Weather Closure: Tuesday, January 26 Open or Close Alert Message
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Due to continued winter weather impacts and slow overnight recovery conditions, Western New England University will remain closed on Tuesday. All classes, offices, and in-person activities are canceled for the day. We expect to resume normal operations on Wednesday morning, and will provide updates should conditions change.

Campus Services During the Closure

While most in-person activities will pause, essential services will remain available for students living on campus. The following services are expected to remain open or staffed:

  • Residence Halls (RDs/RAs on duty)
  • Dining (modified hours as needed)
  • Public Safety
  • Facilities/Housekeeping
  • University Operator
  • Health Services (TBD by Director)

Students living on campus should continue to expect regular support from Residence Life and Public Safety.

Classes and Remote Work

Students

All offices and in-person activities are canceled for the day. In-person classes are canceled but may be held remotely at the discretion of faculty. Faculty will communicate directly, so please check your email and course site for updates. 

Classes that are already scheduled to be fully remote will continue as usual unless otherwise communicated by your instructor. 

Staff
Staff who are able to work remotely should coordinate with supervisors as appropriate. Staff whose work requires on-campus presence should follow supervisor guidance.

Staying Informed
The University’s Inclement Weather Policy is available on the WNE website via the homepage banner. Any changes or reopening information will be shared through WNE Alert, email, and the University website.

Thank you for your flexibility and cooperation as we work to ensure the safety of our campus community.  A special THANK YOU to the Facilities and Public Safety teams for all their hard work and dedication during this significant storm!

