Faculty Profile

Sam Bergmann

Title
Assistant Professor
Department
Behavior Analysis
College
College of Health and Public Service

    

Education

PhD, University of Wisconsin-Milwaukee, 2018.
Major: Psychology
Degree Specialization: Behavior Analysis
Dissertation Title: Establishing Quality Standards for Applied Behavior Analytic Skill-Acquisition Interventions: A Translational Model with Undergraduate Students
MA, Western Michigan University, 2013.
Major: Behavior Analysis
BA, University of Minnesota, 2011.
Major: Psychology/Spanish Studies

Current Scheduled Teaching*

BEHV 5610.710, ABA Foundations, Concepts and Principles 1, Fall 2021 Syllabus
BEHV 5610.910, ABA Foundations, Concepts and Principles 1, Fall 2021 Syllabus
BEHV 5618.718, ABA Foundations, Concepts and Principles 2, Fall 2021 Syllabus
BEHV 5618.918, ABA Foundations, Concepts and Principles 2, Fall 2021 Syllabus
BEHV 6910.703, Developing Behavior Analytic Expertise II, Fall 2021
HLSC 6950.042, Doctoral Dissertation, Fall 2021
BEHV 5950.703, Master's Thesis, Fall 2021
BEHV 5815.703, Practicum, Fall 2021
BEHV 6900.703, Special Problems, Fall 2021

* 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 5950.703, Master's Thesis, Summer 5W1 2021
BEHV 5815.703, Practicum, Summer 5W1 2021
BEHV 3550.001, Behavior Change Techniques, Spring 2021 Syllabus SPOT
BEHV 6810.703, Developing Behavior Analytic Expertise I, Spring 2021
BEHV 5820.703, Internship, Spring 2021
BEHV 5950.703, Master's Thesis, Spring 2021
BEHV 5815.703, Practicum, Spring 2021
BEHV 5150.001, Techniques in Applied Behavior Analysis, Spring 2021 Syllabus SPOT
BEHV 3550.001, Behavior Change Techniques, Fall 2020 Syllabus SPOT
BEHV 5820.703, Internship, Fall 2020
BEHV 5100.001, Introduction to Behavior Analysis, Fall 2020 Syllabus SPOT
BEHV 5950.703, Master's Thesis, Fall 2020
BEHV 5810.703, Practicum, Fall 2020
BEHV 5815.703, Practicum, Fall 2020 SPOT
BEHV 5900.703, Special Problems, Fall 2020
BEHV 3550.001, Behavior Change Techniques, Spring 2020 Syllabus
BEHV 5010.002, Experimental Analysis of Behavior, Spring 2020
BEHV 5950.703, Master's Thesis, Spring 2020
BEHV 5815.703, Practicum, Spring 2020
BEHV 5900.703, Special Problems, Spring 2020
BEHV 3550.001, Behavior Change Techniques, Fall 2019 Syllabus SPOT
BEHV 5820.703, Internship, Fall 2019
BEHV 5100.001, Introduction to Behavior Analysis, Fall 2019 Syllabus SPOT
BEHV 5950.703, Master's Thesis, Fall 2019
BEHV 5810.703, Practicum, Summer 5W2 2019
BEHV 5815.703, Practicum, Summer 5W1 2019
BEHV 5010.002, Experimental Analysis of Behavior, Spring 2019 SPOT
BEHV 5820.703, Internship, Spring 2019
BEHV 5950.703, Master's Thesis, Spring 2019
BEHV 5815.703, Practicum, Spring 2019
BEHV 5100.001, Introduction to Behavior Analysis, Fall 2018 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 Publications

Published Intellectual Contributions

Journal Article
Bergmann, S., Kodak, T., Harman, M. (2021). When Do Errors in Reinforcer Delivery Affect Learning? A Parametric Analysis of Treatment Integrity. Journal of the Experimental Analysis of Behavior. Wiley.
Bergmann, S., Turner, M., Kodak, T., Grow, L., Meyerhofer, C., Niland, H., Edmonds, K. (2020). Replicating stimulus-presentation orders in discrimination training. Journal of Applied Behavior Analysis. Wiley. https://onlinelibrary.wiley.com/doi/full/10.1002/jaba.797?casa_token=NMIShX48DtEAAAAA%3AbejvJG26AsN3m5k29R0daTEynhm5pO5WNBC5bhDFAmmpDPPyW4YpWhYAZl0-mfz7I6-ue4bi8VQc
Bergmann, S., Kodak, T., Van Den Elzen, G., Jones, T., Benitez, B. (2020). Efficacy and efficiency of auditory discrimination procedures for children with autism spectrum disorder and typical development: A preliminary investigation. European Journal of Behavior Analysis.
Kodak, T., Bergmann, S. (2020). Autism Spectrum Disorder: Characteristics, Associated Behaviors, and Early Intervention. Other. Esleiver.
Kodak, T., Halbur, M., Bergmann, S., Costello, D., Benitez, B., Gorgan, E., Cliett, T. (2020). Does the number of training targets influence learning? A comparison of stimulus set size for children with autism spectrum disorder. Journal of Applied Behavior Analysis. 53(1), 265-283. Wiley. https://onlinelibrary.wiley.com/doi/10.1002/jaba.553
Kodak, T., Bergmann, S., LeBlanc, B., Harman, M., Ayazi, M. (2018). Examination of the Effects of Auditory and Textual Stimuli on Response Accuracy and Latency during a Math Task and Tangram Puzzle. The Analysis of Verbal Behavior. 34, 24-43. Springer International Publishing. https://link.springer.com/article/10.1007/s40616-018-0098-x#citeas
Bergmann, S., Kodak, T. M., LeBlanc, B. A. (2017). Effects of Programmed Errors of Omission and Commission During Auditory-Visual Conditional Discrimination Training With Typically Developing Children. The Psychological Record. 67(1), 109-119. Springer Nature. http://dx.doi.org/10.1007/s40732-016-0211-2
Kodak, T., Campbell, V., Bergmann, S., LeBlanc, B., Kurtz-Nelson, E., Cariveau, T., Haq, S., Zemantic, P., Mahon, J. (2016). Examination of efficacious, efficient, and socially valid error-correction procedures to teach sight words and prepositions to children with autism spectrum disorder. Journal of Applied Behavior Analysis. 49(3), 532-547. Wiley. http://dx.doi.org/10.1002/jaba.310
Reference Entry
Bergmann, S., Kodak, T. (2017). Treatment Integrity. The SAGE Encyclopedia of Abnormal and Clinical Psychology. Thousand Oaks, CA: SAGE Publications, Inc.. http://dx.doi.org/10.4135/9781483365817.n1454

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Bergmann, S., Schafer, E. C. (Co-Principal), Vaidya, M. (Co-Principal), Toussaint, K. A. (Co-Principal), Mathews, L. (Co-Principal), "Evaluating Hearing Screening Procedures for Children with Autism Spectrum Disorder: Comparing Conventional Methods to an iPad® Device and Exploring the Utility of Behavioral Supports," Sponsored by UNT Research Seed Grant (RSG), University of North Texas, $9000 Funded. (2021 – Present).
Bergmann, S. C. (Principal), Kodak, T. M. (Co-Principal), "Graduate Student Research Grant," Sponsored by Organization for Autism Research, Private, $2000 Funded. (June 2017September 2018).
,
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