Â鶹´«Ã½

Ph.D. in Education, University of California - Riverside, (1995)

Ph.D. in Education, General, CAL-RIVERSIDE,U OF, (1995)

M.A. in Psychology, Hofstra University, (1990)

Other in Psychology, General, HOFSTRA UNIVERSITY, (1990)

B.S. in Psychology, Georgia State University, (1988)

Other in Psychology, General, GEORGIA STATE UNIVERSITY, (1988)

Board Certified Behavior Analyst

Sponsoring Organization: Behavior Analyst Certification Board

Date Obtained: 2002-12-01

Licensed Psychologist

Sponsoring Organization: Louisiana Board of Examiners of Psychologists

Date Obtained: 2002-03-08

Expertise

Articles

Scheithauer, M., Schebell, S. M., Mevers, J. L., Martin, C. P., Noell, G., Suiter, K. C. and Call, N. A. (2019). A comparison of sources of baseline data for treatments of problem behavior following a functional analysis. Journal of Applied Behavior Analysis. Journal of Applied Behavior Analysis.

Noell, G., Donaldson, J. M., Gansle, K. A., Bradley, R. L., Goodwin, A. K., Larson, E., Richard, P. R., Upright, J. J., Lark, C. R., Moore, K. L. and Bordelon, E. A. (2019). Developing helping behavior in young children through multiple exemplar training. Behavioral Development 24 , pp. 6-17.

Noell, G., Burns, J. M. and Gansle, K. A. (2019). Linking student achievement to teacher preparation: Louisiana’s efforts to support, inform, and strengthen teacher preparation.. Journal of Teacher Education 70 , pp. 128-138.

Miller, S. J. ., Noell, G., McIver, E. B.. and Alvarez, J. P.. (2019). Assessing the effects of instructional set size on learning.. Assessment for Effective Intervention.

Scheithauer, M., Schebell, S. M.., Martin, C. P.., Noell, G., Suiter, K. C.. and Call, N. A.. (2019). A comparison of sources of baseline data for treatments of problem behavior following a functional analysis.. Journal of Applied Behavior Analysis.

Noell, G., Burns, J. M.. and Gansle, K. A. (2019). Linking student achievement to teacher preparation: Louisiana’s efforts to support, inform, and strengthen teacher preparation.. Journal of Teacher Education 70 , pp. 128-138.

Harris, M. T.., Noell, G., McIver, E. B.. and Miller, S. J. . (2019). The effect of instructional set size on learning efficiency.. Educational Studies.

Noell, G., Donaldson, J. M.., Gansle, K. A., Bradley, R. L.., Goodwin, A. K.., Larson, E., Richard, P. R.., Upright, J. J.., Lark, C. R.., Moore, K. L.. and Bordelon, A. E.. (2019). Developing helping behavior in young children through multiple exemplar training.. Behavioral Development 24 , pp. 6-17.

Scheithauer, M., Schebell, S., Mevers, J., Martin, C. P.., Noell, G., Suiter, K. C.. and Call, N. A comparison of sources of baseline data for treatments of problem behavior following a functional analysis.. Journal of Applied Behavior Analysis.

Miller, S. J.., Noell, G., Harris, M., McIver, E. B.. and Alvarez, J. P.. Assessing the effects of instructional set size on learning.. Assessment for Effective Intervention.

Noell, G., Donaldson, J., Gansle, K., Bradley, R., Goodwin, A., Larson, E., Moore, K. and Bordelon, A. Developing helping behavior in young children through multiple exemplar training.. Behavioral Development Bulletin.

Noell, G., Burns, J. and Gansle, K. A.. Linking student achievement to teacher preparation: Louisiana’s efforts to support, inform, and strengthen teacher preparation.. Journal of Teacher Education.

Richard, P. R. and Noell, G. (2018). Teaching children with autism to tie their shoes using video prompt-models and backward chaining. Developmental Neurorehabilitation.

Richard, P. R.. and Noell, G. (2018). Teaching children with autism to tie their shoes using video prompt-models and backward chaining.. Developmental Neurorehabilitation.

Bradley, R. L.. and Noell, G. (2018). The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers.. Psychology in the Schools.

Bradley, R. L. and Noell, G. (2018). The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers. Psychology in the Schools.

Mevers, J. EL., Noell, G., Scheithauer, M., Miller, S. J., Alvarez, S. J. and Fisher, A. J. (2018). The impact of stimulus preference, order-effects, and treatment component omission in evaluating treatment integrity. Journal of School Psychology 69 , pp. 45-55.