Students in science lab

MS in ABA Publications

Publications Based on MS in Applied Behavior Analysis Theses

  1. Carey, M. K., & Bourret, J. C. (2014). Effects of data sampling on graphical depictions of learning. Journal of Applied Behavior Analysis, 47(4), 749-764. https://doi.org/10.1002/jaba.153
  2. Pauwels, A. A., Ahearn, W. H., & Cohen, S. J. (2015). Recombinative generalization of tacts through matrix training with individuals with autism spectrum disorder. The Analysis of Verbal Behavior, 31, 200-214. https://doi.org/10.1007/s40616-015-0038-y
  3. Verriden, A. L. and Roscoe, E. M. (2016), A comparison of preference-assessment methods. Journal of Applied Behavior Analysis,49, 265–285. https://doi.org/10.1002/jaba.302
  4. Livingston, C. E., & Graff, R. B. (2018). Further evaluation of the use of preference categories to identify novel reinforcers: A systematic replication. Behavioral Interventions, 33, 173-184. https://doi.org/10.1002/bin.1519
  5. Berkman, S. J., Roscoe, E. M., & Bourret, J. C. (2019). Comparing self‐directed methods for training staff to create graphs using Graphpad Prism. Journal of Applied Behavior Analysis, 52(1), 188-204. https://doi.org/10.1002/jaba.522
  6. Castelluccio, N. T., & Johnson, C. (2019). Using stimulus preference assessments to identify preferred break environments. Journal of Applied Behavior Analysis, 52, 772-787. https://doi.org/10.1002/jaba.567
  7. Fleck, C.R., Bourret, J. C., & Lloveras, L. A. (2019). Increasing meal consumption in individuals with competing protective equipment. Behavioral Interventions 34, 487-494. https://doi.org/10.1002/bin.1681
  8. Szalwinski, J., Thomason‐Sassi, J. L., Moore, E., & McConnell, K. (2019). Effects of decreasing intersession interval duration on graduated exposure treatment during simulated routine dental care. Journal of Applied Behavior Analysis, 52(4), 944-955. https://doi.org/10.1002/jaba.642
  9. Bonfonte, S. A., Bourret, J. C., & Lloveras, L. A. (2020). Comparing the reinforcing efficacy of tokens and primary reinforcers. Journal of Applied Behavior Analysis, 53, 1593-1605. https://doi.org/10.1002/jaba.675
  10. Gauthier, K. A., Ahearn, W. H., & Colón, C. L. (2020). Further evaluation of treatment integrity for response interruption and redirection. Behavioral Interventions, 35(4), 571-580. https://doi.org/10.1002/bin.1738
  11. Glodowski, K. R., Bourret, J., Ivy, J. W., Seaver, J. P., Jackson, J., Stine, J. M. & Nuzzolilli, A. E. (2020). A comparison of token and tandem schedules of reinforcement on response patterns for adolescents with autism. Behavioral Interventions, 35, 25-37. https://doi.org/10.1002/bin.1704
  12. Hedquist, C. B., & Roscoe, E. M. (2020). A comparison of differential reinforcement procedures for treating automatically reinforced behavior. Journal of Applied Behavior Analysis, 53, 284-295. https://doi.org/10.1002/jaba.561 
  13. Lloveras, L. A., Call, N. A., Bourret, J. C., & Slocum, S. K. (2020). Evaluation of a concurrent-operant demand assessment to determine task preference. Behavioral Interventions, 35, 508-523. https://doi.org/10.1002/bin.1737
  14. Rogalski, J.P., Roscoe, E. M., Fredericks, D. W., & Mezhoudi, N. (2020). Negative reinforcer magnitude manipulations for treating escape-maintained problem behavior. Journal of Applied Behavior Analysis, 53, 1514-1530. https://doi.org/10.1002/jaba.683
  15. Wiggins, H.C., & Roscoe, E. M. (2020). Evaluation of an indirect assessment for identifying tasks for functional analysis. Journal of Applied Behavior Analysis, 53, 997-1012. https://doi.org/10.1002/jaba.656
  16. Stuesser, H. A., & Roscoe, E. M. (2020). An evaluation of differential reinforcement with stimulus fading as an intervention for medical adherence. Journal of Applied Behavior Analysis, 53, 1606-1621. https://doi.org/10.1002/jaba.685
  17. Butler, C., & Graff, R. B. (2021). Stability of preference and reinforcing efficacy of edible, leisure, and social attention stimuli. Journal of Applied Behavior Analysis, 54, 684-699. https://doi.org/10.1002/jaba.807
  18. Griffith, L. S., Roscoe, E. M., & Cornaglia, R. B. (2021). A comparison of brief and extended session duration functional analyses. Journal of Applied Behavior Analysis, 54(3), 1001-1012. https://doi.org/10.1002/jaba.820
  19. Looi, I. & Johnson, C. (2022). Examining the effects of behavioral skills training on social praise delivery in Malaysian classrooms. Journal of International Special Needs Education, 25(2), 87-97. https://doi.org/10.9782/JISNE-D-20-00055
  20. Roscoe, E. M., Hall, V. A., McVarish, A. E., & Cornaglia, R. B. (2024). Increasing leisure‐item engagement in individuals with autism. Behavioral Interventions, 39(1), 1-24. https://doi.org/10.1002/bin.1981
  21. Rosenzweig, J. L., Li Volsi, C. A., de Man, T., & Ahearn, W. H. (2024). Examining Procedural Variations of Delivering Competing Stimuli in the Treatment of Stereotypy. Behavior Modification, 48(4), 420-448. https://doi.org/10.1177/01454455241232
  22. Yarzebski, V., & Dickson, C. (2024). Teaching Caregivers to Use Graduated Guidance Using Video Modeling. Behavior Analysis in Practice, 17(4), 1198-1203. https://doi.org/10.1007/s40617-024-00969-3
  23. Zuchora, A., & Dickson, C. A. (2025). Measuring electrodermal activity in the context of shifting reinforcement contingencies. Experimental Analysis of Human Behavior Bulletin, 36, 59-72. https://doi.org/10.17605/OSF.IO/DZNG3
  24. Briere, M. L., Janetzke, S., Fleck, C. R., & Bourret, J. C. (2025) Differential reinforcement and stimulus fading without escape extinction to teach cooperation with nasal swab tests. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.70000