http://www.katiekestner.com/cover-page daily 0.75 2017-09-29 http://www.katiekestner.com/home-five daily 0.75 2015-05-04 https://images.squarespace-cdn.com/content/v1/5016d42984ae3ecc9e018d91/1367253773714-6NVU4334MGX2B40TBI21/5209625883_4f8813122b_o.jpg A First-Class Ticket to the Italian Coast https://images.squarespace-cdn.com/content/v1/5016d42984ae3ecc9e018d91/1378396575576-WWVC5LANBM46L7K383I0/designed_by_expanded_gallery2.jpg A First-Class Ticket to the Italian Coast https://images.squarespace-cdn.com/content/v1/5016d42984ae3ecc9e018d91/1378396536086-5BRLY4GBP2MVGO7ISYON/6999613744_d33c3828ed_o.jpg A First-Class Ticket to the Italian Coast Photo Credit: ms.akr https://images.squarespace-cdn.com/content/v1/5016d42984ae3ecc9e018d91/1378396455304-F60B5S8EZCPQ1LLLUP3W/ventotene.jpg A First-Class Ticket to the Italian Coast http://www.katiekestner.com/home daily 1.0 2026-03-30 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https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1506722150279-S2QZIAKS5R8OC99E396I/AS-267458164789257%401440778403888_l.png Publications http://www.katiekestner.com/prospective-students daily 0.75 2026-03-30 https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1536612235741-055RA7AYXPW8T3ZWJKEC/AdobeStock_90153151.jpeg Prospective Students http://www.katiekestner.com/undergraduate-students daily 0.75 2026-03-30 http://www.katiekestner.com/current-students-1 daily 0.75 2025-08-13 https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1628778553282-RI1U1CZ6J7YVSEQMIE7B/Cucinotta+Photo.jpeg Current Students - Katie Cucinotta, M. S. Katie Cucinotta is a fourth-year graduate student in the Behavior Analysis program at West Virginia University. She earned her B.S. in Physics (2021) from St. Joseph’s University in Philadelphia, Pennsylvania, and she earned her M.S. from WVU in 2023. Katie has an applied background working with children and adults diagnosed with autism spectrum disorder (ASD) and developmental disabilities. Her thesis evaluated group contingencies to increase physical activity in adults. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1d86b8ff-b09d-4767-9546-e3aad0acb132/Unknown-2.jpeg Current Students - Corynn Simon Corynn is a second-year graduate student in the Behavior Analysis program at West Virginia University. She earned a B.A. in Psychology from Colorado Mesa University, and then she spent three years working as a Registered Behavior Technician (RBT). Corynn’s research interests focus on exploring effective behavioral interventions and integrating these strategies into classroom settings, early intervention approaches, and fidelity. For her Master’s thesis, Corynn is studying the Competent Learner Model and student participation in elementary-aged students. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/a810e834-5d17-498c-9fb4-e9dd4b1acc2a/website+photo.jpg Current Students - Morgan Treadwell Morgan is a first-year graduate student in the Behavior Analysis program at West Virginia University. She earned two B.A. degrees in Psychology and Religious Studies from the College of Charleston. Morgan acquired applied experience from working at a hippotherapy ranch serving children with autism and other neurodivergent disabilities. A pigeon-based project exploring behavioral momentum theory by examining the influence of sequence structure on response strength, situated her interest in the stimulus that shapes our actions and the determinants that dictate our decisions. Her other research interests include derived learning, the transfer of stimulus functions, and resurgence, with a focus on how environmental variables influence behavior beyond the boundaries of the directly taught contingency. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/494ceaad-deb8-417b-a9a2-639d315fc0da/Unknown.jpeg Current Students - Laura Vining Laura is a first-year student in the Behavior Analysis program. She received a BS in Psychology and German with a minor in ABA from Berry College. Laura’s research interests include verbal behavior, the philosophy of behaviorism, and applying behavior analysis to societal issues. Her past research has included the ineffectiveness of the prison system as a punisher and teaching foreign language tacts. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/47857765-0ac1-4eb2-be9f-5c1288e053c8/IMG_3618.jpeg Current Students - Make it stand out Summer 2023 (from left to right): Katie Cucinotta (PhD Student), Miah Robertson (REU Student), Marina Ferro (REU Student), Haleh Amanieh (PhD Student) https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1535032939035-CV93YWPOQ8F4J9UDH0RV/Bio_Pic.jpg Current Students - Jennifer M. Owsiany, PhD, BCBA Jennifer M. Owsiany earned her PhD from the Behavior Analysis program at West Virginia University in 2019. She has previous experience with conducting skill acquisition research for children with autism spectrum disorders, writing and implementing skill acquisition programs, implementing behavioral interventions and assessments, and training and supervising undergraduate assistants in research and clinic settings. Jenni’s dissertation investigated the effectiveness of a behavioral intervention package on increasing physical activity in adults. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/e3953e52-85d3-41c5-9080-363b65b26b63/Kacey+Finch+2022.jpg Current Students - Kacey R. Finch, PhD, BCBA Kacey Finch earned her PhD from the Behavior Analysis program at West Virginia University in 2023. She earned her B.A. in psychology (2018) from Concordia College in Moorhead, Minnesota and her M.S. in Behavior Analysis at West Virginia University. Kacey’s research interests include clinical and translational models of relapse, concurrent schedules of reinforcement, and assessment and treatment of challenging behavior. Her thesis investigated the occurrence of renewal during ongoing implementation of omission training and her dissertation focused on the role of context fading on mitigation of ABA and ABC renewal. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1602204088504-83QAHCHW0WUTTUWR3NID/Lindsay%2BBio%2BPic.jpg Current Students - Lindsey Hronek, PhD, BCBA Lindsey Hronek earned her PhD in 2023 from the Behavior Analysis program at West Virginia University. She earned her M.S. in Clinical Psychology (2018) from California Lutheran University. Lindsey has an applied background working primarily with children and young adults diagnosed with autism spectrum disorder (ASD) for the past 5 years. She earned her BCBA in 2018 after completing the BCBA course sequence at University of California, Santa Barbara. Broadly, her research interests include topics related to training clinicians, treatment fidelity, and differential reinforcement. Her dissertation investigated the effects of omission and commission treatment integrity errors on responding during DRO. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1633369589098-JS2PCI39DXBX07D1S3LW/Haleh+Photo+bio.jpg Current Students - Haleh Amanieh, PhD. Haleh graduated with her PhD in Behavior Analysis in 2024 from West Virginia University. She earned her B.S. in psychology at the University of Florida in 2016. She then took 2 years to go on outdoor adventures, conduct canine behavior research, and work with children with autism before starting the Behavior Analysis program at WVU in 2018. She received her M.S. in 2021 with her thesis that involved mitigating the effects of delayed punishment. Her dissertation evaluated a human-operant effort manipulation and effects of effort disparity on renewal. Haleh's primary professional interests include undergraduate education and disseminating behavior analysis to laypeople. She is currently pursuing a master’s degree in social work and teaching for the WVU Psychology Department. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1567909473254-WM8Q38PKKVG87DJI24QK/Mike+pic.jpeg Current Students - Mike Mathews M.A., BCBA Mike Mathews earned his M.A. in Psychology (2016) from University of North Carolina Wilmington. Mike has experience writing and implementing skill acquisition programs and interventions for challenging behavior, as well as training and supervising undergraduate research assistants, in an alternative education setting. Mike's interests include assessment and intervention for challenging behavior, skill acquisition, and developing technology to maximize efficiency in applied research and practice. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1567909217366-JU5JCIP9M6VTGBZWQCSX/Bri+Sarno.jpg Current Students - Brianna Sarno, M. S. Brianna Sarno earned her Master’s degree in the Behavior Analysis program at West Virginia University in 2022. She earned her B.A. in Psychology (2019) from Massachusetts College of Liberal Arts (MCLA) in North Adams, Massachusetts. Brianna has a modest experimental background from her research experience at MCLA, primarily looking at response duration and delayed reinforcement in rats. Additionally, she has some applied experience working in-home with children with autism spectrum disorder (ASD) and developmental disabilities on skill acquisition and reducing problem behavior. Brianna has also worked with individuals diagnosed with other disorders, including Down syndrome, attention-deficit hyperactivity disorder (ADHD), and Fragile X Syndrome. Some of Brianna's research interests include severe problem behavior in children, psychiatric disorders, impulsive choice, and behavioral pharmacology. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1571233392899-RR2D7K84PN2EZJ5ICR85/public.jpeg Current Students Fall 2019: (From left to right): Freddie Graybill (Undergraduate student), Jenni Owsiany (Doctoral Student), Kathryn Kestner, Kacey Finch (Doctoral Student), Bri Sarno (Doctoral Student) https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1633370067230-EOISS30GAL60A9LFBVD0/Lab+Photo+Oct+2021+%28Cropped%29.jpg Current Students - Make it stand out Fall 2021: (From left to right): Mike McKeown (Undergraduate RA), Tera Waterman (Undergraduate RA), Katie Cucinotta (Doctoral Student),Kacey Finch (Doctoral Student), Lindsey Hronek (Doctoral Student), Emma Hines (Undergraduate RA), Bri Sarno (Doctoral Student), Haleh Amanieh (Doctoral Student) [Not Pictured: Matt Kloska (Undergraduate RA)] https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/db533932-0b41-422a-b09b-cde4db189eac/IMG_2914.jpeg Current Students - Make it stand out Spring 2023 (from left to right): Katie Cucinotta (PhD student), Lindsey Hronek (PhD Student), Ashe Walker (Undergraduate RA), Haleh Amanieh (PhD student), Bailey Dixon (Undergraduate RA), Eliza Adkins (Undergraduate RA), Kacey Finch (PhD student) http://www.katiekestner.com/research-interests daily 0.75 2026-03-30 http://www.katiekestner.com/classroom-data-sheets daily 0.75 2018-05-07 http://www.katiekestner.com/cc-reference-page daily 0.75 2020-05-21 https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1590083310873-KSJYFZEU7QZUEF1M6G1C/Table CC Reference Page http://www.katiekestner.com/asymmdro daily 0.75 2023-05-13 https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/e6b0f8bb-89a0-408a-9949-1658daa58f87/Figure+1.jpg AsymmDRO - Make it stand out Note. These graphs depict the frequency of target responses (mouse clicks) for participants in Experiment 1 who were exposed to DRO with 60% fidelity first. BL = baseline, FI = fixed interval, CO = DRO with commission errors, % = percent of programmed fidelity. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/270cda78-d9e9-44c8-ab67-f4ea5e372741/Figure+2.jpg AsymmDRO - Make it stand out Note. These graphs depict the frequency of reinforcer deliveries (points) for participants in Experiment 1 who were exposed to DRO with 60% fidelity first. BL = baseline, FI = fixed interval, CO = DRO with commission errors, % = percent of programmed fidelity. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/ba4a4af6-6636-4713-b45c-9bd95bff0fcd/Figure+3.jpg AsymmDRO - Make it stand out Note. These graphs depict frequency of mouse clicks made on the background for participants in Experiment 1 who were exposed to DRO with 60% fidelity first. BL = baseline, FI = fixed interval, CO = DRO with commission errors, % = percent of programmed fidelity. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/aade2b82-34a7-4972-9dd6-72f5b0971cff/Figure+4.jpg AsymmDRO - Make it stand out Note. These graphs depict the frequency of target responses (mouse clicks) for participants in Experiment 1 who were exposed to DRO with 100% fidelity first. BL = baseline, FI = fixed interval, CO = DRO with commission errors, % = percent of programmed fidelity. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/1fa5850e-ed84-4df1-8178-f119ca3830a2/Figure+5.jpg AsymmDRO - Make it stand out Note. These graphs depict the frequency of reinforcer deliveries (points) for participants in Experiment 1 who were exposed to DRO with 100% fidelity first. BL = baseline, FI = fixed interval, CO = DRO with commission errors, % = percent of programmed fidelity. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/53d73a54-7a08-4ae8-b2ba-acc3845e19b4/Figure+6.jpg AsymmDRO - Make it stand out Note. These graphs depict frequency of mouse clicks made on the background for participants in Experiment 1 who were exposed to DRO with 100% fidelity first. BL = baseline, FI = fixed interval, CO = DRO with commission errors, % = percent of programmed fidelity. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/94fdce65-09ab-4761-970c-f4d3381cec63/Figure+7.jpg AsymmDRO - Make it stand out Note. These graphs depict the frequency of target responses (mouse clicks) for participants in Experiment 2 who were exposed to DRO with 60% fidelity first. BL = baseline, FI = fixed interval, OM = DRO with omission errors, % = percent of programmed fidelity. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/2f2235ed-4cb9-404a-a0f5-5e0a6e2aa95b/Figure+8.jpg AsymmDRO - Make it stand out Note. These graphs depict the frequency of reinforcer deliveries (points) for participants in Experiment 2 who were exposed to DRO with 60% fidelity first. BL = baseline, FI = fixed interval, OM = DRO with omission errors, % = percent of programmed fidelity. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/a1012574-af96-40df-a59e-a8c3e14fbb23/Figure+9.jpg AsymmDRO - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/16e0b9e1-ecd9-4626-ae7b-58b3aa19da81/Figure+10.jpg AsymmDRO - Make it stand out Note. These graphs depict the frequency of target responses (mouse clicks) for participants in Experiment 2 who were exposed to DRO with 100% fidelity first. BL = baseline, FI = fixed interval, OM = DRO with omission errors, % = percent of programmed fidelity. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/f77ee95b-0104-49f5-a36b-b7808ba0a94f/Figure+11.jpg AsymmDRO - Make it stand out Note. These graphs depict the frequency of reinforcer deliveries (points) for participants in Experiment 2 who were exposed to DRO with 100% fidelity first. BL = baseline, FI = fixed interval, OM = DRO with omission errors, % = percent of programmed fidelity. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/2cb28e45-7f86-46b1-bbfc-e9c68e60d2b5/Figure+12.jpg AsymmDRO - Make it stand out Note. These graphs depict frequency of mouse clicks made on the background for participants in Experiment 2 who were exposed to DRO with 100% fidelity first. BL = baseline, FI = fixed interval, OM = DRO with omission errors, % = percent of programmed fidelity. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/85bc702e-7ebf-418b-b90a-88e64afec361/Figure+13.jpg AsymmDRO - Make it stand out Note. These graphs depict frequency of target responses, reinforcer deliveries, and mouse clicks made on the background for participant 1119. This data set was excluded due to target responding not decreasing during DRO phases with 100% fidelity and the participant not earning at least 80% of available reinforcers during either DRO phase with 100% fidelity. BL = baseline, FI = fixed interval, OM = DRO with omission errors, % = percent of programmed fidelity. BL = baseline, FI = fixed interval, OM = Omission errors. http://www.katiekestner.com/asymmdra daily 0.75 2022-05-24 https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/4d508ec6-240a-4548-9e50-f56d262c6004/Figure+1_QR+Code.jpg AsymmDRA - Make it stand out Note. The figure above displays the number of responses that occurred during each minute of the 45-minute session for all five participants that experienced the Experiment 1 arrangement. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/4fcec951-243e-44c7-a3df-a3ba03f1e8b7/Figure+2_QR+Code.jpg AsymmDRA - Make it stand out Note. The figure above displays the number of responses that occurred during each minute of the 45-minute session for all three participants that experienced the Experiment 2 arrangement. http://www.katiekestner.com/relapse daily 0.75 2022-05-25 https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/fbd040dd-c31e-4dd3-ab30-1d06f0b0df5c/Figure+1.jpg Relapse - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/dab7ab74-d07a-4b78-a448-71cd3a33a18f/Figure+2.jpg Relapse - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/e7d3a161-3500-4838-b732-410c514f122c/Figure+3.jpg Relapse - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/3f18123a-9cd4-4dd4-8910-d9aa54e92445/Figure+4.jpg Relapse - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/ee340589-f2a7-43db-8f96-dbfde8ab1f1a/Figure+5.jpg Relapse - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/8905c222-5c79-471e-9959-b68cf4ef942b/Figure+6.jpg Relapse - Make it stand out Whatever it is, the way you tell your story online can make all the difference. http://www.katiekestner.com/nonsequential daily 0.75 2022-05-22 https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/e5dfba2c-69e5-4850-9972-ee2c90d2402d/Figure+1+%28Number+of+Responses+ALL%29.jpg nonsequential - Make it stand out Note. The number of correct responses per 2 min component. In Phase 1, participants were in Context A. The target response was reinforced according to a VI-5 s schedule and the alternative response was on extinction. In Phase 2, participants alternated between Context A and Context B every 2 min. In Phase 2, in Context A, schedules were the same as in Phase 1. In Phase 2, in Context B, the target response was on extinction and the alternative response was reinforced according to a VI-5 s schedule. In Phase 3, participants returned to Context A. The target response was on extinction and the alternative response was reinforced according to a VI-5 s schedule. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/70aa2093-9a01-432a-b03e-2e634ca5576d/Figure+2+%28Prop.+of+BL+ALL%29.jpg nonsequential - Make it stand out Note. Proportion of baseline data was calculated by dividing the number of responses in each 2 min component of Phase 3 by the mean number of responses of the last 3, 2 min components of baseline. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/eadda54c-594c-4c84-9152-04209df7ad67/NS+Computer+Program.jpg nonsequential - Make it stand out Note. Computer-based task programmed in Visual Basic©. Participants had to click and drag one of the three shapes on the left to one of the two corresponding shapes on the right. The shape on the top right was the target response and the shape on the bottom right was the alternative response. http://www.katiekestner.com/virtual daily 0.75 2022-10-17 http://www.katiekestner.com/mac daily 0.75 2022-10-07 http://www.katiekestner.com/physical-activity daily 0.75 2023-10-22 https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/503e5122-4bfc-4fc6-a8a2-daec5add90a3/seaba+qr+without+note.jpg physical activity - Make it stand out Whatever it is, the way you tell your story online can make all the difference. http://www.katiekestner.com/cucinottaseaba2024 daily 0.75 2024-11-13 https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/478547b4-5bf7-436e-8890-e4eefb7d724a/Exp+2+RPM+ALL.jpg Cucinotta-SEABA-2024 - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/9e15d1e7-10fe-4663-a5cc-87520bd1b13e/Proportions+Included+Exp+2.jpg Cucinotta-SEABA-2024 - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/554d25cee4b0e94d5db00e15/dc044304-1f04-4c6a-ac15-0b7118605bb6/Exp+2+Prop+BL+ALL.jpg Cucinotta-SEABA-2024 - Make it stand out Whatever it is, the way you tell your story online can make all the difference.