Mevers, J. E.., Noell, G., Scheithauer, M., Miller, S. J.., Alvarez, J. P.. and Fisher, A. J.. (2018). The impact of stimulus preference, order-effects, and treatment component omission in evaluating treatment integrity. . Journal of School Psychology 69 , pp. 45-55.

Miller, S., Noell, G., McIver, E. and Lark, C. ). Cross-modality generalization in reading and spelling instruction.. School Psychology Review.

Miller, S. J., Noell, G., McIver, E. B. and Lark, C. R. (2017). Cross-modality generalization in reading and spelling instruction. School Psychology Review 4 , pp. 408-425.

Noell, G., Volz, J. R., Henderson, M. Y. and Williams, K. L. (2017). Evaluating an integrated support model for increasing treatment plan implementation following consultation in schools. School Psychology Quarterly.

Noell, G., Volz, J., Henderson, M. and Williams, K. (2017). Evaluating an integrated support model for increasing treatment plan implementation following consultation in schools.. School Psychology Quarterly 32 (4) , pp. 525-538.

Brabeck, M. M., A, C., Geisinger, K. F., Marx, R. W., Noell, G., Subotnik, R. F. and Worrell, F. C. (2016). Assessing the assessments of teacher preparation. Theory into Practice 55 , pp. 160-167.

Noell, G., Volz, J. R.., Henderson, M. Y. . and Williams, K. L. . Evaluating an integrated support model for increasing treatment plan implementation following consultation in schools.. School Psychology Quarterly.

Brabeck, M. M.., Dwyer, C. A., Geisinger, K. F.., Marx, R. W.., Noell, G., Subotnik, R. F.. and Worrell, F. C.. (2016). Assessing the assessments of teacher preparation.. Theory into Practice 55 , pp. 160-167.

Gansle, K. A.., Grandstaff-Beckers, G., Stringer, A., Roberts, N., Burns, J. and Noell, G. (2016). The effects of continuous improvement practices using state value-added data for reading educator program enhancement.. Journal of Contemporary Research in Education 4 , pp. 4-23.

Gansle, K. A., Noell, G., Grandstaff-Beckers, G., Stringer, A., Roberts, N. and Burns, J. M. (2015). The effects of continuous improvement practices using state value-added data for reading educator program enhancement. Journal of Contemporary Research in Education 4 , pp. 4-23.

Noell, G. (2014). Implementation of treatments in research and practice: Commentary on the special issue. Journal of Behavioral Education 23 , pp. 192-200.

Noell, G., Gansle, K. A., Mevers, J. L., Knox, R. M., Mintz, J. C. and Dahir, A. (2014). Improving treatment plan implementation in schools: A meta-analysis of singe subject designs. Journal of Behavioral Education 23 , pp. 168-191.

Gansle, K. A., Noell, G. and Burns, J. M. (2012). Do student achievement outcomes differ across teacher preparation programs?. Journal of Teacher Education 63 , pp. 304-317.

Williams, K. L., Noell, G., Jones, B. and Gansle, K. (2012). Modifying Students’ Classroom Behaviors Using an Electronic Daily Report Card. Child and Family Behavior Therapy 34 , pp. 269-289.

Noell, G. and Gansle, K. A. (2009). Moving from good ideas in educational systems change to sustainable program implementation: Coming to terms with some of the realities. Psychology in the Schools 46 , pp. 79-89.

Noell, G. (2008). Appraising and praising systematic work to support systems change: Where we might be and where we might go. School Psychology Review 37 , pp. 333-336.

Gansle, K. A. and Noell, G. (2008). Consulting with teachers regarding academic skills: Problem solving for basic skills. nternational Journal of Behavioral Consultation and Therapy 4 , pp. 199-211.

Resetar, J. L. and Noell, G. (2008). Evaluating preference assessments for use in the general education setting. Journal of Applied Behavior Analysis 41 , pp. 447-451.

Burns, M. K., Peters, R. and Noell, G. (2008). Using performance feedback to enhance implementation fidelity of the problem-solving team process. Journal of School Psychology 46 , pp. 537-550.

Noell, G. and Gansle, K. A. (2006). Assuring the form has substance: Treatment plan implementation as the foundation of assessing response to intervention. Assessment for Effective Intervention 32 , pp. 32-39.

Slider, N. J., Noell, G. and Williams, K. L. (2006). Providing practicing teachers classroom management professional development in a brief self-study format. Journal of Behavioral Education 15 , pp. 215-228.

Noell, G., Connell, J. M . and Duhon, G. J. (2006). Spontaneous response generalization during whole word instruction: Reading to spell and spelling to read. Journal of Behavioral Education 15 , pp. 121-228.

Resetar, J. L., Noell, G. and Pellegrin, A. L. (2006). Teaching parents to use research supported systematic strategies to tutor their children in reading. School Psychology Quarterly , pp. 241-261.

