Emily Jones

Emily Jones

Title: Associate Professor jones
Area: Clinical Psychology
PhD: SUNY Stony Brook
Email: emily.jones@qc.cuny.edu
Office: A-334 Science Building
Office Phone: 718-997-3206
Lab: A-334 Science Building
Lab Phone: 718-997-3206
Website: SIBS Club

Memberships in Professional Organizations

  • Association for Behavior Analysis International (ABAI)
  • American Psychological Association (APA)
  • Association for Positive Behavior Support (APBS)
  • New York State Association for Behavior Analysis (NYSABA)
  • Association of Professional Behavior Analysts (APBA)

Queens College Annual Conference

  • Co-organizer with Dr. Fredda Brown, Educational and Community Programs, Special Education, Queens College
  • Queens College Conference on Autism and Developmental Disabilities: A Collaboration between the Department of Psychology and Programs in Special Education

Board Membership

  • Representative at large and Education Chair, New York State Association for Behavior Analysis
  • Member, Advisory Board, Center for Community Inclusion, Long Island University, Post, Brookville, New York

Research Interests

Different developmental disorders each present with areas of impairment that are characteristic of the disorder. For example, learners with autism show impairments in gaze behavior and joint attention; learners with Down syndrome show impairments in expressive communication and exploratory motor behavior, and areas of cognition. Knowledge about the behavioral phenotype characteristic of a given disorder can help us figure out where to target intervention resources, even doing so in a preventative way, before impairments become pronounced. This approach to intervention may minimize negative consequences associated with early impairments and result in collateral improvements in related areas. Drawing on the growing knowledge about critical areas of need integrated with behavior analytic interventions, we develop and examine interventions that can maximize outcomes for learners with developmental disabilities such as autism and Down syndrome.

DD Lab – Recent studies focus on:

  • social communication impairments in children with autism
  • communication, cognitive, and motor behavior in children with Down syndrome
  • the impact of intensity of intervention on outcomes
  • families of children with developmental disabilities, including the needs of siblings and the sibling relationship

