Biography

Dr. Matt Tincani focuses on the application of behavioral principles to improve language, academic, social, and play skills of learners with autism spectrum disorders and other disabilities, with particular interest in Skinner’s analysis of verbal behavior. His additional scholarly interests include positive behavior support in school and community settings, scaling-up of behavioral interventions, quality of life of people with disabilities, and single-case designs. His most recent work has explored issues of publication bias in single-case research, where he has advocated for publishing studies that do not yield experimental effect. He has been appointed to the editorial boards of several prominent journals in the field of special education, in addition to serving as associate editor of Journal of Positive Behavior Interventions. A Board Certified Behavior Analyst since 2000, he was previously coordinator of Temple's graduate program in applied behavior analysis, in addition to his longstanding affiliation with the special education program. He is currently co-principal investigator of an NSF-funded research project to explore support for people with neurodevelopmental disorders in attaining employment in information technology fields.

Research Interests

  • autism spectrum disorder, intellectual disability, special education, behavior science, applied behavior analysis, positive behavior support, augmentative and alternative communication, single-case design, meta-analysis, special education

Courses Taught

Number

Name

Level

SPED 4103

Classroom Management and Positive Behavior Support

Undergraduate

SPED 5302

Effective Teaching Strategies and Academic Interventions

Graduate

EDUC 8502

Social Contexts of Learning

Graduate

ABA 5302

Effective Teaching Strategies and Academic Interventions

Graduate

ABA 5676

Applied Behavior Analysis

Graduate

Selected Publications

Recent

  • Dowdy, A., Peltier, C., Tincani, M., Schneider, W.J., Hantula, D.A., & Travers, J.C. (2021). Meta-analyses and effect sizes in applied behavior analysis: A review and discussion. Journal of Applied Behavior Analysis, 54(4), pp. 1317-1340. doi: 10.1002/jaba.862

  • Dowdy, A., Hantula, D.A., Travers, J.C., & Tincani, M. (2021). Meta-Analytic Methods to Detect Publication Bias in Behavior Science Research. Perspectives on Behavior Science. doi: 10.1007/s40614-021-00303-0

  • Dowdy, A., Tincani, M., & Jessel, J. (2020). Reducing an Adolescent’s Destructive Behavior during Bathroom Visits in a Residential Setting: Brief Report. Developmental Neurorehabilitation, 23(7), pp. 478-481. doi: 10.1080/17518423.2020.1770352

  • Tincani, M., Travers, J., & Dowdy, A. (2020). Do we need to go beyond a purely behavioral approach? A response to Woodcock and Blackwell. Current Opinion in Psychiatry, 33(5), pp. 509-511. doi: 10.1097/YCO.0000000000000633

  • Tincani, M. & Travers, J. (2019). Replication Research, Publication Bias, and Applied Behavior Analysis. Perspectives on Behavior Science, 42(1), pp. 59-75. doi: 10.1007/s40614-019-00191-5

  • Centone, K., Dilks, A., & Tincani, M. (2019). Increasing peer-directed vocal manding of young children with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 54(4), pp. 377-390.

  • Lorah, E.R., Tincani, M., & Parnell, A. (2019). Current trends in the use of handheld technology as a speech-generating device for children with autism. Behavior Analysis: Research and Practice, 18(3), pp. 317-327. American Psychological Association (APA). doi: 10.1037/bar0000125

  • Dowdy, A., Tincani, M., Nipe, T., & Weiss, M.J. (2018). Effects of reinforcement without extinction on increasing compliance with nail cutting: A systematic replication. Journal of Applied Behavior Analysis, 51(4), pp. 924-930. doi: 10.1002/jaba.484

  • Tincani, M. & Fisher, A.G. (2018). Review of Behavioral Principles in Communicative Disorders by Maul, Findley, and Adams. Perspectives on Behavior Science, 41(1), pp. 303-308. doi: 10.1007/s40614-018-0144-y

  • Bondy, A.H. & Tincani, M. (2018). Effects of response cards on students with autism spectrum disorder or intellectual disability. Education and Training in Autism and Developmental Disabilities, 53(1), pp. 59-72.

  • Tincani, M. & Travers, J. (2018). Publishing Single-Case Research Design Studies That Do Not Demonstrate Experimental Control. Remedial and Special Education, 39(2), pp. 118-128. doi: 10.1177/0741932517697447

  • Nepo, K., Tincani, M., Axelrod, S., & Meszaros, L. (2017). IPod Touch® to Increase Functional Communication of Adults with Autism Spectrum Disorder and Significant Intellectual Disability. Focus on Autism and Other Developmental Disabilities, 32(3), pp. 209-217. doi: 10.1177/1088357615612752

  • Tincani, M. & Mers, M.D.e. (2016). Meta-Analysis of Single-Case Research Design Studies on Instructional Pacing. Behavior Modification, 40(6), pp. 799-824. doi: 10.1177/0145445516643488

