- Admissions and Advising
- Degrees and Programs
- Teacher Certification
- Alumni and Friends
Smita Shukla Mehta
Professor, Educational Psychology
I received my doctorate from the University of Oregon. My specialty is in the areas of severe behavior problems, severe disabilities, and inclusive education. My research interests include functional behavioral assessment and positive behavior support for individuals with developmental disabilities, analyzing the effect of teacher behavior on student performance, classroom management and instructional strategies, and inclusive education and support.
*Balderaz, L., & Shukla Mehta, S. (2016). Computer Assisted Instruction to Improve Perspective-Taking Skills of Children with High Functioning Autism. Education and Training in Autism and Developmental Disabilities, 3, 24-41.
Boesch, M. C., Shukla Mehta, S., & De Fonte, A. (Accepted pending revisions; 2016). A Review comparing AAC systems yields mixed results indicating that a broad focus may lead to narrow recommendations. Evidence-Based Communication Assessment and Intervention, 10, 13-19.
Boesch, M. C., Shukla Mehta, S., & Da Fonte, M. A. (2016). A review comparing AAC intervention components yields a list of studied components, but conclusions regarding comparative effectiveness appear flawed. Evidence-Based Communication Assessment and Intervention, Evidence-Based Communication Assessment and Intervention, 10, 108-1137.
*Crone, R., & Shukla Mehta, S. (2016). Effectiveness of parent training on generalized use of behavior analytic strategies for decreasing the problem behavior of children with autism. Education and Treatment of Children, 39, 64-94.ISSN: 19348924, 07488491; H Index: 21; SJR: 0.74
Callahan, K., Hughes, H. L., Shukla Mehta, S., Toussaint, K. A., Nichols, S. M. & Ma, P. S. (2016). Empirically and socially validated evidence-based practices in autism. Focus on Autism and Other Developmental Disabilities, 38, 678-692. DOI: 10.1177/1088357616632446 (Online First)
Impact Factor:1.065; Ranking: Education, Special 16 out of 37; Rehabilitation (SSCI) 35 out of 69; Psychology, Developmental 53 out of 65
*Alward Haber, J., Shukla Mehta, S., & Combes, B. (2015). The extent of autism knowledge of novice alternatively certified special education teachers in Texas. Journal of Special Education Apprenticeship, 4, 1-17.
Schafer, E. C., Matthews, L., Mehta, S., *Hill, M., *Munoz, A., *Bishop, R., & *Moloney, M. (2013). Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): An initial investigation. Communication Disorders, 46(1) 30-52. doi:10.1016/j.jcomdis.2012.09.002
SCImago Journal Rank (SJR): 0.659; Impact Factor: 1.520; 5-Year Impact Factor: 1.737
*Hughes, H. L., Combes, B., & Mehta, S. (2012). Managing autism: Knowledge and training in autism spectrum disorders among special education administrators. Journal of Special Education Leadership, 25 (2), 90-98. Retrieved from http://www.casecec.org/documents/jsel/jsel_25.2.pdf.
Journal of CEC’s Council of Administrators of Special Education; Acceptance Rate 30%; ISSN: 15251810; Accession Number: 84429844
*Author was a student whom Dr. Mehta mentored for the study and publication.