Gansle, K. A., VanDerHeyden, A. M., Noell, G., Resetar, J. L. and Williams, K. L. (2006). The technical adequacy of curriculum-based and rating-based measures of written expression for elementary school students. School Psychology Review 35 , pp. 435-450.

Noell, G. and Burns, J. L. (2006). Value added assessment of teacher preparation: An illustration of emerging technology. Journal of Teacher Education 57 , pp. 37-50.

Dufrene, B. A. and Noell, G. (2005). Monitoring implementation of reciprocal peer tutoring: Identifying and intervening with students who do not maintain accurate implementation. School Psychology Review 34 , pp. 74-86.

Noell, G., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., Koenig, J. L., Resetar, J. L. and Duhon, G. J. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review 34 , pp. 87-106.

Gansle, K. A., Noell, G., VanDerHeyden, A. M., Slider, N. J., Naquin, G. M., Hoffpauir, L. D. and hitmarsh, E. L. (2004). An examination of the criterion validity and sensitivity of alternate curriculum-based measures of writing skill. Psychology in the Schools 41 , pp. 291-300.

Duhon, G. J., Noell, G., Witt, J. C., Freeland, T. J., Dufrene, B. A. and Gilbertson, D. N. (2004). Identifying academic skill and performance deficits: The experimental analysis of brief assessments of academic skills. 33 , pp. 429-443.

Noell, G., Whitmarsh, E. L., VanDerHeyden, A. M., Gatti, S. L. and Slider, N. J. (2003). Sequencing instructional tasks: A comparison of contingent and non-contingent interspersal of preferred academic tasks. Behavior Modification 27 , pp. 191-216.

Gansle, K. A., Noell, G. and Freeland, J. T. (2002). Can't Jane read or won't Jane read? An analysis of pre-reading skills designed to differentiate skill deficits from performance deficits. Behavior Analyst Today 3 , pp. 161-165.

Noell, G., Duhon, G. J., Gatti, G. J. and Connell, J. E. (2002). Consultation, follow-up, and behavior management intervention implementation in general education. 31 , pp. 217-234.

Noell, G., Gresham, F. M. and Gansle, K. A. (2002). Does treatment integrity matter? A preliminary investigation of instructional implementation and mathematics performance. Journal of Behavioral Education 11 , pp. 51-67.

Freeland, T. J. and Noell, G. (2002). Programming for maintenance: Programming delayed intermittent reinforcement and common stimuli to create indiscriminable contingencies. 11 , pp. 5-18.

Noell, G. and Gresham, F. M. (2001). A multiple sequence variant of the multiple baseline design: A strategy for analysis of sequence effects and treatment comparison. School Psychology Quarterly 16 , pp. 207-221.

VanDerHeyden, A. M., Witt, J. C., Naquin, G. and Noell, G. H. (2001). The reliability and validity of CBM-based readiness probes for kindergarten students. School Psychology Review 30 , pp. 363-382.

Noell, G., Freeland, J. T., Witt, J. C. and Gansle, K. A. (2001). Using brief assessments to identify effective interventions for individual students. 39 , pp. 335-355.

Noell, G., Witt, J. C., LaFleur, L. H., Mortenson, B. P., Ranier, D. D. and LeVelle, J. (2000). A comparison of two follow-up strategies to increase teacher intervention implementation in general education following consultation. Journal of Applied Behavior Analysis 33 , pp. 271-284.

Noell, G., Roane, H. S., VanDerHeyden, A. M., Whitmarsh, E. L. and Gatti, S. L. (2000). Programming for communication in the classroom following assessment and training outside the classroom. 29 , pp. 429-442.

Noell, G., VanDerHeyden, A. M., Whitmarsh, E. L. and Gatti, S. L. (2000). Programming for communication in the classroom following assessment and training outside the classroom. School Psychology Review. Programming for communication in the classroom following assessment and training outside the classroom. School Psychology Review 29 , pp. 492-442.

Noell, G., Gansle, K. A. and Allison, R. (1999). Do you see what I see? Teachers' and school psychologists' evaluations of naturally occurring consultation cases. Educational and Psychological Consultation 10 , pp. 107-128.

Freeland, J. T. and Noell, G. (1999). Maintaining accurate math responses in elementary school students: the effects of delayed intermittent reinforcement and programming common stimuli. Journal of Applied Behavior Analysis 32 , pp. 211-215.

Noell, G. and Witt, J. C. (1999). When does consultation lead to intervention implementation? Critical issues for research and practice. Journal of Special Education 33 , pp. 29-35.

