Amanda L.

Faler
2326 Fairview Ave
Cincinnati, OH 45219
coveyal@mail.uc.edu
(740) 248-2498

EDUCATION
Ph.D., School Psychology University of Cincinnati
Expected: Aug. 2021

BCBA, Board Certification in Behavior Analysis Behavior Analysis Certification Board

Oct. 2019

M.Ed., Foundations in Behavior Analysis University of Cincinnati

May 2017

B.S., Psychology University of Cincinnati

Minor, Early Childhood Education May 2016

SUPERVISED CLINICAL EXPERIENCE

Psychology Trainee Aug. 2019 - Present
Leadership Education in Neurodevelopmental and related Disabilities (LEND) Program
Cincinnati Children’s Hospital Medical Center
Supervisors: Stephanie Weber, Psy.D., & Jennifer Smith, Psy.D.
 Attend weekly didactic sessions on topics related to developmental disabilities, leadership
development, evidence-based clinical and research methods, cultural competency, life-course
perspective, family-centered care, patient/family advocacy, and special education
 Work a multidisciplinary team evaluation of a child with concerns of a developmental disability
(i.e., Autism Spectrum Disorder; ASD) and facilitate a feedback session with child’s family
 Assist in developing and implementing an education series presented by the Cincinnati Zoo for
children with developmental disabilities
 Participate in a family mentoring project with an assigned host family; interview family
regarding experiences related to having a child with a disability and accompany family to two of
child’s community activities
 Participate in a community leadership initiative for the University of Cincinnati Center for
Excellence in Developmental Disabilities (UCCEDD) to develop a rating system for community
agencies based on accessibility to the disability community
 Observe clinical assessments conducted by professionals from other disciplines (e.g., speech-
language therapy, occupational therapy, genetic counseling)

Practicum Student Jul. 2019 - Present

Department of Developmental and Behavioral Pediatrics
Cincinnati Children’s Hospital Medical Center
Supervisor: Rebekah Ridgeway, Ph.D.
 Conduct diagnostic interviews with parents of children/adolescents suspected of having a
neurodevelopmental disorder(s), including ASD, Intellectual Disability, Global Developmental
Delay, and Attention-Deficit/Hyperactivity Disorder (ADHD)
 Administer, score, and interpret standardized measures of intellectual functioning, early
development, adaptive skills, ASD symptoms, and social-emotional functioning
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 Complete integrated reports, including background and evaluation information, diagnostic

impressions, and recommendations
 Received weekly individual and group supervision from licensed psychologists
Parent Training Group Co-Facilitator Sep. 2019 – Present
Department of Developmental and Behavioral Pediatrics
Cincinnati Children’s Hospital Medical Center
Supervisor: Whitney Gealy, Ph.D.
 Develop weekly parent training curricula related to behavior management and social skills
coaching in collaboration with the supervising psychologist
 Co-facilitate group discussion and provide recommendations for specific parenting concerns
 Provide case examples and practice opportunities to aide in skill acquisition
 Collect and monitor individual goals for group members weekly

Practicum Student Aug. 2018 – May 2019

Early Intensive Behavior Intervention Program
The Kelly O’Leary Center of Autism Spectrum Disorders
Cincinnati Children’s Hospital Medical Center
Supervisor: Kim Kroeger-Geoppinger, Psy.D.
 Worked within a multi-disciplinary team of occupational therapists, speech therapists,
psychologists, and behavioral assistants to directly implement academic and behavioral Applied
Behavioral Analysis (ABA) supports with preschool-aged children with Autism Spectrum
Disorder
 Facilitated individual and group instruction of specific skills outlined in a child’s IEP
 Implemented behavioral protocols with fidelity (e.g. aggression reduction, toilet training, feeding)
 Collected, graphed, and presented behavioral data to inform patient programming and research
 Conducted ABLES assessments to inform treatment goals
 Conducted preference and reinforcer assessments
 Trained in implementing the picture exchange communication systems (PECS)
 Trained and utilized nonviolent crisis intervention (CPI)
 Supervised by a licensed psychologist

Social Skills Group Co-Facilitator Sep. 2019 – May 2019

Department of Developmental and Behavioral Pediatrics
Cincinnati Children’s Hospital Medical Center
Supervisor: Patty Eiler-Sims, Ph.D.
 Co-facilitated the evidence-based Program for the Education and Enrichment of Relational Skills
(PEERS) group for children and adolescents with developmental disabilities and social
difficulties
 Lead instructional activities related to social skill development including emotional regulation
strategies, joining in play, and conversation skills
 Modeled social skills before providing opportunity for independent practice
 Provided praise, prompting, and corrective feedback during applied practice
 Assessed acquisition of social skills and kept notes of patient progress
 Supervised by a licensed psychologist

Behavior Management Group Facilitator Jun. 2018 - Aug. 2018

Behavioral Medicine and Clinical Psychology, Center for ADHD
Cincinnati Children’s Hospital Medical Center
Supervisor: Paul Rosen, Ph.D.
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 Facilitated the evidence-based Managing Frustration in Children (MFC) group for children with
ADHD, ODD, and CD
 Lead group discussions and activities related to recognizing and responding to negative emotions
such as anger, frustration, and disappointment
 Modeled skills and provided immediate praise and feedback to promote skill acquisition
 Managed behavior during group activities through the use of a response-cost reward system.
 Assessed individual progress and kept progress notes
 Supervised by a licensed psychologist

