Catherine L. Williams

My goal is to identify and disseminate teaching procedures that lead to lasting student learning. I pursue this goal through translational laboratory and classroom research with children and adult learners. In the laboratory, I primarily focus on arbitrary learning to be sure that the reason participants learn is because of the way I’m teaching. In classrooms, I focus on understanding how these procedures benefit students in “real world” and why this learning might differ from learning in a laboratory. I want to promote the use of effective academic instruction for all students who are not excelling in classes, regardless of diagnosis or age. In addition to research, I also provide consultation for teachers who want to implement evidence-based instruction and for schools interested in improving tiered support systems.

Select Publications (*student author)

Williams, C. L. & St. Peter, C. C. (2020). Resurgence of previously taught academic responses. Journal of the Experimental Analysis of Behavior, 113, 232-250. doi.org/10.1002/jeab.572

Houchins, A. L.*, Williams, C. L. & St. Peter, C. C. (2021). Timeout during alternative reinforcement does not reduce subsequent resurgence. The Psychological Record. doi.org/10.1007/s40732-020-00455-6

Finch, K. R., Williams. C. L., Kestner, K. M. (2022). ABA and ABC renewal during ongoing omission training. The Psychological Record. doi.org/10.1007/s40732-022-00524-y