Laura Chezan
ASSOCIATE PROFESSOR
Communication Disorders & Special Education
Contact Information
Organizational Chart
Biography
Laura C. Chezan is an Associate Professor of Special Education in the Department of Communication Disorders and Special Education in Darden College of Education and Professional Studies. She is the Program Director for the Applied Behavior Analysis Certificate Program at ODU. Her research interests focus on communication interventions, positive behavior support for individuals with autism and significant intellectual disabilities, and single-case experimental research designs.
Education/Credentials
Ph.D. in Special Education, University of South Carolina, (2012)
M.Ed. in Special Education, University of South Carolina, (2007)
M.Ed. in Special Education, Babes-Bolyai University of Cluj-Napoca, (2003)
B.S. in Psychology, Babes-Bolyai University of Cluj-Napoca, (2002)
B.S. in Special Education, Babes-Bolyai University of Cluj-Napoca, (2002)
- Approved Provider for SC DDSN MR/RD Waiver Behavior Support Services
- Sponsoring Organization: SC Disabilities and Special Needs Board
- Licensed Behavior Analyst (L.B.A.)
- Sponsoring Organization: Virginia Board of Medicine
- Date Obtained: 2014-09-01
- What Works Clearinghouse Certified Reviewer
- Sponsoring Organization: Institute of Educational Sciences
- Date Obtained: 2014-01-01
- Board Certified Behavior Analyst (BCBA-D)
- Sponsoring Organization: Behavior Analyst Certification Board
- Date Obtained: 2010-01-01
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Expertise
- Autism
- Significant Intellectual Disabilities
- Functional Communication
- Behavior Support
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Research Interests
- Communication Interventions,<br>Positive Behavior Support,<br>Autism and Significant Intellectual Disabilities,<br>Single-Case Experimental Design Methodology
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Articles
- Chezan, L., Jin, L., Drasgow, E., Ding, R., and Magana, A. (2022). The Quality of Life for Children with Autism Spectrum Disorder Scale: Factor Analysis, MIMIC Modeling, and Cut-off Score Analysis. Journal of Autism and Developmental Disorders.
- Phalen, L., and Chezan, L. (2021). Using the Question-Answer Relationship strategy to improve listening comprehension in young children with autism spectrum disorder. Journal of Autism and Developmental Disorders.
- Chezan, L., Liu, J., Cholewicki, J. M., Drasgow, E., and Warman, A. (2021). A psychometric evaluation of the Quality of Life for Children with Autism Spectrum Disorder scale. Journal of Autism and Developmental Disorders
- Chezan, L., and Drasgow (2021). Prelinguistic Milieu Teaching produces acquisition of intentional communication in the natural environment in three preschool children with or at risk for autism spectrum disorder. Evidence-Based Communication Assessment and Intervention., 14 (4), pp. 228-235.
- Chezan, L. C., McCammon, M., Drasgow, E., and Wolfe, K. (2020). The ecological validity of research studies on function-based interventions in schools for children with autism spectrum disorder. Behavior Modification
- Tabacu, L. M., Watson, S. R., Chezan, L., Gable, R. A., Oliveira, C., and Lopes, J. (2020). Looking for a pattern: Error analysis as a diagnostic assessment for making instructional decisions to promote academic success. Preventing School Failure: Alternative Education for Children and Youth
- Chezan, L., Drasgow, E., and Grybos, E. M. (2020). Conversation skills and social initiations in young adults with autism and intellectual disability. Research in Autism Spectrum Disorder
- Cholewicki, J., Drasgow, E., and Chezan, L. (2019). Parental perception of quality of life for children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 31, pp. 575-592.
- Wolfe, K., Pound, S., McCammon, S., Chezan, L., and Drasgow, E. A systematic review of interventions to promote response variability in individuals with autism spectrum disorder. Behavioral Modification, 43 (6), pp. 790-818.
- Chezan, L., Drasgow, E., McWhorter, G., Starkey, K. I., and Hurdle, B. M. (2018). Discrimination and generalization of negatively-reinforced mands in young children with autism. Behavior Modification, 43, pp. 656-687.
