior Analysis

508-767-7498 Kennedy Memorial Hall - Room 144

Degrees Earned

Ph.D., Purdue University, Experimental Psychology, 2001
M.S., Purdue University, Experimental Psychology, 1997
B.A., Illinois Wesleyan University, Psychology, 1995

Publications & Editorships

Associate Editor for Translational Research for the Journal of the Experimental Analysis of Behavior

Gifford, A., Redpath, C. C., & Lionello-DeNolf, K. M. (in press). Case study: Extension of a systematic data-based reinforcement system to increase independence in public-school inclusion settings to a child with Down syndrome and intellectual disability. Education and Treatment of Children.

Braga-Kenyon, P., Guilhardi, P., Lionello-DeNolf, K. M., & Dube, W. V. (2017). Teaching visual conditional discriminations using errorless learning: The role of prompts requiring simple and conditional discriminative control. European Journal of Behavior Analysis. DOI: 10.1080/15021149.2017.1309624

Lionello-DeNolf, K. M., & McIlvane, W. J. (2016). Developing 3D-2D functional equivalence in a child with autism and severe intellectual disability: An exploratory study. Experimental Analysis of Human Behavior Bulletin, 30, 6–16.

McIlvane, W. J., Gerard, C. J., Kledaras, J. B., Mackay, H. A., & Lionello-DeNolf, K. M. (2016). Teaching stimulus-stimulus relations to minimally verbal individuals: Reflections on technology and future directions. European Journal of Behavior Analysis, 17, 49–68.

Lionello-DeNolf. K. M. (2016). Stimulus control. In H. L. Miller (Ed.), The SAGE Encyclopedia of Theory in Psychology. Thousand Oaks, CA: Sage Publications.

Lionello-DeNolf, K. M., & McIlvane, W. J. (2016). Developing 3D-2D functional equivalence in a child with autism and severe intellectual disability: An exploratory study. Experimental Analysis of Human Behavior Bulletin, 30, 6–16.

McIlvane, W. J., Gerard, C. J., Kledaras, J. B., Mackay, H. A., & Lionello-DeNolf, K. M. (submitted). Teaching stimulus-stimulus relations to minimally verbal individuals: Reflections on technology and future directions. European Journal of Behavior Analysis.

Lionello-DeNolf. K. M. (in press). Stimulus control. In H. L. Miller (Ed.), The SAGE Encyclopedia of Theory in Psychology.

Campos, H. C., Debert, P., Lionello-DeNolf, K. M., & McIlvane, W. J. (2015). Stimulus control in a go/no-go procedure with compound stimuli with pigeons. Behavioural Processes, 115, 30–36.

Lionello-DeNolf, K. M., Farber, R., Jones, B. M., & Dube, W. V. (2014). Thematic matching as remedial training for symbolic matching for individuals with autism spectrum disorder. Research in Autism Spectrum Disorders, 8, 455-462. PMCID: PMC3947634

Lionello-DeNolf, K. M., & Braga-Kenyon, P. (2013). Membership of Defined Responses in Stimulus Classes. The Psychological Record, 63, 769-784. PMCID: PMC3999903

Urcuioli, P. J., Jones, B. M., & Lionello-DeNolf, K. M. (2013). Evidence for response membership in stimulus classes by pigeons. Journal of the Experimental Analysis of Behavior, 99, 129- 149. PMCID: PMC23413094

Lionello-DeNolf, K. M. (2013). Rapid cue reversal. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders. (pp. 2491-2496). New York: Springer.

Lionello-DeNolf, K. M. (2012). Learning of stimulus equivalence classes. In N. M. Seel (Ed.) Encyclopedia of the Sciences of Learning. (pp. 1955-1957). Heidelberg, Germany: Springer.

Lionello-DeNolf, K. M. & Dube, W. V. (2011). Contextual influences on resistance to disruption in children with intellectual disabilities. Journal of the Experimental Analysis of Behavior, 96, 317-327.

McIlvane, W. J., Dube, W. V., Lionello-DeNolf, K. M., Serna, R. W., Barros, R. S., & Galvão, O. F. (2011). Some current dimensions of translational behavior analysis: From laboratory research to intervention for persons with autism spectrum disorders. In E. A. Mayville & J. A. Mulick (Eds.). Behavioral Foundations of Effective Autism Treatment. (pp. 155-181). Cornwall-on-Hudson, NY: Sloan Publishing.

