Penn State Harrisburg
Middletown, PA 17057
Kathryn R. Glodowski is an Assistant Professor of Psychology at Penn State Harrisburg. Dr. Glodowski earned her Doctorate in Behavior Analysis at Western New England University in 2016. She has over 10 years' experience working with individuals of all ages with a variety of disorders in home, clinical, school, and other community settings. Dr. Glodowski serves on the Council for ABAI's Verbal Behavior Special Interest Group and is the Program Chair for APA Division 25 - Behavior Analysis. She is also an Associate Editor for Operants, a magazine published by the BF Skinner Foundation; and she advocates for higher quality behavior-analytic services in PA as a volunteer for the ABA in PA organization. Dr. Glodowski has published research in the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, the Journal of Behavioral Education, Behavioral Interventions, Behavior Modification, and Behavioural Processes. Her current research interests include the assessment and treatment of problem behavior, clinical decision making, and skill acquisition for young children with autism.
College Student Behavior
Assessment and Treatment of Problem Behavior
Clinical Decision Making
Skill Acquisition for Individuals with Autism
Rodriguez, N., Aragon, M., McKeown, C., & Glodowski, K. (under review). Facilitating the emergence of intraverbal-tacts in children with autism spectrum disorder: A preliminary analysis. Journal of Applied Behavior Analysis.
Meindl, J. N., Ivy, J., Glodowski, K. R., & Noordin, K. (accepted). Evaluating the effectiveness of noncontingent reinforcement: An empirical review. Behavior Modification, 22. https://doi.org/10.1177/0145445519865073.
Glodowski, K. R., Bourret, J., Ivy, J. W., Seaver, J., Jackson, J., Stine, J., & Nuzzolilli, A. (2020). A comparison of token and tandem schedules of reinforcement on response patterns for adolescents diagnosed with autism. Behavioral Interventions, 35(1), 25-37. https://onlinelibrary.wiley.com/doi/pdf/10.1002/bin.1704.
Glodowski, K., & Rodriguez, N. (2019). The effects of scenic picture prompts on variability during the acquisition of intraverbal categorization for children with autism. The Analysis of Verbal Behavior, 35(2), 134-148. https://link.springer.com/article/10.1007/s40616-019-00120-2.
Glodowski, K., Thompson, R., & Asuncion, E. A. (2019). Evidence-based recommendations for programming quizzes to improve college student behavior. 29, 543-570. https://doi.org/10.1007/s10864-019-09330-z.
Glodowski, K. R., Thompson, R., & Martel, L. (2019). The rooting reflex as an infant feeding cue. Journal of Applied Behavior Analysis, 52(1), 17-27. https://doi.org/10.1002/jaba.512.
Glodowski, K., & Thompson, R. H. (2018). Effects of guided notes on pre-lecture quiz scores in introductory psychology. Journal of Behavioral Education, 27(1), 101 - 123. https://doi.org/10.1007/s10864-017-9274-7.
Glodowski, K., & Thompson, R. H. (2017). Do distracting activities increase tolerance for an infant cry? Journal of Applied Behavior Analysis, 50(1), 159 - 164. https://doi.org/10.1002/jaba.361.
Holt, D. D., Glodowski, K., Smits-Seemann, R. R., & Tiry, A. M. (2016). The domain effect in delay discounting: The roles of fungibility and perishability. Behavioural Processes, 131, 47 - 52. https://doi.org/10.1016/j.beproc.2016.08.006.
Ph.D. Western New England University
M.S. Western New England University
B.S. University of Wisconsin - Eau Claire