Skip to main content

Matthew Laske

Title: Assistant Professor

Department: Behavior Analysis

College: College of Health and Public Service

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Kansas, 2024
    Major: Behavioral Psychology

Current Scheduled Teaching

BEHV 3300.001Organizational Behavior ManagementSpring 2026
BEHV 5570.001Training and Supervision of Staff in Human Service SettingsSpring 2026
BEHV 5100.001Introduction to Behavior AnalysisFall 2025
BEHV 5950.714Master's ThesisFall 2025
BEHV 3300.001Organizational Behavior ManagementFall 2025 Syllabus
BEHV 4900.713Special ProblemsFall 2025 Syllabus
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

BEHV 3300.001Organizational Behavior ManagementSpring 2025 Syllabus SPOT
BEHV 6410.001The Dissemination and Application of Behavior AnalysisFall 2024 Syllabus
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

  • Ludwig, T.D., M. (2023). The science and best practices of behavioral safety. Routledge. http://dx.doi.org/10.4324/9781003290711

    • Book Chapter

  • Ludwig, T.D., Laske, M.M. (2024). Behavioral safety: An efficacious application of applied behavior analysis to reduce human suffering.
  • Johnson, D.A., Li, A., McCaplin, A.L., Laske, M.M. (2024). The advancement of training within business using behavior-based instructional design.
  • DiGennaro Reed, F.D., Ruby, S.A., Laske, M., Vladescu, J.C. (2023). Video modeling. Applied behavior analysis advanced guidebook: A manual for professional practice. (2nd ed) Elsevier. https://doi.org/10.1016/C2021-0-02521-9
  • Ludwig, T.D., Laske, M. (2023). Behavior Change Interventions. The Science and Best Practices of Behavioral Safety. 72-84. Routledge. http://dx.doi.org/10.4324/9781003290711-7
  • Ludwig, T.D., Laske, M. (2023). Conclusion. The Science and Best Practices of Behavioral Safety. 124-128. Routledge. http://dx.doi.org/10.4324/9781003290711-9
  • Ludwig, T.D., Laske, M. (2023). Direct Observation. The Science and Best Practices of Behavioral Safety. 30-35. Routledge. http://dx.doi.org/10.4324/9781003290711-3
  • Ludwig, T.D., Laske, M. (2023). Evaluation. The Science and Best Practices of Behavioral Safety. 85-123. Routledge. http://dx.doi.org/10.4324/9781003290711-8
  • Ludwig, T.D., Laske, M. (2023). Performance Feedback. The Science and Best Practices of Behavioral Safety. 36-42. Routledge. http://dx.doi.org/10.4324/9781003290711-4
  • Ludwig, T.D., Laske, M. (2023). Reinforcing Engagement. The Science and Best Practices of Behavioral Safety. 43-53. Routledge. http://dx.doi.org/10.4324/9781003290711-5
  • Ludwig, T.D., Laske, M. (2023). Risk Analysis and Pinpointing. The Science and Best Practices of Behavioral Safety. 17-29. Routledge. http://dx.doi.org/10.4324/9781003290711-2
  • Ludwig, T.D., Laske, M. (2023). Trending and Functional Analysis. The Science and Best Practices of Behavioral Safety. 54-71. Routledge. http://dx.doi.org/10.4324/9781003290711-6
  • Ludwig, T.D., Laske, M. (2023). Why Behavioral Safety?. The Science and Best Practices of Behavioral Safety. 1-16. Routledge. http://dx.doi.org/10.4324/9781003290711-1

    • Encyclopedia Article

  • Laske, M., Compagnone, M.E., Acikgoz, Y. (2020). Personnel Security: Retention. Encyclopedia of Security and Emergency Management. 1-7. Springer International Publishing. http://dx.doi.org/10.1007/978-3-319-69891-5_216-1

    • Journal Article

  • Laske, M., DiGennaro Reed, F.D. (2024). Um, so, like, do speech disfluencies matter? A parametric evaluation of filler sounds and words. Journal of Applied Behavior Analysis. 57 (3) 574-583. Wiley. http://dx.doi.org/10.1002/jaba.1093
  • Johnson, D.A., Li, A., McCalpin, A.L., Laske, M. (2024). The advancement of training within business using behavior-based instructional design. Journal of Organizational Behavior Management. 44 (2) 150-171. Taylor and Francis. http://dx.doi.org/10.1080/01608061.2023.2225792
  • Laske, M., DiGennaro Reed, F.D., Braren, J.T. (2024). The efficacy of remote video‐based behavioral skills training and awareness training on public speaking performance. Journal of Applied Behavior Analysis. 57 (1) 247-261. Wiley. http://dx.doi.org/10.1002/jaba.1030
  • Ludwig, T.D., Laske, M. (2023). Behavioral safety: An efficacious application of applied behavior analysis to reduce human suffering. Journal of Organizational Behavior Management. 43 (3) 190-220. Taylor & Francis. http://dx.doi.org/10.1080/01608061.2022.2108536
  • Laske, M., Hinson, P.E., Acikgoz, Y., Ludwig, T.D., Foreman, A.M., Bergman, S.M. (2022). Do employees’ work schedules put them at-risk? The role of shift scheduling and holidays in predicting near miss and incident likelihood. Other. 83 1-7. Elsevier. http://dx.doi.org/10.1016/j.jsr.2022.07.015
  • Laske, M., DiGennaro Reed, F.D. (2022). The efficacy of remote video‐based training on public speaking. Journal of Applied Behavior Analysis. 55 (4) 1124-1143. Wiley. http://dx.doi.org/10.1002/jaba.947
  • Acikgoz, Y., Davison, K.H., Compagnone, M., Laske, M.M. (2020). Justice perceptions of artificial intelligence in selection. Other. 28 (4) 399-416. Wiley. http://dx.doi.org/10.1111/ijsa.12306
,
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
CLOSE