Dr. Scott Dueker is an assistant professor of Special Education and Applied Behavior Analysis. He is also a Board-Certified Behavior Analyst-Doctoral Level. His interests include mathematics instruction and language development for learners with moderate to severe intellectual and developmental disabilities as well as using technology for instruction in both clinical and classroom settings.
Professional Experience
He has experience providing ABA services in clinical, home, institutional, and classroom settings. Dr. Dueker uses a verbal behavior approach to behavior change and has been successful in both teaching new behavior and reducing unwanted behavior by increasing a learner’s communication ability. He often works with learners exhibiting more intense behavioral issues.
He has published articles in peer-reviewed journals and is an active reviewer of articles and presentations for several journals and educational organizations, including the Council for Exceptional Children (CEC) and American Educational Research Association (AERA). He has presented at conferences locally, nationally, and internationally.
Education
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PhD in Special Education and Applied Behavior Analysis
Ohio State University
- MA in Applied Behavior Analysis
Ball State University
- BA in Psychology and Telecommunications
Indiana University
Selected Publications
Dueker, S. A. & Desai, V. (2023). Assessing the use of treatment fidelity checks in clinical practice: a survey and analysis. Education and Treatment of Children. https://doi.org/10.1007/s43494-023-00098-6
Dueker, S. A.& Chitiyo, A.(2022). Creating culturally relevant mathematics word problems across the MTSS spectrum. In W. C. Hunter, J. C. Taylor, and L. A. Scott (Eds.), The Mixtape Volume 1: Culturally Sustaining Practices within MTSS featuring the Everlasting Mission of Student Engagement. (Ch. 15). Council for Exceptional Children: Reston, VA.Dueker, S. A. and Day, J. M. (2022) Using standardized assessment to identify and teach prerequisite numeracy skills to learners with disabilities using video modeling. Psychology in the Schools. 59(5), 1001–1014.https://doi.org/10.1002/pits.22473
Dueker, S. A. (2022). Considerations for using virtual manipulatives in an explicit instruction format in a virtual learning environment. In A. Markelz, (Ed.), TED 2022 Conference Proceedings: Building Bridges (pp 16–20). Teacher Education Division of the Council for Exceptional Children, Richmond, VA.
Dueker, S. A. & Desai, V. (2021). Considerations for using virtual manipulatives and an explicit instruction format in a virtual learning environment. Thresholds in Education. 45(1). 87–104.
Brock, M. E., Dueker, S. A., & Barczak, M. A. (2021). Effects of delayed video-based feedback and observing feedback on paraprofessional implementation of evidence-based practices for students with severe disabilities. Focus on Autism and Other Developmental Disabilities. 44(3). 206–220.
Brock, M. E., Dueker, S. A., & Barczak, M. A. (2020). Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students with Severe Disabilities. Focus on Autism and Other Developmental Disabilities. 1088357620902492.
Brock, M. E., Barczak, M. A., & Dueker, S. A. (2020). A Randomized Evaluation of Group Training for Paraprofessionals to Implement Systematic Instruction Strategies with Students with Severe Disabilities. Teacher Education and Special Education. 0888406420923769.Dueker, S. A. and Cannella-Malone, H. I. (2019) Teaching Addition to Learners with Moderate Disabilities Using Video Prompting. Journal of Special Education Apprenticeship. 8(2). 1-20.
Cannella-Malone, H. I., Dueker, S. A., Barczak, M. A., & Brock, M. E. (2019). Teaching academic skills to students with significant intellectual disabilities: A systematic review of the single-case design literature. Journal of Intellectual Disabilities, 1744629519895387.
Brock, M. E., Dynia, J. M., Dueker, S. A., & Barczak, M. A. (2019). Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap. Focus on Autism and Other Developmental Disabilities, 1088357619881217
Brock, M. E., Dueker, S. A., & Barczak, M. A. (2018). Brief Report: Improving social outcomes for students with autism at recess through peer-mediated pivotal response training. Journal of Autism and Developmental Disorders. 48(6). 2224-2230. DOI:10.1007/s10803-017-3435-3
Seaman, R. L., Cannella-Malone, H. I., & Brock, M. E., Dueker, S. A. (2018). Efficacy of paraprofessional-implemented video prompting to teach vocational skills to students with autism spectrum disorder. Career Development and Transition for Exceptional Individuals. 41(2). 68-76. DOI:10.1177/2165143417708191.
Brock, M. E., Cannella-Malone, H. I., Seaman, R. L., Andzik, N. R., Schaefer, J. M., Page., E. J., Barczak, M., & Dueker, S. A. (2017). Findings across practitioner training studies in special education: A comprehensive review and meta-analysis. Exceptional Children. 84(1). 7-26. DOI:10.1177/0014402917698008.
Dueker, S., Hawk, N., Nelson, J. L., Nelson, M. J., Walterbusch, T., & Wargelin, L. A. (Eds.). Aras, A., Ayoub, S. S., Bhaktha, N., Brady, A. C., Bussell, K., Dueker, S., Hall, S., Ham, M., Hawk, N., Jenkins, B. R., Kearney, R. C., Kim, Y., Kulesza, A. E., Kuznetcova, I., Lo, M., Mayo, J. W., Mulyadin, T., Nelson, J. L., Nelson, M. J., Paulson, J. L., Rivera, M. D., Robinson, S., Shi, Y., Tiba, E., Tornwall, J., Van Jura, M. J., Walterbusch, T., Wargelin, L. A., & Zhao, K. (2017). Educational inequality in Ohio, 2016-17 (Research Methodology Center White Paper No. 1). Retrieved from https://rmc.ehe.osu.edu/files/2015/10/EHE-RMC-White-Paper-001_Educational-inequality-in-Ohio_March17.pdf