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Kathryn Bailey

Title: Assistant Professor

Department: Educational Psychology

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • MEd, Vanderbilt University,
    Major: Special Education
    Specialization: Applied Behavior Analysis/Severe Disabilities

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

EDSP 4340.001Classroom and Behavioral Management Strategies for Exceptional LearnersSpring 2026 Syllabus SPOT
EDSP 4360.030Transition Education and Services for Exceptional LearnersSpring 2026 Syllabus SPOT
EDSP 4360.030Transition Education and Services for Exceptional LearnersFall 2025 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Ledford, J., Bailey, K., Pak, N., Ledford, J., Gast, D. (2024). Analyzing data from studies using rapid iterative alternation..
  • Bailey, K., Pak, N., Ledford, J., Ledford, J., Gast, D. (2024). Conducting studies using rapid iterative alternation of conditions..

    • Journal Article

  • Krippel, M., Bailey, K., Ostrosky, M. (2025). Hidden gems in your community: Learning landscapes, supportive interactions, and development..
  • Krippel, M., Ostrosky, M., Corr, C., Bailey, K. (2025). Learning landscapes, caregivers, and young children: Results from a multiple methods study..
  • Bailey, K., Rodgers, M., Quinn, E., Thompson, S., Nietfeld, J., Kaiser, A. (2024). Just-in-time: A caregiver-mediated intervention for toddlers with autism..
  • Pak, N., Bailey, K., Ledford, J., Kaiser, A. (2023). Comparing interventions with speech-generating devices and other AAC modes: A meta-analysis..
  • Banerjee, I., Lambert, J., Copeland, B., Paranczak, J., Bailey, K., Standish, C. (2022). Extending functional communication training to multiple language contexts in bilingual learners with challenging behavior..
  • Standish, C., Bailey, K., Lambert, J., Copeland, B., Banerjee, I., Lamers, M. (2021). Formative applications of ongoing visual inspection for trial-based functional analysis: A proof of concept..
  • Standish, C., Lambert, J., Copeland, B., Bailey, K., Banerjee, I., Lamers, M. (2021). Partially automated training for implementing, summarizing, and interpreting trial-based functional analyses..
  • Lambert, J., Pericozzi, H., Bailey, K., Standish, C., Perry, E. (2020). Evaluating duration of reinforcement history as a moderator of sequence and magnitude of resurgence..
  • Casagrande, K., Frost, K., Bailey, K., Ingersoll, B. (2020). Positive predictors of life satisfaction for autistic college students and their neurotypical peers..
  • Bailey, K., Frost, K., Casagrande, K., Ingersoll, B. (2020). The relationship between social experience and subjective well-being in college students with ASD: A mixed methods study..
  • Frost, K., Bailey, K., Ingersoll, B. (2019). “I just want them to see me as… me”: Identity, disclosure practices, and community among college students on the autism spectrum..
  • Pickard, K., Wainer, A., Bailey, K., Ingersoll, B. (2016). A mixed-method evaluation of the feasibility and acceptability of a telehealth-based parent mediated intervention for children with ASD..

Contracts, Grants and Sponsored Research

    Contract

  • Siller, M., Alai Rosales, S., Bergmann, S., Toussaint, K., Bailey, K., "Engaging Faculty Across Disciplines to Create a Spectrum of Focused Intervention Programs for Children with Autism," sponsored by Texas Health & Human Services – Children’s Autism Program, State, $500000 Funded. (2025 - 2026).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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