Noell, G., Gansle, K. A., Witt, J. C., Whitmarsh, E. L., Freeland, J. T., LaFleur, L. H., Gilbertson, D. A. and Northup, J. (1998). Effects of contingent reward and instruction on oral reading performance at differing levels of passage difficult. Journal of Applied Behavior Analysis 31 (659-664).

Noell, G., Gresham, F. M. and Duhon, G. (1998). Fundamental agreements and epistemological differences in differentiating what was said from what was done in behavioral consultation. School Psychology Quarterly 13 , pp. 81-88.

Noell, G., Witt, J. C., Gilbertson, D. N., Ranier, D. D. and Freeland, J. T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly 12 , pp. 77-88.

Witt, J. C., Noell, G., LaFleur, L. H. and Mortenson, B. P. (1997). Teacher usage of interventions in general education: Measurement and analysis of the independent variable. Journal of Applied Behavior Analysis 30 , pp. 693-696.

Noell, G. and Witt, J. C. (1996). A critical re-evaluation of five fundamental assumptions underlying behavioral consultation. School Psychology Quarterly 11 , pp. 189-203.

Noell, G. (1996). New directions in behavioral consultation. School Psychology Quarterly 11 , pp. 187-188.

Witt, J. C., Gresham, F. M. and Noell, G. (1996). The effectiveness and efficiency of behavioral consultation: Differing perspectives about epistemology and what we know. Journal of Educational and Psychological Consultation 7 , pp. 355-360.

Witt, J. C., Gresham, F. M. and Noell, G. (1996). What's behavioral about behavioral consultation?. Journal of Educational and Psychological Consultation 7 , pp. 327-344.

Noell, G. and Gresham, F. M. (1993). Functional outcome analysis: Do the benefits of consultation and prereferral intervention justify the costs?. School Psychology Quarterly 8 , pp. 200-226.

Gresham, F. M., Gansle, K. A. and Noell, G. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis 26 , pp. 257-264.

Gresham, F. M., Gansle, K. A., Noell, G., Cohen, S. and Rosenblum, S. (1993). Treatment integrity of school-based behavioral intervention studies: 1980-1990.. School Psychology Review 22 , pp. 254-226.

Book Chapters

Noell, G., Ardoin, S. P.. and Gansle, K. A.. (2018). Academic assessment Assessing Childhood Psychopathology and Developmental Disabilities and Treating Childhood Psychopathology and Developmental Disabilities 2nd Ed. (pp. 83-103) New York: Springer.

Noell, G. and Gansle, K. (2018). Using data to inform decisions regarding teacher preparation. Teachers, Teaching, and Reform: Perspectives on Efforts to Improve Educational Outcomes (pp. 94-115) New York: Routledge.

Noell, G. and Gansle, K. A.. (2016). Assuring the Response to Intervention Process has Substance: Assessing and Supporting Intervention Implementation. Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support (pp. 407-420) New York: Springer Science.

Presentations

Noell, G., Donaldson, J. M.., Gansle, K. A., Bradely, R. L.., Goodwin, A. K., Larson, E., Richard, P. R.., Upright, J. J.., Lark, C. L.., Moore, K. L.. and Bordelon, A. E.. (May 15, 2019). Developing helping behavior in young children through multiple exemplar training Paper annual meeting of the Association for Behavior Analysis International Chicago, IL, United States.

Noell, G. and Noell, G. (May , 2017). Teaching Abduction Prevention to Children with Autism: A clinical case study. Poster annual meeting of the Association for Behavior Analysis International Denver, CO.

Noell, G. (November , 2016). Treatment plan implementation in child behavior therapy and education. Paper annual meeting of the Georgia Association for Behavior Analysis Savannaha, GA.

Noell, G. and Noell, G. (May , 2016). Teaching organizational skills to undergraduates using self-monitoring techniques. Poster annual meeting of the Association for Behavior Analysis International Chicago, IL.

Noell, G. (May , 2016). Treatment integrity in child behavior therapy and educational intervention. Other nnual meeting of the Association for Behavior Analysis International Chicago, IL.

Noell, G. and Noell, G. (February , 2016). Examination of the effects of the Homework, Organization, and Planning Skills (HOPS) intervention on undergraduate students Paper Annual Meeting of the National Association of School Psychologists New Orleans, LA.

• 2008: Margaret M. Neely Award, Baton Rouge Speech and Hearing Foundation
• 2005: Distinguished Faculty Award, Louisiana State University
• 2004: Fellow Division of School Psychology, Elected 2004, American Psychological Association
• 2003: Editorial Appreciation Award, School Psychology Review
• 2000: Lightner Witmer Award, Division of School Psychology American Psychological Association
• 2000: Society for the Study of School Psychology, Elected 2000, American Psychological Association