[title size=”1″]External Supervisors[/title] Teaching Tree maintains high quality of services by following the Professional Guidelines recommended by the Behavior Analyst Certification Board. This is why Veneta stays in close contact with two behavior analysts with doctoral levels in behavior analysis who act as her mentors and external supervisors. Veneta remains in dialogue with her university professors and mentors and the scientific community at large to ensure her own continuation of professional development and allow her professional peers to review her work.

[title size=”2″]Profile Picture[/title] [person name=”Fabiola Casarini, Ph. D.
Co-Founder at Centro Tice
www.centrotice.it” picture=”http://teachingtree.de/wp-content/uploads/2014/05/Fabiola1.jpg” title=””]

 

[/person] [title size=”2″]Who am I?[/title] I am passionate about learning 
and research using the science of behavior analysis. 
My professional goal is to offer effective intervention strategies for children and adolescents with learning disabilities, 
developmental disabilities, and behavioral or emotional disorders. In collaboration with Italian and foreign universities, I develop and update courses for institutions and create leverage 
for the development of innovations and social applications in the science of education.

Words that inspire me: “Don’t forget to dream”.

[title size=”2″]Professional background:[/title] [toggle title=”Professional and research interests”]Dr. Casarini dedicates her time to change the current pedagogical practices for children and adolescents with learning and developmental disabilities in Italy by filling out an important missing piece: the establishment of university training programs that prepare teachers and related professionals to implement science-driven teaching instructions and developing of accreditation system for professionals who engage in behavior analysis. She has streamlined university courses in Applied Behavior Analysis at dell’Università di Parma and leads lectures both in English and Italian.

In 2006 she co-founded Centro TICE – a non-profit organization that promotes innovative teaching 
and research using the science of behavior analysis. Since then Fabiola trains professionals to offer evidence-based interventions for children and adolescents with learning and developmental disabilities and her work has reached out to great number of families with children with special needs. Fabiola’s research topics include the replication of the CABAS® model of education in Italy, the effects of speaker immersion procedures on the production of verbal operants, as well as the induction of verbal behavior cusps and capabilities among young children.[/toggle] [toggle title=”Specialization in networking and synergy”]Fabiola connects students, educators, researchers and university faculty. With the understanding that university programs are crucial component for the development of holistic science-informed educational systems, Fabiola collaborates with Italian and foreign universities to design and update courses that deal with teaching as a science. Fabiola also creates and maintains professional network for European behavior analysts who share her passion for innovative empirically-tested pedagogical practices.[/toggle] [toggle title=”Positions held”]Currently Dr Casarini serves as Lecturer at dell’Università di Parma and is Co-founder at Center Tice. In the past she has worked as a teacher and teaching assistant at Fred F. Keller – an internationally recognized behavior analytic preschool and early intervention program for children from eighteen months through age five with and without disabilities and one of several Comprehensive Application of Behavior Analysis to Schooling or CABAS® accredited programs in the United States. [/toggle] [toggle title=”Educational background”] Degrees:
Doctor of Philosophy: Applied Behavior Analysis, Università di Parma, Italy
Master of Arts: Applied Behavior Analysis, Psychology, Università di Parma, Italy

Certifications:
CABAS® Teacher Rank II[/toggle] [toggle title=”List of research (partial)”] [checklist icon=”plus” iconcolor=”light” circle=”yes”]

  • Casarini, F., Cattivelli, R., & Cavallini, F. (2011). Comprehensive Application of Behavior Analysis to Schooling in Italy: The Pilot Project. European Journal of Behavior Analysis, 12, 205-216.
  • Pistoljevic, N., Cahill, C, & Casarini, F. (2010) The effects of a speaker immersion procedure on the production of verbal operants. Journal of Speech Language Pathology Applied Behavior Analysis, 5-2
  • Pino, O., Leone, D., Forconi, S. & Casarini, F. (2010). Functional independence and preference effects on the acquisition of multiply-controlled mands and tacts. Journal of Applied Radical Behavior Analysis, (no único), 82-98
  • Casarini, F. (2011). Comprehensive Application of Behavior Analysis to Schooling in Italy (Doctoral dissertation, Università degli Studi di Parma. Dipartimento di Psicologia).
  • Greer, R. D., Pistoljevic, N., Cahill, C, & Casarini, F. The Effect of the Presence and Absence of Naming on How Children with ASD Diagnoses Can Learn in New Ways.
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[title size=”2″]Profile Picture[/title] [person name=”Nirvana Pistoljević, Ph.D.
Executive Director at EDUS
www.edusbih.org ” picture=”http://teachingtree.de/wp-content/uploads/2014/05/Nirvana1.jpg” title=””]

 

[/person] [title size=”2″]Who am I?[/title] After more than a decade of living and working in the US I have returned to my home country to make a meaningful difference in children’ lives by rebuilding social services and pedagogical practices. I am committed to helping children with autism and other developmental delays in Bosnia and Herzegovina through changing country-wide educational norms and values. I provide in situ training for teachers, psychologists, and therapists, and offer parent training and education. I am conducting research in the fields of language development, inclusion, and evidence-based educational tactics and support other behavior analyst in Europe in their work.

