Severe Behavior Lab
Shaji Haq, Ph.D., BCBA-D
Shaji.Haq@essc.org
Biography
Dr. Shaji Haq is a Board Certified Behavior Analyst-Doctoral and Nationally Certified School Psychologist. He earned his doctoral degree in School Psychology at the University of Oregon where he obtained clinical experience in applied behavior analysis for individuals with autism. Dr. Haq completed a predoctoral internship at Marcus Autism Center – Children’s Healthcare of Atlanta, where he completed clinical rotations in Severe Behavior, Language and Learning Center, and Pediatric Feeding Disorders Clinic. His formal training experiences culminated on a postdoctoral internship with Trumpet Behavioral Health. Since then, Dr. Haq has held professional positions as a Senior Clinician, Clinical Director, and Director of Severe Behavior Services. He also serves on the Board of Directors for the National Council on Severe Autism.
Research Interests
Dr. Haq’s clinical expertise and research interests include the assessment and treatment of severe behavior (e.g., aggression, property destruction, and self-injury) and the evaluation of the efficacy and efficiency of treatments to promote skill acquisition. Dr. Haq serves on the Editorial Board of Behavior Analysis in Practice and reviews for other peer-reviewed, scientific journals. He has presented his research at state, national, and international conferences, and has publications in several peer-reviewed, scientific journals (e.g., Journal of Applied Behavior Analysis, Behavior Modification, and Behavior Analysis in Practice).
Publications:
Haq, S., & Aranki, J. (2019). Comparison of Traditional and Embedded DTT on Problem Behavior and Responding to Instructional Targets. Behavior Analysis in Practice 12,396-400. https://doi.org/10.1007/s40617-018-00324-3
Haq, S. S., Machalicek, W., Garbacz, S. A., & Drew, C. (2017). Employing a fixed-lean multiple schedule in the treatment of challenging behavior for children with autism spectrum disorder. Behavior Modification.
Haq, S. S., Zemantic, P. K., Kodak, T. M., LeBlanc, B., & Ruppert, T. E. (2017). Examination of variables that affect the efficacy of instructive feedback. Behavioral Interventions, 32, 206-216. doi: 10.1002/bin.1470
Kodak, T., Campbell, V., Bergmann, S., LeBlanc, B., Kurtz-Nelson, E., Cariveau, T., Haq, S., Zemantic, P., & Mahon, J. (2016). Examination of efficacious, efficient, and socially valid error-correction procedures to teach sight words and prepositions to children with autism spectrum disorder. Journal of Applied Behavior Analysis, 49, 532-547. doi: 10.1002/jaba.310
Haq, S. S., Kodak, T., Kurtz-Nelson, E., Porritt, M., Rush, K., & Cariveau, T. (2015). Comparing the effects of massed and distributed practice on skill acquisition for children with autism. Journal of Applied Behavior Analysis, 48, 454-459. doi: 10.1002/jaba.213
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