  • Travers, J.C., Tincani, M., Thompson, J.L., & Simpson, R.L. (2016). Chapter 5: Picture exchange communication system and facilitated communication: Contrasting an evidencebased practice with a discredited method., 29, pp. 85-110. doi: 10.1108/S0735-004X20160000029005

  • Burckley, E., Tincani, M., & Fisher, A.G. (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(2), pp. 131-136. doi: 10.3109/17518423.2014.945045

  • Daubert, A., Hornstein, S., & Tincani, M. (2015). Effects of a Modified Power Card Strategy on Turn Taking and Social Commenting of Children with Autism Spectrum Disorder Playing Board Games. Journal of Developmental and Physical Disabilities, 27(1), pp. 93-110. doi: 10.1007/s10882-014-9403-3

  • Travers, J.C., Krezmien, M.P., Mulcahy, C., & Tincani, M. (2014). Racial Disparity in Administrative Autism Identification Across the United States During 2000 and 2007. Journal of Special Education, 48(3), pp. 155-166. doi: 10.1177/0022466912454014

  • Travers, J.C., Tincani, M.J., & Lang, R. (2014). Facilitated communication denies people with disabilities their voice. Research and Practice for Persons with Severe Disabilities, 39(3), pp. 195-202. doi: 10.1177/1540796914556778

  • Travers, J., Tincani, M., Whitby, P.S., & Boutot, E.A. (2014). Alignment of sexuality education with self determination for people with significant disabilities: A review of research and future directions. Education and Training in Autism and Developmental Disabilities, 49(2), pp. 232-247.

  • Tincani, M. & Bondy, A. (2014). Autism spectrum disorders in adolescents and adults: Evidence-based and promising interventions. M. Tincani & A. Bondy (Eds.). New York, NY, US: Guilford Press. Retrieved from http://libproxy.temple.edu/

  • Tincani, M., Cucchiarra, M.B., Thurman, S.K., Snyder, M.R., & McCarthy, C.M. (2014). Evaluating NRC's Recommendations for Educating Children with Autism a Decade Later. Child and Youth Care Forum, 43(3), pp. 315-337. doi: 10.1007/s10566-013-9240-z

  • Lorah, E.R., Crouser, J., Gilroy, S.P., Tincani, M., & Hantula, D. (2014). Within Stimulus Prompting to Teach Symbol Discrimination Using an iPad® Speech Generating Device. Journal of Developmental and Physical Disabilities, 26(3), pp. 335-346. doi: 10.1007/s10882-014-9369-1

  • 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 and Family Behavior Therapy, 36(2), pp. 107-120. doi: 10.1080/07317107.2014.910732

  • Tincani, M., Cucchiarra, M.B., Thurman, S.K., Snyder, M.R., & McCarthy, C.M. (2014). Evaluating NRC's Recommendations for Educating Children with Autism a Decade Later. Child and Youth Care Forum, 43(3), pp. 315-337. doi: 10.1007/s10566-013-9240-z

  • Lorah, E., An, M.J., Grinley, S.E., Kunnath, G.C., & Tincani, M. (2014). Prompt delay and vocal prompting may increase vocal responses in children with developmental disabilities. Evidence-Based Communication Assessment and Intervention, 8(1), pp. 9-12. doi: 10.1080/17489539.2014.922651

  • Lorah, E.R., 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 to Young Children with Autism. Journal of Developmental and Physical Disabilities, 25(6), pp. 637-649. doi: 10.1007/s10882-013-9337-1

  • Travers, J.C., Tincani, M., & Krezmien, M.P. (2013). A Multiyear National Profile of Racial Disparity in Autism Identification. Journal of Special Education, 47(1), pp. 41-49. doi: 10.1177/0022466911416247

  • Kelly, A. & Tincani, M. (2013). Collaborative Training and Practice among Applied Behavior Analysts who Support Individuals with Autism Spectrum Disorder. EDUCATION and TRAINING in AUTISM and DEVELOPMENTAL DISABILITIES, 48(1), pp. 120-131. Retrieved from http://gateway.webofknowledge.com/

  • Passage, M., Tincani, M., & Hantula, D.A. (2012). Teaching self-control with qualitatively different reinforcers. Journal of Applied Behavior Analysis, 45(4), pp. 853-857. doi: 10.1901/jaba.2012.45-853

  • LaMela, L. & Tincani, M. (2012). Erratum to Brief Wait Time to Increase Response Opportunity and Correct Responding of Children with Autism Spectrum Disorder Who Display Challenging Behavior (J Dev Phys Disabil, 10.1007/s10882-012-9289-x). Journal of Developmental and Physical Disabilities, 24(6), p. 635. doi: 10.1007/s10882-012-9298-9

  • Lamella, 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 Disabilities, 24(6), pp. 559-573. doi: 10.1007/s10882-012-9289-x

  • 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(6), pp. 458-470. doi: 10.1177/0741932510362494

  • Pisacreta, J., Tincani, M., Connell, J.E., & Axelrod, S. (2011). Increasing teachers' use of a 1:1 praise-to-behavior correction ratio to decrease student disruption in general education classrooms. Behavioral Interventions, 26(4), pp. 243-260. doi: 10.1002/bin.341

