Joel Ringdahl headshot

Joel Ringdahl

Biography

I have a PhD in Psychology (School) with an emphasis in behavior analysis. Since 1992, I have worked with individuals with intellectual and developmental disabilities (IDD) who exhibit severe challenging behavior, such as self-injurious behavior and aggression. Across my graduate and academic careers, I have worked in school, hospital, state facility, home, group home, and university-based clinic settings. In these contexts, I have worked directly with individuals with IDD ranging in age from 2 to 90 years old and their caregivers (parents, teachers, staff members, therapists).

Areas of Expertise

  • Behavior Analysis
  • Developmental Disabilities
  • Challenging Behavior
  • Communication

Interests

  • Assessment and treatment of challenging behavior
  • Treatment resilience
  • Preference assessment
  • Translational behavior analysis

Concentrations

Education

  •  Bachelor of Science in Psychology, 1992
    University of Florida
  •  Master of Arts in Psychology, 1996
    Louisiana State University
  •  PhD in Psychology, 1999
    Louisiana State University
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Contact

 River's Crossing, 328

Research Summary

I conduct research in the broad area of assessment and treatment of severe challenging behavior exhibited by individuals with intellectual and developmental disabilities, including autism spectrum disorder. While not an exhaustive list, more specific research interests include: (a) an investigation of treatment components that lead to successful long-term outcomes; (b) evaluations of individual sensitivities to reinforcement parameters manipulated in non-extinction based interventions; and (c) behavioral economic manipulations of response cost and reinforcer magnitude (i.e., unit price) and their impact on intervention selection and outcome. I am also interested in the utility of group contingencies in classroom settings to promote appropriate, positive behavior exhibited by students regardless of neurodevelopmental status.

Grants

Harnessing communication preferences to enhance its persistence and mitigate relapse of challenging behavior
August 2025-March 2030
The NIH-funded study is relevant to the treatment of severe challenging behavior exhibited by individuals with intellectual and developmental disabilities (IDD) including autism spectrum disorder. The outcomes of the studies will provide information regarding how to best design communication-based interventions that are resilient in the face of treatment disruptions. These outcomes will contribute to improved quality of life for individuals with IDD through the identification of optimally effective behavioral interventions to improve communication and reduce challenging behavior. Individuals with intellectual or developmental disabilities, communication delays or disorders, and who exhibit challenging behavior (self-injurious behavior, aggression, etc.) are invited to participate.
BEST Approaches: Behavioral Support via Telehealth Synchronous vs. Asynchronous
March 2025-February 2027
The objective of this project, funded by the Eagles Autism Foundation, is to compare the effects of two telehealth options (synchronous and asynchronous) on child and caregiver outcomes. Child outcomes focus on changes in challenging behavior, and caregiver outcomes focus on implementation fidelity and acceptability. The rationale underlying the research project is the determination of the effectiveness and efficiency of both telehealth options is likely to lead to service delivery expansion, allowing for reduced waitlists and caregiver preference and choice when selecting services. Caregivers with children ages 2 to 6 years old with a diagnosis of autism and who exhibit challenging behavior (self-injurious behavior, aggression, property destruction, etc.) are invited to participate.

Publications

Articles

Vocal emergence during disruptions of AAC-based functional communication training.
    1. Ringdahl, J. E., Bass-Ringdahl, S. M., Schieltz, K. M., Molony, M. A., Morlino, R., & Crook, K. C. (2026)
  • Behavior Modification
Matched sensory stimulation to reduce automatically maintained challenging behavior: A review of the literature and discussion.
  • Elliot, T. C., Ayres, K. M., Mercado-Baez, A., & Ringdahl, J. E. (2026)
  • Behavior Analysis in Practice
An evaluation of reward contingencies and rule statements within the Good Behavior Game.
    1. Cooper, R. N., Gifford, M. R., Crook, K., Ringdahl, J. E., Overstreet, A. M., Hutchinson, V. & Mangum, D. (2025)
Communication modality preference and the social validity of functional communication and mand training.
    1. Ringdahl, J. E., Schieltz, K. M., O’Brien, M. O., McComas, J. J., Morlino, R. M., Zabala-Snow, K. A., Unholz-Bowden, E. K., & Girtler, S. N. (2025).
  • Journal of Developmental and Physical Disabilities.
An adult-led game increases physical activity, but does not increase subsequent on-task behavior in pre-school children.
  • Pollack, E. G., Mercado-Baez, A. N., Ayres, K. M., & Ringdahl, J. E. (2024).

Chapters

Behavioral Momentum Theory.
  • Ringdahl, J. E., & O’Brien, M. J. (2026).
  • Springer Nature
Persistence of Appropriate Behavior.
  • Schieltz, K. M., Ringdahl, J. E., & O’Brien, M. J. (2025)
  • Springer Cham
Applied behavior analysis and its application to autism and autism related disorders.
  • Ringdahl, J. E., Kopelman, T. K., & Falcomata, T. S. (2023).
Resistance to change: From bench to bedside.
  • Craig, A. R., Ringdahl, J. E., & Sullivan, W. E. (2024)
  • Guilford Press

Books

Clinical and Organizational Applications of Applied Behavior Analysis: Second Edition.
  • Roane, H. S., Ringdahl, J. E., Falcomata, T. S., & Sullivan, W. (Eds.). (2026).
  • Elsevier
Translational Perspectives on Research in Behavior Analysis
  • Roane, H. S., Craig, A., Saini, V., & Ringdahl (Eds). (2024).
  • Guilford Press