Program Supervisor May – Aug. 2016 - 2019

Cincinnati Children’s Hospital Summer Treatment Program for Children with ADHD
Supervisors: Aaron Vaughn, Ph.D. & Heather Ciesielski, Ph.D.
 Lead staff training sessions on specific behavioral techniques such as reinforcement, de-
escalation, and time out as well as direct behavior recording and behavioral goal setting
 Assisted with recruitment and selection of program participants through record review and home
visits
 Served as point of contact between program staff and participant parents
 Assisted with weekly parent training sessions
 Lead and assisted with weekly staff meetings
 Ensured the accurate implementation of the program through fidelity checks and performance
feedback sessions
 Created and implemented Individualized Treatment Programs (ITPs) for children in need of
additional behavioral support
 Trained in and utilized nonviolent crisis intervention (CPI)
 Revised treatment summary reports written by program staff
 Supervised by licensed psychologists

Lead Counselor May 2015 - Aug. 2015

Cincinnati Children’s Hospital Summer Treatment Program for Children with ADHD
Supervisor: Aaron Vaughn. Ph.D.
 Engaged in a 2-week hands on training experience to become knowledgeable in the application of
behavioral techniques such as reinforcement, de-escalation, and time out as well as direct
behavior recording and behavioral goal setting
 Implemented the manualized program with accuracy based on daily fidelity checks
 Supervised the implementation of the program by 4 group counselors and provided daily
performance feedback
 Engaged in problem solving meetings with supervising psychologists to address specific
behavioral needs of children in the program
 Kept detailed daily behavioral notes for children in the program
 Provided daily face-to-face feedback to parents regarding child performance
 Wrote treatment summary reports for children in the program at the conclusion of treatment

SUPERVISED SCHOOL-BASED EXPERIENCE

School Psychology Practicum Student Sep. 2017-May 2018
Summit Elementary School, Forest Hills School District
Supervisor: Lauren Donovan, Ph.D., BCBA
 Participated in a record review process in collaboration with the building school
psychologist to identify students in need of academic and behavioral intervention
 Collaborated with a kindergarten teacher to develop an intervention to increase academic
engagement and reduce off-task/disruptive behavior
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 Participated in a team-based effort to plan and implement an academic intervention

intended to improve writing skills for a group on fifth grade students
 Developed a brief functional analysis design to determine the function of aggressive
behavior for a third-grade student
 Conduced systems-level assessment and developed school-wide positive behavior intervention
supports

School Psychology Practicum Student Oct. 2017-May 2018

Hughes STEM High School, Cincinnati Public Schools
Supervisor: Heidi Wachtman, Ph.D.
 Examined discipline data to identify students at risk for alternative placement
 Developed social skills rating scales to determine specific needs from student and teacher
feedback
 Collaborated with the building school psychologist to develop social skills curriculum
 Participated in individual consultation sessions to educate students about the social skills
group and discuss goals regarding academic performance and interpersonal relationships
 Conducted weekly, behavioral group-counseling sessions with students to facilitate
acquisition of social skills
 Maintained open communication with teachers about students’ progress in relation to
classroom behavior and discipline referrals

Early Intervention Consultant Oct. 2017-May 2018

Arlitt Center for Education, Research and Sustainability, University of Cincinnati
Supervisor: Renee Hawkins, Ph.D.
 Consulted with teachers to identify students at risk for social and behavioral difficulties
 Conducted direct observation of students to develop target behaviors
 Developed a social skills curriculum based on the Zones of Regulation
 Oversaw classroom implementation of visual cues and calming strategies for students in need

RESEARCH EXPERIENCE

Principal Investigator Aug. 2019 - Present

Advisor: Tai Collins, Ph.D.
Reciprocal Peer Mediated Check-In-Check-Out for students with EBD
 Implementing a class wide behavior intervention for students with EBD in an alternative school
setting to improve classroom behavior
 Conducting class wide preference assessments to determine potential reinforcers
 Consulting with teachers to develop appropriate behavioral goals
 Training student interventionists and collecting intervention fidelity data
 Training graduate research assistants in systematic direct observation data collection methods

Principal Investigator Aug. 2018 – Aug. 2019

Advisor: Tai Collins, Ph.D.
The Effects of Positive Peer Reporting & Peer Mediated Check-In-Check-Out on the Social
Functioning of Elementary Students with Low Social Status
 Implemented tier 1 and tier 2 behavioral interventions to support students with social skill
performance deficits and low social status
 Conducted grade-level sociometric measures to identify students of low and high social status.
 Consulted with teachers to develop appropriate socially oriented behavior goals for target
students
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 Trained research assistance in systematic direct observation of positive and negative peer
interactions
 Trained teachers to implement a positive peer reporting tier 1 intervention daily and collected
intervention integrity data
 Trained peer mentors and target students in the implementation of a tier 2 peer-mediated check-in
check-out intervention collected intervention integrity data

