Matthew T. Brodhead is an assistant professor at Michigan State University. He is the Director of Spartan Caregiver Support, a service that provides free and evidence-based support to caregivers of people with autism within the State of Michigan. He is also the Research Director of the Early Learning Institute. Dr. Brodhead’s research examines focused social skill interventions for children with autism. He also writes about conceptual issues relating to the ethical and professional behavior of practicing behavior analysts.
Marisa Fisher is an associate professor of special education, a Board-Certified Behavior Analyst- Doctoral (BCBA-D) and the co-director of Spartan Project SEARCH. Her research focuses on understanding and decreasing social vulnerability among individuals with intellectual and developmental disabilities (IDD) and supporting the social acceptance of individuals with IDD in the community. She is specifically interested in measuring the various types of victimization experienced by individuals with IDD and in designing interventions to decrease vulnerability. She has studied victimization in the forms of child abuse, bullying, stranger danger, and exploitation across the lifespan. As the co-director of Spartan Project SEARCH, Fisher and her students provide support to high school students with IDD who are transitioning from school to work as they participate in internship experiences across the university. Fisher`s research specific to Spartan Project SEARCH examines behavioral supports necessary to promote success in the work and community environment, the outcomes of participating students, and the impact of the program of attitudes toward and acceptance of individuals with IDD in the workplace. She currently has a research grant from the Institute of Education Sciences to examine the impact of social skills instruction on employment outcomes for students in Project SEARCH.
Joshua Plavnick is an associate professor of special education, and director of the Early Learning Institute, which he founded in 2014. His research interests involve the development and implementation of community-based interventions for individuals with autism spectrum disorder, automated measurement of human behavior, applications of technology to behavior analytic interventions, and training educational service providers to administer behavior analytic interventions.
Charis Lauren Wahman is an assistant professor of special education and a Board-Certified Behavior Analyst-Doctoral (BCBA-D). Her research focuses on training early childhood teachers on evidence-based practices within the framework of Positive Behavior Supports (PBS) to reduce suspension and expulsion of preschool children. She also examines the experiences of families whose children have significant social and emotional needs. Her research aims to improve the quality of school-based intervention services for young children and the relationship between schools and families. Website address:
The Student-Advisor Relationship
When admitted to the program, each student is assigned a full-time faculty member as an advisor. Advisors are faculty at MSU that are tenure track, three-year fixed-term, or clinical fixed-term assistant professors. The program makes all attempts to pair students with an advisor who matches his or her area of interest.
Throughout the course of the program, the student and advisor will work closely to ensure academic and programmatic success. In addition to support with identifying appropriate coursework and ensuring that each student will be eligible to take the BACB examination following graduation, each student’s advisor will also chair his or her master’s thesis committee. During the thesis process, students work closely with their advisor to develop a thesis that matches his or her area of interest. Advisors also provide continued guidance and support during the implementation of the thesis and assist the student with finishing it in a timely manner.
The student-advisor relationship follows a junior-colleague model. In it, each student and his or her advisor shares equal responsibility in planning for academic success and ensuring that the student makes timely progress in meeting the degree requirements of the department, college, and university. Also, the student and advisor will work collaboratively in ensuring the student’s professional goals are met and that the student attains substantive experience in his or her area of interest.