Matt Tincani, Ph.D., BCBA-D

Matt Tincani, Ph.D., BCBA-D
Department Chair
Associate Professor, Special Education and Applied Behavior Analysis Programs
Psychological, Organizational, & Leadership Studies

1301 Cecil B. Moore Ave.
Ritter Hall, 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
  • Learners with autism spectrum disorder
  • Applied behavior analysis
  • Positive behavior support
Recent Scholarship

 

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.

Boutot, E.A. & Tincani, M. (2009). Autism encyclopedia: The complete guide to autism spectrum disorders. Waco, TX: Prufrock Press.

REFEREED JOURNAL ARTICLES (Selected)
Daubert, A., Hornstein, S., & Tincani, M. (in press). 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.

Burckley, E., Tincani, M., & Guld Fisher, A. (in press). 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.

Travers, J., Tincani, M., & Lang, R. (in press). Facilitated communication denies people with disabilities their voice. Research and Practice for Persons with Severe Disabilities (RPSD).

Travers, J., Krezmien, M., Mulcahy, C. A., & Tincani, M. (in press). Racial disparity in administrative autism identification across the United States during 2000 and 2007. The Journal of Special Education. doi: 10.1177/0022466912454014

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. doi: 10.1007/s10882-014-9369-1

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. doi: 10.1007/s10566-013-9240-z

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. doi: 10.1080/17489539.2014.922651

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. doi: 10.1080/07317107.2014.910732

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. doi:10.1007/s10882-013-9337-1

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. doi: 10.1177/0022466911416247

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. doi: 10.1007/s10882-012-9289-x

Passage, M., Tincani, M., & Hantula, D. A. (2012). Teaching self-control with qualitatively different reinforcers. Journal of Applied Behavior Analysis, 45, 853 – 857.

Tincani, M., & Lorah, E. R. (2011). PECS increases functional communication of adults with intellectual disabilities (Invited commentary). Evidence-Based Communication Assessment and Intervention, 5, 168 – 170. doi: 10.1080/17489539.2012.673748

Pisacreta, J., Tincani, M., Axelrod, S., & Connell, J. E. (2011). Increasing teachers’ use of a 1:1 praise–to–behavior correction ratio to decrease student disruption in general education classrooms. Behavioral Interventions, 26, 243-260.

Campbell, A., & Tincani, M. (2011). The power card strategy: Strength-based intervention to increase direction following of children with autism spectrum disorder. Journal of Positive Behavior Interventions, 13, 240 – 249.

Tincani, M., & Devis, K. (2011). Quantitative synthesis and component analysis of single-participant studies on the Picture Exchange Communication System. Remedial and Special Education, 32, 458 - 470.

Reviewed in: Raghavendra, P. (2011). PECS promotes functional communication; however, more research is needed to investigate its efficacy in Phases IV to VI and its impact on speech and functional communication across contexts. Evidence-based Communication Assessment and Intervention, 5, 7-10.

Dobbins, N., Higgins, K., Pierce, T., Tincani, M., & Tandy, R. (2010). An analysis of social skills instruction provided in teacher education and in-service training programs for general and special educators. Remedial and Special Education, 31, 358-367.

Travers, J., & Tincani, M. (2010). Sexuality education for individuals with autism spectrum disorders: Critical issues and decision making guidelines. Education and Training in Autism and Developmental Disabilities, 45, 284 – 293.  

Tincani, M., Travers, J., & Boutot, A. (2009).  Race, culture, and autism spectrum disorder: Understanding the role of diversity in successful educational interventions. Research and Practice for Persons with Severe Disabilities (RPSD), 34, 81-90.

Filter, K., Tincani, M., & Fung, D. (2009). Surveying professionals’ views of applied behavior analysis and positive behavior support. Journal of Positive Behavior Interventions, 11, 222-234.

Songlee, D., Miller, S., Tincani, M., Sileo, N., & Perkins, P. (2008). Effects of test-taking strategy instruction on high-functioning adolescents with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 23, 217-228.

BOOK CHAPTERS (Selected)
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.

Tincani, M., Bondy, A., & Crozier, S. (2011). Teaching verbal behavior. In W. Fisher, C. Piazza, & H. Roane (Eds.), Handbook of applied behavior analysis (pp. 270 – 280¬). New York: Guilford.