Institute Fellows and Researchers

Dr. Terry S. Falcomata is an assistant professor in the Department of Special Education’s Autism and Developmental Disabilities Program. Falcomata earned his doctorate from the University of Iowa. His research emphasis is in applied behavior analysis (ABA) and the application of ABA technologies in the home and school, primarily in the assessment and treatment of severe destructive behavior displayed by individuals with developmental disabilities and autism. This research has focused on the use of functional analysis methods and functional communication training in the assessment and treatment of destructive behaviors. His specific areas of interest currently include the generalization of effective treatments, the emergence of vocal communication during communication training, and the variables affecting the resurgence of destructive behavior following treatment. Falcomata’s other research interests include factors influencing choice (e.g., self-control, impulsivity), including the role of dimensions of reinforcement, and the application of stimulus equivalence methods for teaching skills to children with autism and other developmental disabilities.

Dr. Ann Levine, a neuropsychologist, completed her Psy.D. at the University of Denver. Levine completed her fellowship in autism at the School of Medicine in the Department of Psychiatry at the University of North Carolina and completed a fellowship in pediatric neuropsychology at the New England Medical Center at Tufts University School of Medicine. Levine first worked with children with autism spectrum disorders and their families at the Yale Child Study Center. Since then, she has worked in psychiatric inpatient facilities, academic medical centers, managed care organizations, and in both public and private schools, helping medically fragile children and those with psychiatric difficulties, learning difficulties, and developmental disabilities. Prior to joining the faculty at the Texas Child Study Center, she was a supervising neuropsychologist at the University of Washington’s Autism Center. Levine specializes in early identification of children with autism, using parent- and child-focused interventions to help young autistic children expand their skills and to decrease anxiety and depression in adolescents. To contact Levine, visit the Dell Children's Medical Center website.

Dr. Mandy Rispoli is an assistant professor of special education at Texas A&M University and a BCBA-D. Rispoli earned her doctorate in special education with a concentration in autism and developmental disabilities from The University of Texas at Austin. She has published more than 47 peer-reviewed research articles and two book chapters concerning the education of children with autism and developmental disabilities. Rispoli’s primary research focus pertains to function-based antecedent interventions for challenging behavior in children with autism spectrum disorders. Her work in this area explores the role of variables that may alter a child’s motivation to engage in challenging behaviors during behavioral assessments and interventions. She serves on the editorial review board for Assessment for Effective Intervention. To contact Rispoli, visit the Texas A&M website.

Summer Gainey is a doctoral student in the Department of Special Education with a concentration in autism and developmental disabilities. Gainey earned her bachelor's degree in psychology from Meredith College in Raleigh, NC, and her master's degree in special education with concentrations in both autism and developmental disabilities and early childhood special education from The University of Texas at Austin. She is a board-certified behavioral analyst with more than 14 years of experience working with children and young adults with autism and developmental disabilities and their families and caregivers. Gainey has worked in a variety of settings, including private and public educational centers, in-home consultation and direct therapy, and community-based settings. Her special interests are assessing and treating severe challenging behavior (e.g., self-injury and aggression) and designing and implementing behavioral, communication, and instructional programs for individuals with autism and developmental disabilities.

Deanna Longino is a doctoral student in the Department of Special Education with a concentration in autism and developmental disabilities. Longino earned her bachelor of arts degree in psychology from Millsaps College and her master of science degree in communicative disorders from Jackson State University. She is a licensed speech language pathologist who has experience working with children and adults with mild to profound medical and communicative disabilities. Her research interests include augmentative and alternative communication and challenging behavior in children with multiple disabilities.

Laura Rojeski earned her bachelor of arts degree in psychology and her master of education degree in special education with a concentration in autism and developmental disabilities. Rojeski is currently a doctoral student in the Special Education Autism Program at The University of Texas at Austin. She has 4 years of experience working with children with autism and their families, both in home and at a clinic. Her research interests include culture's role in the effectiveness of interventions for children with autism and how to modify interventions to fit these cultural needs and perspectives.

Pamela White is a doctoral student in the Department of Special Education with a concentration in autism and developmental disabilities. White earned her bachelor of arts degree in psychology from Brandeis University and her master of education with a concentration in autism and developmental disabilities from The University of Texas at Austin. She has taught children with severe and multiple disabilities in public, private, charter, and residential schools for 7 years. Her research interests include social communication skills and challenging behavior in children with autism.