Matt Tincani, Ph.D., BCBA-D
Matt Tincani, Ph.D., BCBA-D
Associate Professor, Special Education and Applied Behavior Analysis Programs
Psychological Studies in Education

1301 Cecil B. Moore Ave.
Ritter Annex 287, College of Education 
Philadelphia, PA 19122
phone: (215) 204-8073
tincani@temple.edu

Education
  • Ph.D.  The Ohio State University
  • Ed.M. Temple University
  • B.A. West Chester University
Areas of Professional Interest

Research Interest

My research interests focus broadly on educational and behavioral interventions for people with autism spectrum disorder (ASD) and people with intellectual disability. I am particularly interested in evidence-based interventions to teach communication and social skills to people with ASD. Much of this work focuses on picture-based systems and speech-generating devices. As there is increasing evidence that low-income, minority children with ASD are less likely to receive evidence-based interventions, my interests have also shifted towards developing and scaling effective interventions for underserved populations.  This includes interventions to teach social and relationship skills, employment skills, and related functional skills in natural environments. My methodological expertise is primarily (though not exclusively) in single-case research design. 

Books
Tincani, M., & Bondy, A. (Eds.) (2014). Adolescents and adults with autism spectrum disorder: Evidence-based and promising interventions. New York: Guilford Publications.
 
Tincani, M. (2011). Preventing challenging behavior in your classroom: Positive behavior support and effective classroom management. Waco, TX: Prufrock Press. 
 
Korean translation (2015): Seoul: Sigma Press. 
 
Boutot, E.A. & Tincani, M. (2009). Autism encyclopedia: The complete guide to autism spectrum disorders. Waco, TX: Prufrock Press.
 
 
 
Selected Journal Articles
 
Nepo, K., Tincani, M., Axelrod, S., & Meszaros, L. (published early online). iPod Touch® to increase functional communication of adults with autism spectrum disorder and significant intellectual disability. Focus on Autism and Other Developmental Disabilities. 
 
Daubert, A., Hornstein, S., & Tincani, M. (2015). Effects of the Power Card strategy on appropriate turn taking and social commenting of children with autism spectrum disorder playing board games. Journal of Developmental and Physical Disabilities, 27, 93 – 110.
 
Burckley, E., Tincani, M., & Guld Fisher, A. (2015). An iPad™-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability. Developmental Neurorehabilitation, 18, 131 – 136.
 
Travers, J., Tincani, M., & Lang, R. (2014). Facilitated communication denies people with disabilities their voice. Research and Practice for Persons with Severe Disabilities (RPSD), 39, 195 – 202. 
 
Travers, J., Krezmien, M., Mulcahy, C. A., & Tincani, M. (2014). Racial disparity in administrative autism identification across the United States during 2000 and 2007. The Journal of Special Education, 48, 155 – 166.
 
Lorah, E. R., Crouser, J. A., Gilroy, S. P., Tincani, M., & Hantula, D. (2014). Within stimulus prompting to teach picture symbol discrimination using an iPad-based speech generating device. Journal of Developmental and Physical Disabilities, 26, 335 – 346. 
 
Tincani, M., Cuchiarra, M. B., Thurman, S. K., Snyder, M. R., & McCarthy, C. (2014). Evaluating NRC’s recommendations for educating children with autism a decade later. Child & Youth Care Forum, 43, 315 – 337. 
 
An, M. J., Grinley, S. E., Kunnath, G. C., Lorah, E., & Tincani, M. (2014). Prompt delay and vocal prompting may increase vocal responses in children with developmental disabilities (Invited commentary). Evidence-Based Communication Assessment and Intervention. 
 
Russo, S. R., Tincani, M., & Axelrod, S. (2014). Evaluating open-ended parent reports and direct preference assessments to identify reinforcers for young children with autism. Child & Family Behavior Therapy, 36, 107 - 120. 
 
Travers, J., Tincani, M., Whitby, P., & Boutot, A. (2014). Alignment of sexuality education and self determination for people with significant disabilities: A review of research and future directions. Education and Training in Autism and Developmental Disabilities, 49, 232 – 247.  
 
Lorah, L., Tincani, M., Dodge, J., Gilroy, S., Hickey, A., & Hantula, D. (2013). Evaluating picture exchange and the iPad as a speech generating device to teach communication for young children with autism. Journal of Developmental and Physical Disabilities, 25, 637 - 649. 
 
Kelly, A., & Tincani, M. (2013). Collaborative training and practice among applied analysts who support individuals with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 48, 120 – 131. 
 
Travers, J., Tincani, M., & Krezmien, M. (2013). A multiyear national profile of racial disparity in autism identification.  The Journal of Special Education, 47, 41 – 49.
 
LaMela, L, & Tincani, M. (2012). Brief wait time to increase response opportunity and correct responding of children with autism spectrum disorder who display challenging behavior. Journal of Developmental and Physical Disability, 24, 559 – 573. 
 
Passage, M., Tincani, M., & Hantula, D. A. (2012). Teaching self-control with qualitatively different reinforcers. Journal of Applied Behavior Analysis, 45, 853 – 857.
 
Selected Chapters
Tincani, M., & Crozier, S. (2014). Positive Behavior Support. In Tincani, M., & Bondy, A. (Eds.) Adolescents and adults with autism spectrum disorder: Evidence-based and promising interventions (pp. 140-163). New York: Guilford Publications.
 
Tincani, M., & Lorah, E. (2014). Defining, measuring, and graphing behavior.  In F. Brown, J. L. Anderson, and R. L. De Pry (Eds.) Individual positive behavior supports: A standards-based guide to practices in school and community settings (pp. 181 – 200). New York: Guilford Press.
 
Tincani, M., & Zawacki, J. (2012). Evidence based practice for communication skill acquisition. In E. E. Barton & B. A. Harn (Eds.) Educating young children with autism spectrum disorder (pp. 171 – 189). Thousand Oaks, CA: Corwin Press.