Mark W. Steege PhD, BCBA-D
- Educational and School Psychology
- Professor of Educational and School Psychology
Education
- PhD, University of Iowa
- EdS, University of Iowa
- BS, Iowa State University
My areas of professional interest and expertise include the use of a behavior analytic collaborative problem solving model within school, community-based, home-based and group home settings.
My professional career began as a house-parent in a group home serving children with developmental disabilities in Ames, Iowa. I next moved into a position as program coordinator and supervised house-parents, designed program plans, and conducted staff training. This work inspired a life-long interest in applied behavior analysis (ABA). My graduate training at the University of Iowa in School Psychology was heavily rooted in ABA and my doctoral dissertation was published in the Journal of Applied Behavior Analysis (JABA). Following three years of post-doctoral training in Pediatric Psychology at The University of Iowa, in 1989 I joined the School Psychology faculty at USM. My professional ambition has been to train School Psychologists to serve as behavior analysts within school, agency, and hospital settings. My career at USM has involved a blend of teaching, research, service, and clinical services. I am proud that we continue to offer the only graduate training programs in Maine that prepare both School Psychologists and Board Certified Behavior Analysts. One of my biggest rewards has been advising and chairing doctoral dissertations with our very enthusiastic and dedicated doctoral students. When I am not on campus, I enjoy sailing the Maine coast with co-captain and soul-mate (Lisa), running, golfing, skiing, and having fun with our adult children, their spouses and our grandchildren.
Expertise
LICENSURE AND CERTIFICATION:
- Licensed Psychologist, Maine Board of Examiners of Psychologists
- Board Certified Behavior Analyst-Doctoral, Behavior Analyst Certification Board
Selected Publications
BOOKS
Pratt, J., Blair, S., Shaw, S., Wickerd, G. & Steege, M. (under contract). Data-Based Collaborative Problem Solving: A Case Study Approach for Promoting Student Success. New York: Guilford.
Steege, M., Pratt, J., Wickerd, G., Guare, R., & Watson, S. (2019). Conducting school-based functional behavioral assessments: A behavior analytic problem solving model (3 rd Ed.) New York: Guilford.
Brown-Chidsey, R. & Steege, M. W. (2011). Response to intervention: Principles and strategies effective practice (2 nd Ed.) New York: Guilford.
Steege, M. W. & Watson, T. S. (2009). Conducting school-based functional behavioral assessments: A practitioner’s guide (2 nd Ed.) New York: Guilford.
Brown-Chidsey, R. & Steege, M. W. (2005). Response to intervention: Principles and strategies for effective practice. New York: Guilford.
Watson, T. & Steege, M. W. (2003). Conducting school-based functional behavioral assessments: A practitioner’s guide. New York: Guilford.
Selected Book Chapters (NASP: Best Practices in School Psychology)
Steege, M.W. & Pratt, J. (2023). Best Practices in Using Single-Case Research Methods Within a problem-solving Framework to Promote Equitable Practices. Best practices
in school psychology VII (195-208). Bethesda, MD: National Association of School Psychologist
Brown, R., Steege, M., & Bickford, R. (2014). Best practices in evaluating the effectiveness of interventions using single-case methods. In A. Thomas & P. Harrison (Eds.), Best practices in school psychology VI (371-380). Bethesda, MD: National Association of School Psychologists
Steege, M. & Scheib, M. (2014). . Best practices in conducting functional behavioral assessments. In A. Thomas & P. Harrison (Eds.), Best practices in school psychology VI (273-286). Bethesda, MD:National Association of School Psychologists
Steege, M., & Watson, T. S. (2008). Best practices in conducting functional behavioral assessments. In, A. Thomas & J. Grimes (Eds.), Best practices in school psychology V, Bethesda, MD: National Association of School Psychologists, 337-348.
Brown-Chidsey, R., Steege. M. W., & Mace, F. C. (2008). Evaluating the effectiveness of interventions using case study data. In, A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V. Bethesda, MD: National Association of School Psychologists.
Steege, M., Brown-Chidsey, R., & Mace, F. C. (2002). Best practices in evaluating the effectiveness of interventions. In, A. Thomas &; J. Grimes (Eds.), Best practices in school psychology IV (pp. 517- 534). Bethesda, MD: National Association of School Psychologists.
Steege, M., &; Wacker, D. (1995). Best practices in evaluating the effectiveness of applied interventions. In, A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology III, (pp.
625-636). Washington D. C.: National Association of School Psychologists.
Berg, W., Wacker, D., & Steege, M., (1995). Best practices in the assessment with persons who have severe or profound handicaps. In, A. Thomas & J. Grimes (Eds.) Best Practices in School Psychology III (pp. 805-816). Washington, D.C.: National Association of School Psychologists.
Selected Journal Articles (JABA)
Shamlian, K., Fisher, W.W., Steege, M., Cavanaugh, B.M, Samour, K., Querim, A.C. (2016). Evaluation of multiple schedules with naturally occurring and therapist-arranged discriminate stimuli following functional communication training. Journal of Applied Behavior Analysis, 492(2), 228-50.
DeRosa, N., Fisher, W., & Steege, M. (2015). Establishing operation manipulations during treatment of problem behavior with functional communication training. Journal of Applied Behavior Analysis. 48, 115-130.
Gadaire, D., Fisher, W. & Steege, M. (2014). The effects of presenting delays before and after task completion on self-control responding in children with behavior disorders. Journal of Applied Behavior Analysis, 47, 192-197.
Wacker, D., Berg, W., Cooper, L., Derby, M., Steege, M., Northup, J., & Sasso, (1994). The impact of functional analysis methodology on outpatient clinical services. Journal of Applied Behavior Analysis, 27, 405-407.
Derby, K., Wacker, D., Sasso, G., Steege, M., Northup, J., Cigrand, K., & Asmus, J. (1992). A three year evaluation of the use of brief functional analysis techniques to assess maladaptive behavior in an out-clinic setting. Journal of Applied Behavior Analysis, 25 (3), 713-722.
Northup, J., Wacker, D., Sasso, G., Steege, M., Cigrand, K., Cook, J., & DeRaad, A. (1991). Brief functional analysis of aggressive and alternative behavior in an out-clinic setting. Journal of Applied Behavior Analysis, 24 (3), 509-522.
Steege, M., Wacker, D., Cigrand, K., Berg, W., Novak, C., Reimers, T., Sasso, G., & DeRaad, A. (1990). Use of negative reinforcement in the treatment of self-injurious behavior in children with severe multiple disabilities. Journal of Applied Behavior Analysis, 23 (4), 459-467.
Wacker, D., Steege, M., Northup, J., Sasso, G., Berg, W., Reimers, T., Cooper, L., Cigrand, K., & Donn, L. (1990). A component analysis of functional communication training across three topographies of severe behavior problems. Journal of Applied Behavior Analysis, 23 (4), 417-429.
Wacker, D., McMahon, C., Steege, M., Berg, W. (1990). Applications of a sequential alternating treatments design. Journal of Applied Behavior Analysis, 23 (3), 333-339.
Steege, M., Wacker, D., Berg, W., Cigrand, K., & Cooper, L. (1989). The use of behavioral assessment to prescribe and evaluate treatments for severely handicapped children. Journal of Applied Behavior Analysis, 22 (1), 23-33.
Steege, M., Wacker, D., & McMahon, C. (1987). Evaluation of effectiveness and efficiency of stimulus prompt strategies with severely handicapped students. Journal of Applied Behavior Analysis, 20, 293-299.
Education
- PhD, University of Iowa
- EdS, University of Iowa
- BS, Iowa State University