- Sherlock, P., Chezan, L., Wolfe, K., Drasgow, E., and Habing, B. (2018). Using linear mixed-effects models: A single-case research design meta-analysis of functional communication training. Evidence-Based Communication Assessment and Intervention, 12, pp. 31-53.
- Chezan, L., Petcu, S., Lee, V. L., and (2018). A Preliminary Investigation on Employment Data Collection in Postsecondary Education for Students with Intellectual and Developmental Disabilities. Journal of Intellectual and Developmental Disability, 43, pp. 494-505.
- Chezan, L., Wolfe, K., and Drasgow, E. (2017). A meta-analysis of functional communication training effects on problem behavior and alternative communicative responses. Focus on Autism and Other Developmental Disabilities
- Chezan, L., and Drasgow, E. (2017). A comparison of continuous and discontinuous data collection systems on the acquisition, generalization, and maintenance of tacting in three young children with autism spectrum disorder during discrete-trial training. Evidence-Based Communication Assessment and Intervention, 11, pp. 1-8.
- Chezan, L., Layden, S. J., Barnhill, G. P., and Hoffner Barthold, C. (2017). The Virginia Applied Behavior Analysis Consortium: Preparing Behavior Analysts Using a Collaborative Model. Behavior Analysis in Practice
- Chezan, L., Gable, R. A., McWhorter, G. Z., and White, S. D. (2017). Current Perspectives on Interventions for Self-Injurious Behavior of Children with Autism Spectrum Disorder: A Systematic Review of the Literature. Journal of Behavioral Education, 26 (3), pp. 293-329.
- Chezan, L., Drasgow, E., Legg, J., and Holborn, A. (2016). Effects of Conditional Discrimination and Choice Opportunities on Manding for Two Young Children with Autism Spectrum Disorder and Language Delays. Journal of Developmental and Physical Disabilities, 28, pp. 557-579.
- Chezan, L., Drasgow, E., Martin, C. A., and Halle, J. (2016). Negatively Reinforced Mands: An Examination of Resurgence to Existing Mands in Two Children with Autism and Language Delays.. Behavior Modification, 40, pp. 922-953.
- Petcu, S., Chezan, L., and Van Horn, M. L. (2015). Employment support services for students with intellectual and developmental disabilities attending postsecondary education programs. The Journal of Postsecondary Education and Disability, 28 (3), pp. 359-374.
- Chezan, L., and Wolfe, K. (2015). Response restriction produces discriminated responding consisting of high rates of communicative responses when reinforcement is available and low/no communicative responding when reinforcement is unavailable while maintaining low rates of destructive behavior in four young children. Evidence-Based Communication Assessment and Intervention, 9, pp. 7-14.
- Hitchcock, J. H., Kratochwill, T. R., and Chezan, L. (2015). What Works Clearinghouse Standards and Generalization of Single-Case Design Evidence. Journal of Behavioral Education, 24, pp. 459-469.
- Drasgow, E., Martin, C. A., Chezan, L., Wolfe, K., and Halle, J. W. (2015). Mand training: An examination of response class structure in three children with autism and severe language delays. Behavior Modification, 40, pp. 347-376.
- Chezan, L., Drasgow, E., and Martin, C. A. (2014). Discrete-trial functional analysis and functional communication training in three adults with a dual diagnosis. Journal of Behavioral Education, 23 (2), pp. 221-246.
- Chezan, L., Drasgow, E., and Marshall, K. J. (2012). A report on using general-case programming to teach collateral academic skills to a student in a postsecondary setting. Focus on Autism and Other Developmental Disabilities, 27, pp. 20-28.
- Chezan, L., and Drasgow, E. (2012). Treatment package produces acquisition, generalization, and maintenance of PECS use in four young children with autism. Evidence-Based Communication Assessment and Intervention, 6, pp. 129-134.
- Chezan, L., and Drasgow, E. (2011). Combining physical and auditory modelling prompts, time delay, rehearsal, and reinforcement produces acquisition and generalization of vocal and motor empathy skills in four young children with autism. Evidence-Based Communication Assessment and Intervention, 1, pp. 44-48.