  • 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(4), pp. 240-249. doi: 10.1177/1098300711400608

  • Tincani, M. & Lorah, E.R. (2011). The Picture-Exchange Communication System (PECS) increases functional communication of adults with intellectual disabilities. Evidence-Based Communication Assessment and Intervention, 5(3), pp. 168-170. doi: 10.1080/17489539.2012.673748

  • Tincani, M. (2011). Preventing challenging behavior in your classroom: Positive behavior support and effective classroom management. Waco, TX, US: Prufrock Press. Retrieved from http://libproxy.temple.edu/

  • Dobbins, N., Higgins, K., Pierce, T., Tandy, R.D., & Tincani, M. (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(5), pp. 358-367. doi: 10.1177/0741932509338363

  • 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(2), pp. 284-293.

  • Filter, K.J., Tincani, M., & Fung, D. (2009). Surveying professionals' views of positive behavior support and behavior analysis. Journal of Positive Behavior Interventions, 11(4), pp. 222-234. doi: 10.1177/1098300708325264

  • 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, 34(3-4), pp. 81-90. doi: 10.2511/rpsd.34.3-4.81

  • 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, 34(3-4), pp. 81-90. doi: 10.2511/rpsd.34.3-4.81

  • Tincani, M. & Crozier, S. (2008). Comparing brief and extended wait-time during small group instruction for children with challenging behavior. Journal of Behavioral Education, 17(1), pp. 79-92. doi: 10.1007/s10864-008-9063-4

  • Songlee, D., Miller, S.P., Tincani, M., Sileo, N.M., & Perkins, P.G. (2008). Effects of Test-Taking Strategy Instruction on High-Functioning Adolescents With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 23(4), pp. 217-228. doi: 10.1177/1088357608324714

  • Tincani, M. & Crozier, S. (2007). Comparing brief and extended wait-time during small group instruction for children with challenging behavior. Journal of Behavioral Education, 16(4), pp. 355-367. doi: 10.1007/s10864-007-9047-9

  • Crozier, S. & Tincani, M. (2007). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(9), pp. 1803-1814. doi: 10.1007/s10803-006-0315-7

  • Tincani, M. (2007). Beyond consumer advocacy: Autism spectrum disorders, effective instruction, and public schools. Intervention in School and Clinic, 43(1), pp. 47-51. doi: 10.1177/10534512070430010601

  • Balderson, D.W., Watson, D.L., Lounsbery, M., & Tincani, M. (2007). Effects of a personal responsibility model on individual and class-wide social behaviors. RESEARCH QUARTERLY for EXERCISE and SPORT, 78(1), pp. A49-A49. Retrieved from http://gateway.webofknowledge.com/

  • Tincani, M., Crozier, S., & Alazetta, L. (2006). The picture exchange communication system: Effects on manding and speech development for school-aged children with autism. Education and Training in Developmental Disabilities, 41(2), pp. 177-184.

  • Crozier, S. & Tincani, M.J. (2005). Using a Modified Social Story to Decrease Disruptive Behavior of a Child With Autism. Focus on Autism and Other Developmental Disabilities, 20(3), pp. 150-157. doi: 10.1177/10883576050200030301

  • Tincani, M. (2004). Improving Outcomes For College Students With Disabilities: Ten Strategies For Instructors. College Teaching, 52(4), pp. 128-133. doi: 10.3200/CTCH.52.4.128-133

  • Bondy, A., Tincani, M., & Frost, L. (2004). Multiply controlled verbal operants: An analysis and extension to the picture exchange communication system. Behavior Analyst, 27(2), pp. 247-261. doi: 10.1007/BF03393184

  • Tincani, M. (2004). Comparing the Picture Exchange Communication System and Sign Language Training for Children With Autism. Focus on Autism and Other Developmental Disabilities, 19(3), pp. 152-163. doi: 10.1177/10883576040190030301

  • Tincani, M.J., Castrogiavanni, A., & Axelrod, S. (1999). A comparison of the effectiveness of brief versus traditional functional analyses. Research in Developmental Disabilities, 20(5), pp. 327-338. doi: 10.1016/S0891-4222(99)00014-1

  • Dowdy, A., Obidimalor, K.C., Tincani, M., & Travers, J.C. Delivering culturally sound and high-quality behavior analytic services when working with an interpreter. Behavior Analysis: Research and Practice, 21(1), pp. 51-64. American Psychological Association (APA). doi: 10.1037/bar0000206

  • Tincani, M. & Travers, J.C. Questionable Research Practices in Single-Case Experimental Designs: Examples and Possible Solutions. Center for Open Science. doi: 10.31234/osf.io/7ea56

  • Dowdy, A. & Tincani, M. Assessment and Treatment of High-Risk Challenging Behavior in an Aquatic Setting. Journal of Applied Behavior Analysis. Wiley-Blackwell.