Conferences

Gifford, A., Redpath, C. C., & Lionello-DeNolf, K. M. (October, 2016). A systematic data-based reinforcement system to increase independence in inclusion settings. Paper presented at the 37th annual meeting of the Berkshire Association for Behavior Analysis and Therapy, Amherst, MA.

Lionello-Denolf, K.  Symposium Discussant (October, 2016). Establishing and transferring stimulus control of context-specific behavior. Presented at the annual meeting of the Berkshire Association for Behavior Analysis and Therapy, Amherst, MA.

Lionello-DeNolf, K. M. (May, 2017). Applied Behavior Analysis at Assumption College. Presented at the 43rd annual meeting of the Association for Behaviors Analysis International, Denver, CO.

Presentations

Lionello-DeNolf, K. M., & McIlvane, W. J. (May, 2012). Stimulus control and acquisition of reversal learning set in children with autism. Paper presented at the 38th annual meeting of the Association for Behavior Analysis International, Seattle, WA. 

Lionello-DeNolf, K. M. (October, 2011). Reversal learning set and control by positive and negative stimuli in children with autism. Paper presented at the annual conference for The Berkshire Association for Behavior Analysis and Therapy, Amherst, MA. 

Lionello-DeNolf, K. M., & Jones, B. M. (May, 2011). Analysis of pausing after transitions between components of a multiple fixed-ratio schedule by children with autism. Paper presented at the 37th annual meeting of the Association for Behavior Analysis International, Denver, CO. 

Lionello-DeNolf, K. M., Jones, M., Dickson, C., & Guilhardi, P. (October, 2010). Differential pausing between different transitions types in multiple schedules by children with autism spectrum disorder. Paper presented at the annual conference for The Berkshire Association for Behavior Analysis and Therapy, Amherst, MA. 

Lionello-DeNolf, K. M., & Mihalick, S. M. (May, 2010). Simple discrimination reversal and conditional discrimination of odor stimuli by rats. Paper presented at the 36th annual meeting of the Association for Behavior Analysis International, San Antonio, TX. 

Lionello-DeNolf, K. M., Dube, W. V., & McIlvane, W. J. (May, 2007). Behavioral momentum in children with autism. Paper presented at the 33rd meeting of the Association for Behavior Analysis International, San Diego, CA. 

Lionello-DeNolf, K. M., Barros, R. M., & McIlvane, W. J. (May, 2005). Contingency class formation in low-functioning autistic children. Paper presented at the 31st meeting of the Association for Behavior Analysis, Chicago, IL. 

Urcuioli, P.J., & Lionello-DeNolf, K. M. (May, 2005). Can differential sample-response patterns become members of acquired equivalence classes? Paper presented at the 31st meeting of the Association for Behavior Analysis, Chicago, IL. 

Barros, R. S., Lionello-DeNolf, K. M., & McIlvane, W. J. (2004). Automated teaching of discriminative skills to children with severe developmental delay. Paper presented at the 34th meeting of the Sociedade Brasileira de Psicologia, Ribeirao Preto, SP. 

McIlvane, W. J., Lionello-DeNolf, K. M., and Barros, R. S. (2004). Two procedures to encourage stimulus control topographies in children with severe mental retardation. Paper presented at the 34th meeting of the Sociedade Brasileira de Psicologia, Ribeirao Preto, SP.

Grants and Awards

APA Dissertation Research Award 2000

C. Eugene Walker Outstanding Graduate Student Award, Purdue University 2000

Graduate Student Incentive Fellowship Award 2000

Research Projects

Dr. Lionello-DeNolf is a Board Certified Behavior Analyst and an experimental psychologist. Her research interests are in the areas of experimental and applied behavior analysis, autism spectrum disorders, developmental disabilities, and relational learning. The primary goal of her recent research has been to increase functional communication skills that are necessary for individuals with limited language ability to effectively use augmentative and alternative communication devices. Her current projects include exploring how learning history influences people’s willingness to cooperate with others in a shared task, teaching methods that result in better development of symbolic relations, and best practices in training service delivery staff to implement teaching programs to students with autism.