- Chezan, L., and Drasgow, E. (2011). Peer-mediated instructional package produces variable increases in the frequency of spontaneous and appropriate communication using a speech-generating device in two children with autism during social game routines. Evidence-Based Communication Assessment and Intervention, 5, pp. 171-176.
- Chezan, L., and Drasgow, E. (2010). Pairing vocalizations with preferred edibles and toys may produce a modest increase in frequency of vocalizations in three young children with autism. Evidence-Based Communication Assessment and Intervention, 4, pp. 101-104.
- Lowrey, A. K., Drasgow, E., Renzaglia, A., and Chezan, L. (2007). The Impact of Alternate Assessment on Curricula for Students with Severe Disabilities. Purpose Driven or Process Driven?. Assessment for Effective Intervention, 32, pp. 244-253.
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Book Chapters
- Drasgow, E., Wolery, M., Chezan, L., Halle, J., and Hajiaghamohseni, Z. (2017). Systematic instruction of students with significant cognitive disabilities.Handbook of Special Education (pp. 516-531). New York, NY: Routledge:
- Chezan, L., Kratochwill, T. R., Terjesen, M., and Nguyen, K. V. (2017). Measuring Outcomes in the Schools.Handbook of Australian School Psychology: International Research, Practice and Policy. New York, NY: Springer.
- Chezan, L., Wolfe, K., Drasgow, E., and (2015). How can intellectual disabilities be diagnosed and treated?.The promise of behavioral services for individuals with intellectual disabilities: A guide for families and practitioners (pp. 41-60). Cornwall-on-Hudson, NY: Sloan Publishing, LLC.
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Conference Proceeding
- Popescu, O., Chezan, L., Jovanovic, V., and Ayala, O. (2015). The use of polleverywhere in engineering technology classes to stimulate student critical thinking and motivation.. Issues in Engineering Technology Education.
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Presentations
- Chezan, L. (May 29, 2021). The Ecological Validity of Function-Based Interventions in Research and Practice. Oral Presentation presented at Association for Behavior Analysis International Annual Conference Virtual.
- Chezan, L., Grybos, E. M., and Drasgow, E. (May 23, 2020). Conversations and Self- Initiated Interactions in Young Adults with Autism and Intellectual Disability Poster presented at Association for Behavior Analysis International Annual Conference Washington, DC.
- Grybos, E. M., and Chezan, L. (April 17, 2020). Conversations and Social Initiations in Young Adults with Autism and Intellectual Disability Paper presented at Virginia Association for Behavior Analysis Annual Conference Newport News.
- Pound, S., Wolfe, K., McCammon, S., Chezan, L., and Drasgow, E. (2019). A systematic review of interventions to promote varied social-communication behavior in individuals with autism spectrum disorder Paper presented at Association For Behavior Analysis International Annual Conference Chicago, IL.
- Tabacu, L. M., Watson, S. R., Chezan, L., Oliveira, C., and Lopes, J. (2019). Mistakes or error patterns? The importance of error analysis to teaching and learning mathematics. Poster presented at International Conference on Education and New Developments Porto, Portugal.
- , L. C. (2019). Communication and Social Competence in Individuals with Autism Spectrum Disorder: An Overview of Research Lecture presented at Virginia Autism Consortium Charlottesville, VA.
- Chezan, L., Drasgow, E., Legg, J., and Hollborn, A. (May, 2016). Effects of Discrimination Training and Choice on Increasing Tolerance for Delays to Reinforcement in Manding Oral Presentation presented at Association For Behavior Analysis International Annual Conference Chicago.
- Petcu, S., and Chezan, L. (November, 2015). Employment and Assessment in Postsecondary Education for Students with Intellectual and Developmental Disabilities Oral Presentation presented at Division on Career Development and Transition Portland, Oregon.
- Martin, C. A., Chezan, L. C., Drasgow, E., Halle, J., and (May, 2014). An Examination of Response Class Membership in Three Children with Autism and Language Delays Oral Presentation presented at 42nd Association for Behavior Analysis International Annual Conference Chicago, IL.