Clinical Programs
Baby Butterflies

Selected Publications

  1. Moskowitz, L., & Jones, E. A. (2015). Uncovering the evidence for behavioral interventions with individuals with fragile X syndrome: A review. Research in Developmental Disabilities, 38, 223-241. http://dx.doi.org/10.1016/j.ridd.2014.12.011
  2. Kryzak, L. A., Cengher, M., Feeley, K. M., Fienup, D., & Jones, E. A. (2015). A community support program for children with autism and their typically developing siblings: An initial investigation. Journal of Intellectual Disabilities, 19 (2), 159-177.DOI: 10.1177/1744629514564450
  3. Kryzak, L. A., & Jones, E. A. (2015). The effect of prompts within embedded circumscribed interests to teach initiating joint attention in children with autism. Journal of Developmental and Physical Disabilities, 27 (3), 265-284.
  4. Neil, N., & Jones, E. A. (2015). Studying treatment intensity: Lessons learned from two preliminary studies. Journal of Behavioral Education [Special issue: Treatment intensity], 24 (1), 51-73. DOI 10.1007/s10864-014-9208-6
  5. Bauer, S., & Jones, E. A. (2015). Requesting and verbal imitation intervention for infants with Down syndrome: Generalization, intelligibility, and problem solving. Journal of Developmental and Physical Disabilities, 27, 37-66. DOI 10.1007/s10882-014-9400-6
  6. Kourassanis, J., Jones, E. A., Fienup, D. M. (2015). Peer-video modeling: Teaching chained social game behaviors to children with ASD. Journal of Developmental and Physical Disabilities, 27, 25-36. DOI: 10.1007/s10882-014-9399-8
  7. Bauer, S., & Jones, E. A. (2014). A behavior analytic approach to exploratory motor (EM) behavior: How can caregivers teach EM behavior to infants with Down syndrome? Infants and Young Children, 27 (2), 161-172Doi: 10.1097/IYC.0000000000000004
  8. Bauer, S., Jones, E. A., & Feeley, K. M. (2014). Teaching responses to questions to young children with Down syndrome. Behavioral Interventions, 29, 36-49. Doi:  10.1002/bin.1368.
  9. Cengher, M., Jones, E. A., & Fienup, D. M. (2014). The effects of deprivation and satiation of social interaction on tacting. Journal of Applied Behavior Analysis, 47, 176-180.Doi: 10.1002/jaba.83
  10. Jones, E. A., Neil, N., & Feeley, K. M. (2013). Enhancing learning for children with Down syndrome. In R. Faragher, & B. Clarke (Eds.), Educating Learners with Down Syndrome: Research, Theory and Practice with Children and Adolescents. London: Routledge.
  11. Jones, J. (Author), Keiper, I. (Author), Jones, E. A. (Consultant), & Rubin, B. C (Illustrator) (2013). Starbrite Traveler: A Travel Resource For Parents Of Children With Special Needs. New Jersey: Starbrite Kids Travel, LLC.
  12. Krstovska-Guerrero, I., & Jones, E. A. (2013). Joint attention in autism: Teaching smiling coordinated with gaze to respond to joint attention bids. Research in Autism Spectrum Disorders, 7, 93-108. http://dx.doi.org/10.1016/j.rasd.2012.07.007.
  13. Kryzak, L., Bauer, S., Jones, E. A., & Sturmey, P. (2013). Increasing responding to others’ joint attention directives using circumscribed interests. Journal of Applied Behavior Analysis, 46, 674-679. Doi: 10.1002/jaba.73
  14. Feeley, K. M., Jones, E. A., Blackburn, C. & Bauer, S. (2011). Advancing imitation and requesting skills in toddlers with Down syndrome. Research in Developmental Disabilities, 32, 2415-2430. Doi: 10.1016/j.ridd.2011.07.018
  15. Johnston, S. S., Reichle, J., Feeley, K. M., & Jones, E. A. (Eds.) (2011). Augmentative and Alternative Communication Strategies for Individuals with Severe Disabilities. Baltimore, MD: Brookes.
  16. Jones, E. A., & Feeley, K. M. (2011). Behavior analysts can (and should) do much more to improve outcomes for learners with Down syndrome and other developmental disabilities. The APBA Reporter, 30.
  17.  Jones, E. A., & Feeley, K. M. (2011). Extending ABA intervention to developmental disabilities other than autism spectrum disorders: What are we waiting for? The APBA Reporter, 27.       
  18. Jones, E. A., Feeley, K. M., & Blackburn, C. (2010). A preliminary study of intervention addressing early developing requesting behaviours in young infants with Down syndrome. Down Syndrome Research and Practice. Advance Online Publication. www.down-syndrome.org/research-practice
  19. Jones, E. A. (2009). Establishing response and stimulus classes for initiating joint attention in children with autism. Research in Autism Spectrum Disorders, 3, 375-389. doi:10.1016/j.rasd.2008.08.004
  20. Feeley, K. M., & Jones, E. A. (2008). Strategies to address challenging behaviour in young children with Down syndrome. Down Syndrome Research and Practice, 12, 153-163.
  21. Feeley, K.M., & Jones, E.A. (2008). Teaching spontaneous responses to a young child with Down syndrome. Down Syndrome Research and Practice, 12, 148 – 152. Doi:10.3104/case-studies.2007
  22. Jones, E. A., & Feeley, K. M. (2007). Parent implemented joint attention intervention for preschoolers with autism. Journal of Speech-Language Pathology and Applied Behavior Analysis, 2, 252-268. {13}
  23. Jones, E. A., Feeley, K. M., & Takacs, J. (2007). Teaching spontaneous responses to young children with autism. Journal of Applied Behavior Analysis, 40, 565-570.
  24. Feeley, K. M., & Jones, E. A. (2006). Addressing challenging behaviour in children with Down syndrome: The use of applied behavior analysis for assessment and intervention. Down Syndrome Research and Practice, 11, 64-77.
  25. Jones, E. A., Carr, E. G., & Feeley, K. M.  (2006). Multiple effects of joint attention intervention for children with autism. Behavior Modification30, 782-834.
  26. Jones, E. A., & Carr, E. G. (2004). Joint attention in children with autism: Theory and intervention. Focus on Autism and Developmental Disabilities, 19, 13-26.


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