Dr Gabrielle Lee, PhD

Assistant Professor - Applied Psychology

M.Ed. in Counseling Psychology (Rutgers), PhD in Applied Behavior Analysis (Teachers College of Columbia University)

Dr Gabrielle Lee, PhD

Assistant Professor - Applied Psychology

M.Ed. in Counseling Psychology (Rutgers), PhD in Applied Behavior Analysis (Teachers College of Columbia University)

Prior to my appointment at Western, I served as an assistant professor at Michigan State University and as a clinical director in the ABA/Autism programs at private agencies. I am a licensed psychologist in Michigan and a board-certified behavior analyst. I conduct collaborative research with researchers in US, Asia, and Canada. My research focuses on behavioral intervention for children with autism spectrum disorder.

My current ongoing projects:

  1. Implementing a computer-assisted naming instruction in special education classrooms
  2. Teaching symbolic play behaviors to children with autism spectrum disorder

Recent Publications

Lee, G. T. & Chang, T. (in press). Evaluating online video training to supplement textbook readings in a graduate course in applied behavior analysis. International Journal of Online Pedagogy and Course Design

Lee, G. T., Williams, D. E., Johnson, K., & Simon, J. (2018). The right to effective treatment for people with developmental disabilities and severe problem behaviors. Behavior Analysis: Research and Practice. Advance Online Publication. http://dx.doi.org/10.1037/bar0000133

Lee, G. T., Xu, S., Feng, H., Lee, G. K., Jin, S., Li, D., & Zhu, S. (in press). An emotional skills intervention for elementary children with autism in China: A pilot study. Journal of Rational-Emotive and Cognitive-Behavior Therapy. Advance online publication. 

Hu, X., Lee, G. T., Liu, Y., & Wu, M. (in press). Using an individual work system to increase independence for students with autism in a special education classroom in China. Education and Training in Autism and Developmental Disabilities.

Yuan, L., Lee, G. T., & Kimmel, B. (in press). Effects of a center-based parent training package on parents’ accuracy of generalized program implementations at home. Child and Family Behavior Therapy.

Hu, X., Zheng, Q., & Lee, G. T. (2018). Using peer-mediated LEGO® play intervention to improve social interactions for Chinese children with autism in an inclusive setting. Journal Autism and Developmental Disorders, 48(7), 2444-2457. 

Lee, G. T., Feng, H., Xu, S. & Jin, S. (2017). Increasing “object-substitution” symbolic play in young children with autism spectrum disorders. Behavior Modification. Advance Online Publication

Lee, G. T., Chou, W., & Feng, H. (2017). Using intraverbal prompts to increase divergent intraverbal responses by a child with autism. Behavioral Interventions, 32(4), 434-444.

Lee, G. T., Chen, J., Xu, S., Feng, H., & Guo, Z. (in press). Effects of self-monitoring intervention on independent completion of a daily living skill for children with autism spectrum disorders in China. Child and Family Behavior Therapy.

Hugh-Pennie, A., LeePark, H., Luke, N., & Lee, G. T. (2018). Applied behavior analysis as a teaching technology. In V. C. Bryan, Musgrove, A. T., & Powers, R. J. (Eds.). Handbook of Research on Human Development in the Digital Age. (pp. 330-362). Hershey PA: IGI Global ISSN: 2328-1316

Xu, Y,. Yang, J……., & Lee, G. T. (2018). A pilot RCT of a culturally adapted early intervention in China. Journal of Early Intervention, 40(1), 52-68.

Xu, S., Wang, J., Lee, G. T., & Luke, N. (2017). Using self-monitoring with guided goal setting to increase academic engagement for a student with autism in an inclusive classroom in China. Journal of Special Education, 51(2), 106-114.

Dudek, J., LeePark, H., Lee, G.T., & Lo, C. (2017). Establishing the transformation of motivating operations across mands and tacts for preschoolers with developmental delays. Behavior Developmental Bulletin. Advance Online publication. http://dx.doi.org/10.1037/bdb0000045    

Lee, G. T., Chou, W. & Feng, H. (2017). Social engagements through art activities in two children with autism spectrum disorders. International Journal of Education Through Art, 13(2), 217-233.

Feng, H., Chou, W., & Lee, G. T. (2017). Effects of tact prompts on acquisition and maintenance of divergent intraverbal responses by a child with autism. Focus on Autism and Other Developmental Disabilities, 32(2), 133-141.

Chou, W., Lee, G. T., & Feng, H. (2016). Use of a behavioral art program to improve social skills of two children with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 51(2), 195-210.  

Williams, D. E., Lee, G. T., & Grossett, D. L. (2016). Prevention of severe problem behavior. In: N. N. Singh (Ed.), Handbook of Evidence-Based Practices in Intellectual and Developmental Disabilities, Evidence-Based Practice in Behavioral Health Series. (pp. 123-136). Switzerland, Springer International Publishing. ISBN 978-3-319-26583-4

Lee, G. T., Luke, N., & LeePark, H. (2014). Using mand training to increase infant vocalizations. The Psychological Record, 64(3), 415-421. DOI 10.1007/s40732-014-0063-6

Lee, G. T. & Singer-Dudek, J. (2012).  Effects of accuracy versus fluency training on endurance and retention of assembly tasks by four adolescents with developmental disabilities.  Journal of Behavioral Education, 21 (1), 1-17.