- Petcu, S., and Chezan, L. C. (November, 2013). Transition to Employment for Students with Intellectual and Developmental Disabilities: Supports and Assessment Practices Oral Presentation presented at Division of Career Development and Transition Annual Conference Williamsburg.
- Chezan, L. C., Drasgow, E., and Christian, M. A. (October, 2013). Discrete-trial functional analysis Oral Presentation presented at National Association on Dual Diagnosis Annual Conference Baltimore, Maryland.
- Chezan, L. C., Drasgow, E., and Christian, M. A. (February, 2013). Discrete-trial functional analysis of problem behavior and functional communication training in three adults with a dual diagnosis of a significant intellectual disability and a mental illness Oral Presentation presented at NC Association for Behavior Analysis Annual Conference Wilmington, North Carolina.
- Chezan, L. C. (January, 2013). Discrete-trial functional analysis of problem behavior and functional communication training in three adults with a dual diagnosis of a significant intellectual disability and a mental illness Columbia, South Carolina.
- Chezan, L. C., and Drasgow, E. (May, 2011). Using-general case instruction to teach collateral academic skills to a student in a postsecondary setting Poster presented at Association for Behavior Anaysis Annual Conference Denver, Colorado.
- Chezan, L. C., and Marshall, K. j. (April, 2011). School-wide intervention models and students with significant disabilities Oral Presentation presented at Council of Exceptional Children Annual Conference National Harbor, Maryland.
- Chezan, L. C., and Marshall, K. J. (April, 2010). Using general-case instruction to teach problem-solving skills to an individual with an intellectual disability Oral Presentation presented at Council of Exceptional Children Annual Conference Nashville, Tennessee.
- Chezan, L. C., Marshall, K. J., and Trotter, A. (February, 2010). CarolinaLIFE: Life on a College Campus Oral Presentation presented at SC Council of Exceptional Children Myrtle Beach, SC.
- Chezan, L. C., Marshall, K. J., and Pettus, K. (January, 2009). CarolinaLIFE: Program Overview Oral Presentation presented at SC Council of Exceptional Children Charleston, SC.
- Hart, D., Trowbridge, M., Bailey, D., Sanders, S., Savage-Davis, E., and Chezan, L. C. (November, 2008). Why Not College? Postsecondary Education Opportunities for Students with Intellectual Disabilities: CarolinaLIFE Oral Presentation presented at Annual Transition Conference Myrtle Beach.
- 2022: Fulbright Scholar, US Department of Education
- 2020: Sara and Rufus Tonelson, Darden College of Education and Professional Studies
- 2015: New Investigator or Contract Award, Old Dominion University
- 2011: Dr. James A. Stoddard Fellowship, University of South Carolina
- 2010: Nelle Taylor Scholarship, University of South Carolina
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Contracts, Grants and Sponsored Research
- , "Investigating the Quality of Life for Children with Autism Spectrum Disorder Scale Using Rasch Methodology" $5,000. Old Dominion University. June, 2022 - July, 2022
- Chezan, L. "FP3 Faculty Proposal Preparation Program" $4,000. September, 2019 - May, 2020
- Chezan, L.; Gable, R. A. "Junior Faculty Research Mentoring Program" $6,500. August, 2017 - May, 2018
- Chezan, L. "Teaching Children with Autism Spectrum Disorder To Reject Nonpreferred Items and Activities" $7,000. Old Dominion University. June 1, 2017 - August 1, 2017
- Chezan, L. "Teaching Tolerance to Delays in Reinforcement to Children with Autism and Language Delays" $30,000. Private. January 01, 2015 - December 31, 2015
- Tonelson, S. W.; Chezan, L.; Gable, R. A. "Virginia Applied Behavior Analysis Consortium" $15,000. State. October, 2014 - September, 2015
- Chezan, L.; Popescu, O.; Ayala, O.; Nikolic, M. "Faculty Innovator Grant: Critical Thinking: Beyond Theoretical Knowledge" $2,000. August, 2014 - December, 2014