Dr. Rispoli has over 15 years of experience serving children with disabilities as a special education teacher, behavior analyst, administrator, and professor. To date, she has published over 100 peer-reviewed research articles and book chapters concerning behavioral assessment and intervention for children with autism and developmental disabilities. Dr. Rispoli notes: “One of the most effective ways to improve student outcomes is to provide high quality professional development and ongoing support to teachers. My dedication to students with disabilities and their teachers guides my research and my teaching.”

Dr. Rispoli is a Professor of Special Education in the Department of Educational Studies at Purdue University. Dr. Rispoli is a Board Certified Behavior Analyst- Doctoral level and earned her doctorate in Special Education with a concentration in Autism and Developmental Disabilities from the University of Texas at Austin. To date, Dr. Rispoli has published over 100 peer-reviewed research articles and book chapters concerning the behavioral interventions for children with autism and developmental disabilities. Dr. Rispoli’s research pertains to functional behavior assessment and prevention of challenging behavior. Her work in this area explores: (a) variables that may alter a child’s motivation to engage in challenging behaviors during behavioral assessments and interventions and (b) innovations in professional development for teachers of young children with challenging behavior. Dr. Rispoli serves on the editorial review board for Assessment for Effective Intervention, Behavior Modification, and Journal of Developmental and Physical Disabilities, Journal of Behavioral Education, and Journal of Positive Behavior Interventions.

Dr. Rispoli’s research pertains to functional behavior assessment and function-based intervention for challenging behavior in children with autism spectrum disorder and developmental disabilities. Her work in this area explores motivational variables influencing challenging behavior as well as innovations in professional development for special education teachers.

Selected Publications

• Rispoli, M., Brodhead, M., Wolfe, K., & Gregori, E. (2018). Trial-based functional analysis informs treatment for vocal scripting. Behavior Modification, 42, 441-465. https://doi.org/10.1177/0145445517742882
• Rispoli, M., Zaini, S., Mason, R., Brodhead, M., & Burke, M. D., Gregori, E. (2017). A systematic review of teacher self-monitoring on implementation of behavioral practices. Teaching and Teacher Education, 63 58-72. doi: 10.1016/j.tate.2016.12.007
• Rispoli, M., O’Reilly, M., Lang, R., Machalicek, W., Kang, S., Davis, T, & Neely, L. (2016). An examination of within-session responding following access to reinforcing stimuli in children with autism. Research in Developmental Disabilities, 48, 25-34. doi:10.1016/j.ridd.2015.10.013
• Rispoli, M., & Neely L. & Healy, O., Gregori, E. (2016). Training public school special educators to implement two functional analysis models. Journal of Behavioral Education, 25, 249-274. doi:10.1007/s10864-016-9247-2
• Rispoli, M., Ninci, J., Burke, M., Zaini, S., Hatton, H., & Sanchez, L. (2015). Evaluating the accuracy of results for teacher implemented trial-based functional analyses. Behavior Modification. Advance online publication.
• Rispoli, M., Burke, M., Hatton, H., Ninci, J., Zaini, S., & Rodriguez, L. (2015). Training Head Start teachers to conduct trial-based functional analyses of challenging behavior. Journal of Positive Behavior Interventions. Advance online publication.
• Rispoli, M., Camargo, S., Neely, L., Gerow, S., Lang, R., Goodwyn, F. & Ninci, J.  (2014). Presession satiation as a treatment for stereotypy during group activities. Behavior Modification, 38, 392-411.
• Rispoli, M., Camargo, S., Machalicek, W., Lang, R., & Sigafoos, J.  (2014). Functional communication training in the treatment of problem behavior maintained by access to rituals. Journal of Applied Behavior Analysis, 47, 580-593.
• Rispoli, M., Ninci, J., Neely, L., & Zaini, S. (2014). A systematic literature review of trial-based functional analysis of challenging behavior. Journal of Developmental and Physical Disabilities, 26, 271-283.
• Rispoli, M., Davis, H., Goodwyn, F., & Camargo, S. (2013). The use of trial-based functional analysis in public school classrooms for two students with developmental disabilities. Journal of Positive Behavior Interventions, 15, 179-188.
• Rispoli, M., Ganz, J., Neely, L., & Goodwyn, F. (2013). The effect of noncontingent positive versus negative reinforcement on multiply controlled behavior during discrete trial training. Journal of Developmental and Physical Disabilities, 25, 135-148.
• Rispoli, M., Lang, R., Neely, L., Hutchins, N., Camargo, S., Davenport, K., & Goodwyn F. (2013). A comparison of within- and across-activity choices for reducing challenging behavior in children with autism spectrum disorders. Journal of Behavioral Education 22, 66-83.