Michael Hixson Ph.D.
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Address: Email: hixso1md@cmich.edu Website:Learning Accelerated Clinic Vita |
Bio:
Michael Hixson received his Ph.D. in Applied Behavior Analysis and Specialist degree in School Psychology from Western Michigan University in 1999. He has worked as a school psychologist for Ionia Public Schools and Kalamazoo Public Schools. He has been at Central Michigan University since 2001. In addition to undergraduate teaching, he teaches and supervises school psychology graduate students, and he directs the Learning Acceleration Clinic through the Psychological Training and Consultation Center.
Research Interest:
My primary research has been in the area of curriculum-based measurement and its use in a problem-solving model. With my colleagues, I am also conducting research on academic interventions and functional behavior assessment. My future research will be on behavior development; specifically, how the effects of previous learning affect later learning.
Recent Research:
Hixson, M.D., Christ, T., & Bradley-Johnson, S. (2008). Best practices in the analysis of progress monitoring data and decision making in J. Grimes & A. Thomas (Eds.), Best Practices in School Psychology-V. National Association of School Psychologists.
Debski, J., DuBord Spadafore, C., Jacob, S., Poole, D.A., & Hixson, M.D. (2007). Suicide intervention: Training, roles, and knowledge. Psychology in the Schools, 44, 157-170.
Ehrhardt, K., Hixson, M.D., & Poling, A. (2006). Craniofacial anomalies in L. Phelps (Ed.), Chronic health-related disorders in children: Collaborative medical and psychoeducational interventions. APA Books.
Hixson, M.D. & McGlinchey, M.T. (2004). The Relationship Between Race, Income, and Oral Reading Fluency to Performance on two Reading Comprehension Measures. The Journal of Psychoeducational Assessment, 22, 351-364.
Bosch, S. & Hixson, M.D. (2004). The final piece to a complete science of behavior: Behavior development and behavioral cusps. The Behavior Analyst Today, 5, 244-254.
Hixson, M.D. (2004). Autism as a contingency-shaped disorder of verbal behavior: Evidence obtained and evidence needed. The Analysis of Verbal Behavior, 20, 49-53.
Hixson, M. (2004). Behavioral cusps, basic behavioral repertoires, and cumulative-hierarchical learning. The Psychological Record, 54, 387-403.
McGlinchey, M.T., & Hixson, M.D. (2004). Using curriculum-based measurement to predict performance on state assessments in reading. School Psychology Review, 33, 193-203.