Kathy Matthews Ph.D., BCBA-D, LBA
Director, Educational Outreach
CABAS® Senior Behavior Analyst and Assistant Research Scientist
Dr. Kathy Matthews has a diverse background in education, behavior analysis, and special education. She has served individuals both with autism and developmental disabilities, and without, in a variety of capacities throughout her career, including direct teaching assistant, classroom teacher, program supervisor, early intervention coordinator, Director of Education and currently, Director of Educational Outreach at The Faison Center. Additionally, she has held the roles of research assistant, senior behavior analyst, consultant, and adjunct professor.
Dr. Matthews is continuously rewarded by the individuals and families served by Faison. Seeing a child or young adult do something they couldn't before is addictive! She enjoys helping families work through struggles, connecting them to new resources and seeing relief at having found support. She especially appreciates how well and how quickly their children flourish. Whether 3 years old or 30 years old, the individuals Faison helps make progress quickly. She truly enjoys seeing them achieve new goals, expand their interests and develop relationships with others. It is an absolute joy. Dr. Matthews also really loves it when the teachers and other staff who are newer to behavior analysis see the tremendous potential it offers to individuals and get hooked too!
Dr. Matthews received her Ph.D. and master’s degree in behavior analysis from Teachers College at Columbia University, and completed her bachelor’s degree in psychology at Virginia Commonwealth University.
Kathy is a Virginia-licensed Board Certified Behavior Analyst. She is a member of the Association for Behavior Analysis International, Virginia Association for Behavior Analysis, Maryland Association for Behavior Analysis and the Association of Professional Behavior Analysts.
Selected publications are listed below.
Matthews, K. & Hagopian, L. (2014). A comparison of two data analysis training methods for paraprofessionals in an educational setting. Journal of Organizational Behavior Management, 34, 165-178.
Greer, R. D., Keohane, D., Meincke, K, Gautreaux, G., Chavez-Brown, M., &Yuan, L. (2004). Key components of effective tutoring. In J. Moran & R. Malott, (Eds.), Evidence-Based Educational Practices. New York: Elsevier/Academic Press.
Meincke, K., Chan, G. (2001). The effects of writer immersion: Assessing the utility and function of written feedback on the writer as own reader repertoire. In Greer, R. D. A Compilation of Selected Research in Teaching as a Strategic Science by the Teachers College and CABAS Cohorts of 2001 and 2002.