Department of Psychology

Tom Cariveau

faculty photo

Dr. Tom Cariveau, Assistant Professor

Post-Doctoral Fellowship, Marcus Autism Center and Emory University School of Medicine

Ph.D. University of Oregon, School Psychology, 2016

M.S. University of Oregon, Special Education

B.A. University of Minnesota Duluth, Psychology

Teaching Lab Building, Room 3036.
UNCW, 601 South College Road, Wilmington, NC 28403
(910) 962-2883 | cariveaut@uncw.edu

My teaching, research, and clinical interests are in the development and refinement of intervention technologies based in applied behavior analysis. My interests predominantly lie in interventions designed to promote meaningful outcomes for children diagnosed with autism spectrum disorder and other developmental disabilities with a particular emphasis on the efficiency and durability of treatment outcomes. Our team is conducting additional work in the analysis of controlling variables in verbal behavior.

I have advanced degrees in Special Education (MS) and School Psychology (PhD) from the University of Oregon, am a board certified behavior analyst at the doctoral level (BCBA-D), and a licensed psychologist in North Carolina. I completed a pre-doctoral internship in the treatment clinics (skill acquisition, feeding, and severe behavior) at the Marcus Autism Center and a Post-Doctoral Fellowship affiliated with the Marcus Autism Center and Emory University School of Medicine with funding from the Autism Science Foundation. I have conducted additional work in group contingencies, efficiency of instructional procedures, terminology associated with verbal status in autism, durability of responding in extinction, and the efficacy of clinical practices.

Students interested in participating in research on skill acquisition with individuals with developmental disabilities or conducting research in the analysis of verbal behavior should email Dr. Cariveaut indicating their interest in joining the research team, past experiences or interest in working with individuals with developmental disabilities or verbal behavior, and relevant coursework in applied behavior analysis.

Select Publications

Shillingsburg, M. A., Cariveau, T., Talmadge, B. & Frampton, S. (2017). A preliminary analysis of procedures to establish reporting past behavior in children with autism. The Analysis of Verbal Behavior.

Shillingsburg, M. A., Frampton, S. E., Cleveland, S., & Cariveau, T. (2017). A clinical application of procedures to promote the emergence of untrained intraverbal relations with children with autism. Learning and Motivation.

Kodak, T., Cariveau, T., LeBlanc, B., Mahon, J., & Carroll, R. A. (2017). Selection and implementation of skill acquisition programs by special education teachers and staff for students with autism spectrum disorders. Behavior Modification.

Cariveau, T. & Kodak, T. (2016). Programming a randomized dependent group contingency and common stimuli to promote durable behavior change. Journal of Applied Behavior Analysis, 50, 121-133. doi: 10.1002/jaba.352

Scheithauer, M., Cariveau, T., Call, N.A., Ormand, H., & Clark, S. (2016). A consecutive case review of token systems used to reduce socially maintained challenging behavior in individuals with intellectual and developmental delays. Journal of Intellectual and Developmental Disabilities, 62, 157-166. doi: 10.1080/20473869.2016.1177925

Cariveau, T., Kodak, T., & Campbell, V. (2016). The effects of intertrial interval and instructional format on skill acquisition and maintenance for children with autism. Journal of Applied Behavior Analysis, 49, 809-825. doi: 10.1002/jaba.322

Kodak, T., Campbell, V., Moberg, S., LeBlanc, B., Kurtz-Nelson, E., Cariveau, T., … & 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, 532-547. doi: 10.1002/jaba.310

Haq, S. S., Kodak, T., Kurtz-Nelson, E., Porritt, M., Rush, K., & Cariveau, T. (2015). Comparing the effects of massed and distributed practice on skill acquisition for children with autism. Journal of Applied Behavior Analysis, 48, 454–459.