Graduate Research Assistant Aug. 2016 – May 2017

Advisor: Tai Collins, Ph.D., Principal Investigator
 Assisted in coding and analyzing research articles for a meta-analysis focused on peer mediated
interventions for students with Autism
 Assisted in the implementation and data collection of a study examining student choice of
participation in independent and interdependent behavioral contingencies

Graduate Research Assistant Aug. 2017 – May 2019

Advisor: Daniel Newman, Ph. D., Principal Investigator
 Conducted and transcribed interviews of graduate students’ experiences utilizing Structured Peer
Group Supervision for a qualitative analysis of a supervision training method
 Assisted in collection and analysis of syllabi of APA accredited School Psychology programs
across the US to determine how supervision is taught in graduate training

Graduate Research Coordinator Aug. 2017 – May 2018

Advisor: Carla Levano, M.Ed., Principal Investigator
 Assisted in the implementation of a culturally responsive math intervention for English Language
Learners
 Collected implementation adherence and provided inter-scorer agreement

TEACHING EXPERIENCE
Teaching Assistant Fall 2019-Present
Academic Assessment and Intervention
Instructor: James Hawkins, Ph.D
Teaching Assistant Fall 2019-Present
Frameworks for Disabilities and Disorders in Childhood
Instructor: James Hawkins, Ph.D.
Teaching Assistant Fall 2019-Present
Functional Behavior Assessment
Instructor: Dacia McCoy, Ph.D.
Teaching Assistant / Graduate Supervisor Fall 2018-Spring 2019
School Psychology Applied Practicum
Instructor: Renee Hawkins, Ph.D.
Guest Lecturer Spring 2018
Applied Behavioral Analysis II
Instructor: Tai Collins, Ph.D.

PROFESSIONAL PRESTENTATIONS
Faler, A., Collins, T., Dillon, C. (2019, August). Improving social skills with positive peer
reporting and peer-mediated check-in/check-out. Poster presented at the Annual Convention of the
American Psychological Association, Chicago, IL.
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Collins, T., Hawkins, R., Murphy, M., Faler, A. (2019, August). Examining Student Choice in
Group Contingencies. Poster presented at the Annual Convention of the American Psychological
Association, Chicago, IL.

Newman, D., Hazel, C., Faler, A., Pomerantz, L. (2019, August). Supervision training in APA –
accredited school psychology doctoral programs. Poster presented at the Annual Convention of the
American Psychological Association, Chicago, IL.

Kroeger Goeppinger, K., Faler, A., Williams, A. (2019, June). Using systematic desensitization
to effect behavior change: Hair, nails and food, oh my! Presentation at the Milestones National Autism
Conference, Cleveland, Oh.

Collins, T., Murhphy, M., Faler, A., Heidelburg, K. (2019, February). Together or alone:
Examining student choice in group contingencies. Paper presented at the Annual Convention of the
National Association of School Psychologists, Atlanta, GA.

McKenney, E., Newman, D. S., Belgard, J. R., Easton, S., & Faler, A. (2018, February). Beyond
advice giving and “yes, but”: Peer supervision of consultation. Paper presented at the Annual
Convention of the National Association of School Psychologists, Chicago, IL.

Covey, A., Arwood, Z., Kloos, H. (2016, May). Explanations of an unknown world: What do
kindergartners feel about math and science? Poster presented at the University of Cincinnati
Undergraduate Research Conference, Cincinnati, OH.

Mano, Q., Jones, C., Covey, A., Arwood, Z., Kloos, H.(2016, February). Developing sensitivity
to the statistical regularities of sub word orthography: Bigrams come first. Poster presented at The
Cognitive Development Conference, Columbus, OH.

PUBLICATIONS ______
Collins, T., Hawkins, R., Levano, C., & Faler, A. (2019) Tier III Basics. In Radley, K., & Dart,
E., Handbook for behavioral interventions in schools: Multi-tiered systems of support. New York, NY:
Oxford University Press

McKenney, E., Newman, D. S., Faler, A., & Hill, K., (2019) Structured peer group supervision of
school consultation: A case study. The Clinical Supervisor, DOI: 10.1080/07325223.2018.1561344

Newman, D.S., Hazel, C., Faler, A., & Pomerantz, L. (2019) Supervision training in APA-
accredited school psychology doctoral programs: An analysis of syllabi. Training and Education in
Professional Psychology, under review

Faler, A., & Collins, T. (2019) Improving social skills with positive peer reporting and peer-
mediated check-in / check-out. Special Issue in Behavioral Disorders: Enhancing the Effectiveness of
Tier 2 Behavioral Support, under review

AFFILIATIONS AND HONORS

                                       
Recipient - American Psychological Association Division 16 Pearson Scholar Award 2019
Recipient - Graduate Research Travel Award – UC School of Human Services 2018, 2019
Student Leader - National Association of School Psychologists 2018, 2019
Member - American Psychological Association 2016 – Present
Member - National Association of School Psychologists 2016 – Present
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Member - Association for Behavior Analysis International 2016 – Present