Garry Wickerd Ph.D., NCSP, BCBA
- Ph.D., University of South Dakota
- M.A., University of Utah
- B.A., Brigham Young University
Dr. Wickerd started his career as a public school teacher in Florida. He taught Latin in Florida and Georgia for six years before returning to school for a Ph.D. in school psychology from the University of South Dakota. He was a LEND graduate trainee for three years through the University of South Dakota’s center for disabilities and medical school. His training focused on assessment and intervention for individuals with developmental disabilities with special emphasis on Autism Spectrum Disorder (ASD). After graduate school, Dr. Wickerd worked as a school psychologist and autism consultant in Minnesota for two years. After completing extended coursework in applied behavior analysis, Dr. Wickerd became a Board Certified Behavior Analyst (BCBA) while working as a school psychologist and behavior analyst in California public schools for two years. His last position was assistant professor of school psychology at Pittsburg State University. 2016 marks his first year at University of Southern Maine where he teaches courses in school psychology and applied behavior analysis.
Dr. Wickerd has research interests in the measurement of behavior, multicultural/bilingual school psychology, social skills interventions for individuals with autism, the history of psychology, and adaptive behavior assessment.
His current projects include co-authoring the 3rd edition of Conducting School-Based Functional Behavioral Assessments with Mark Steege, Jamie Pratt, and Richard Guare. Also Dr. Wickerd is partnering with Village Northwest Enterprises to conduct an efficacy study of the PEERS social skills curriculum with young adults with ASD. Finally, Dr. Wickerd is examining the readability of Spanish forms of the Vineland Adaptive Behavior Rating Scale, Third Edition and the Adaptive Behavior Assessment System, Third Edition.
- Hulac, D., Wickerd, G., & Vining, O. (2013). Allowing students to administer their own interventions: An application of the self-administered folding-in technique. Rural Special Education Quarterly, 32, 31-36.
- Wickerd, G. & Hulac, D. (Under Review). Generalizability and Dependability of a Multi-Item Direct Behavior Rating Scale in a Kindergarten Classroom.