Bridget O'Neil Hier
Postdoctoral Fellowship, Devereux Center for Effective Schools (2014-15)
APPIC Internship, Devereux Center for Effective Schools (2013-14)
Ph.D., School Psychology, Syracuse University (2014)
M.S., Psychology, Syracuse University (2012)
B.A., Psychology, North Carolina State University (2009)
Research and Teaching Interests
Dr. Hier’s research focuses on developing effective, efficient instructional practices to improve children’s academic outcomes. Through her applied research, she works to identify practices that can be used preventatively within the general education setting to promote lasting, generalized improvements in children’s writing skills. Dr. Hier is particularly interested in using experimental methods to better understand behavioral models of skill development.
Dr. Hier teaches courses in applied behavior analysis and school consultation. Clinically, she specializes in working with schools to provide behavioral and academic services within a multi-tiered systems of support (MTSS) framework. At the individual student level, Dr. Hier has expertise in functional behavioral assessment and behavior intervention planning.
Board Certified Behavior Analyst (BCBA)
School-wide Positive Behavioral Interventions and Supports Facilitator at Tier I (Pennsylvania)
Hier, B. O., Eckert, T. L., & Viney, E. A. (in press). Generalization and maintenance effects of writing fluency intervention strategies for elementary students: A randomized controlled trial. School Psychology Review.
Datchuk, S. M., Wagner, K. & Hier, B. O. (in press). Writing sequences of students with disabilities: A review and meta-analysis contrasting level and trend effects of writing interventions. Exceptional Children.
Hier, B. O. & McCurdy, B. L. (in press). Effects of performance feedback on the writing outcomes of students with behavioral disorders. Contemporary School Psychology.
Hier, B. O., & Eckert, T. L. (2016). Programming generality into a performance feedback writing intervention: A randomized controlled trial. Journal of School Psychology, 56, 111-131. doi:10.1016/j.jsp.2016.03.003
Hier, B. O., & Eckert, T. L. (2014). Evaluating elementary-aged students’ abilities to generalize and maintain fluency gains of a performance feedback writing intervention. School Psychology Quarterly, 29(4), 488-502. doi:10.1037/spq0000040