Words that inspire me: challenges can inspire.

[title size=”2″]Professional background:[/title] [toggle title=”Professional and research interests”]Nirvana is a published researcher in the field of education, behavior science, and language development. Nirvana’s current research interests include early verbal development and the milestones responsible for language acquisition such as: Naming (incidental language acquisition capability) and observational learning to name a few. Her scientific inquiries focus on increasing spontaneous speech in children with autism and related developmental delays, acquisition of listener behavior, and success in inclusion. [/toggle] [toggle title=”Changing country-wide educational systems and policies”]Nirvana has spearheaded a Project “CABAS® Mjedenica” starting first classrooms for children with autism and other developmental delays in Sarajevo, based on Teaching as Applied Behavior Analysis and currently trains and oversees 30 professionals, providing education for 250 children. She is lecturing as a visiting professor at University of Sarajevo, Faculty of Pedagogy, conducting research and writing. In her role as an Executive Director of EDUS (a non-profit organization providing evidence-based education) she collaborates with public, private, and governmental sectors to advance educational practices and outcomes for hundreds of people in Bosnia and Herzegovina every day. She actively promotes the science of behavior and its applications in teaching and disseminates innovative empirically tested pedagogical strategies and verbal behavior development interventions across Europe.[/toggle] [toggle title=”Positions held and awards”]Dr. Pistoljevic successfully “juggles” multiple positions internationally. She is an Adjunct Assistant Professor of Education and Psychology in the programs for Teaching as Applied Behavior Analysis in the Department of Health and Behavior Studies at Teachers College. Nirvana is also the Director of EDUS – an organization providing multidisciplinary, evidence-based approach to teaching children with developmental disorders – children that otherwise would have little or no opportunity for education, as well as children with difficulties in the mainstream schools. She acts as a behavior analyst supervisor and peer reviewer for the Journal of Early and Intensive Behavioral Intervention and the Journal of Behavioral Assessment and Intervention in Children.

Nirvana worked as the Assistant Director of The Fred S. Keller School, a private research based preschool and training site for Columbia University graduate students implementing the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model of education. She held the position of Riders of Hope Director: a non-for-profit organization helping children in Bosnia and Herzegovina. She taught in special education self-contained and inclusion classrooms in New York.[/toggle] [toggle title=”Educational background”] Degrees:
Doctor of Philosophy: Applied Behavior Analysis, Teachers College,
Columbia University,

Master of Philosophy: Applied Behavior Analysis/Behaviorism, Columbia University, Graduate School of Arts and Sciences, New York

Master of Education: Special Education/Instructional Practice, Teachers College, Columbia University, New York

Master of Arts: Special Education/General Education/Applied Behavior Analysis, Teachers College, Columbia University, New York

Bachelor of Arts: Psychology- Highest Honors, Rutgers University, New Jersey

Certifications:
CABAS® Senior Behavior Analyst and Assistant Research Scientist[/toggle] [toggle title=”List of research”] [checklist icon=”plus” iconcolor=”light” circle=”yes”]

  • Pistoljevic, N. (2010). Analyzing the effectiveness of increasing instruction to decrease inappropriate behavior. Journal of Applied Radical Behavior Analysis, 4/10 (in press).
  • Greer, R. D., Pistoljevic, N., Cahill, C., & Du, L. (2010). Conditioning voices as reinforcers for listener responses in preschoolers with autism. The Analysis of Verbal Behavior (manuscript submitted for publication)
  • Pistoljevic, N., Cahill, C., & Casarini, F. (2010). Effects of the speaker immersion procedure on the production of verbal operants. Journal of Speech Language Pathology and Applied Behavior Analysis, 5(2), 192-207.
  • Pistoljevic, N. (2008). The effects of multiple exemplar and intensive tact instruction on the acquisition of Naming in preschoolers diagnosed with autism and other language delays. Columbia University, New York. (Doctoral dissertation, Columbia University). Abstract from: UMI Proquest Digital Dissertations [on-line]. Dissertations Abstract Item: AAT 3317598.
  • Greer, R. D., Stolfi, L., & Pistoljevic, N. (2007). Emergence of Naming in preschoolers: A comparison of multiple and single exemplar instruction. European Journal of Behavior Analysis, 8, 119-131.
  • Pistoljevic, N., & Greer, R. D. (2006). The effects of daily intensive tact instruction on preschool students’ emission of pure tacts and mands in non-instructional settings. Journal of Early and Intensive Behavioral Intervention, 3(1), 103-119.
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