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Photo of Stacy Lauderdale-Littin

Stacy L. Lauderdale-Littin, Ph.D., BCBA-D

Associate Professor

Special Education
McAllan Hall 205

Stacy L. Lauderdale-Littin, Ph.D., BCBA-D

Dr. Stacy Lauderdale-Littin is an assistant professor in the Department of Special Education at Monmouth University, where she coordinates the Masters in Education-Autism track and applied behavior analysis programs focused on training future teachers and behaviorists to work with students with autism. She spent six years as an elementary school teacher for children with autism in Los Angeles before attending graduate school at University of California, Riverside (UCR), where she received her Ph.D. in special education. She also completed a post-doctoral fellowship at the Douglass Developmental Disabilities Center focusing on skill acquisition and behavior reduction procedures within the classroom setting. Her research interests include student-teacher relationships, parent-teacher relationships, and the implementation of evidence-based practices for students with autism in the classroom.


Ph.D., BCBA-D, University of California, Riverside, Special Education

BCBA, National University

M.A., California State University, Northridge, Special Education


Scholarly Articles

  • Lauderdale-Littin, S., & Haspel, M. (Accepted). Autism program improvement: Identified themes for areas of growth within public schools. DADD Online Journal.
  • Lauderdale-Litten, S. & McArthur-Amedeo, C. (2019). Emotional intelligence: Preparing and retaining our most gifted educators. In Judith A. Bazler, Meta L. Van Sickle, Julie Swanson, & Kathryn Lubniewski (Eds.). Identifying, Describing, and Developing Teachers Who Are Gifted and Talented (pp. 193-204). Hershey, PA: IGI Global.
  • Lauderdale-Littin, S., & Brennan, M. (2017). Evidence-based practices in the public school: The role of preservice teacher training. International Electronic Journal of Elementary Education, 10, 369-375.
  • Fiske, K., Isenhower, R., Bamond, M., & Lauderdale-Littin, S. (2015). Assessing the value of token reinforcement for individuals with Autism using a rapid reinforcer assessment. Journal of Applied Behavior Analysis 48(2), 448-53.


Frequently Taught Classes

  • Applications of Applied Behavior Analysis (aba) Principles (EDS 603)
  • Applied Behavior Analysis: Reinforcement, Punishment and the Development of the New Behavior (EDS 602)
  • Applied Behavior Analysis: Selecting, Defining and Measuring Behavior and Evaluating Behavior Change (EDS 601)
  • Autism: Characteristics, Etiology, and Current Issues (EDS 502)
  • Communication and Social Competence Skills (EDS 542)
  • Ethics and Professionalism for Behavioral Analysis (EDS 606)
  • Individualizing Curricula and Systematic Instruction for Special Education (EDS 350)
  • Research and Advanced Topics: in Autism and Aba (EDS 605)
  • Research Issues and Trends in Special Education (EDS 530)
  • Research Seminar in Autism (EDS 580)
  • Research Seminar in Special Education (EDS 580)

Recently Taught Classes

2020 Spring

2020 Summer B

2020 Fall

2019 Spring

2019 Summer B

2019 Fall

2018 Spring

2018 Fall

2017 Spring

2017 Summer D

2017 Summer B

2017 Fall

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