Behavior Analyst · Researcher · Educator
Clinical practice and single-case research in applied behavior analysis, built on the same standard of evidence that shapes the tools shown below.
Kevin Ayres, BCBA-D, works at the intersection of clinical practice and applied research in behavior analysis. His caseload centers on skill-acquisition and behavior reduction programming. That same standard of evidence extends into graduate teaching and into software — the tools featured below exist because, eventually, a good research question is also a design problem.
Ayres' work spans several research domains and relies heavily on single case design. See a list of his research publications below.
Ayres & Elliott (2026). A paper in RPSD examining participant description labels in the literature.
Full citation: [ add full reference / DOI ]
Matching law; contrafreeloading; improving rigor in single-case design research.
A tablet app (below) built around an embedded comparison of contextual vs. isolated training stimuli — research question and clinical tool in the same build.
Funders of interest: NIH · IES · HHS | Publication venues: JABA · ABAI
Peer-reviewed journal articles, most recent first.
2026
Ayres, K. M., & Elliott, T. C. What’s in a label? On the justification for complete participant descriptions. Research and Practice for Persons with Severe Disabilities.
Elliott, T. C., Wise, C. N., Ayres, K. M., Torelli, J., & Ringdahl, J. E. Matched sensory stimulation to reduce automatically maintained challenging behavior: A systematic review and meta-analysis. Behavior Analysis in Practice.
Mercado Baez, A. N., Grullon, A. L., Elliott, T. C., & Ayres, K. M. A preliminary evaluation of language preference between Spanish and English with PECS users. Behavior Analysis in Practice.
2025
Gilroy, S. P., Ledford, J. R., Elliott, T. C., Ayres, K. M., & McGill, F. Extending the Single Case Analysis Review Framework (SCARF-UI): A review and discussion. Journal of Applied Behavior Analysis.
White, E. N., Snyder, S. K., Cagliani, R. R., & Ayres, K. M. Simultaneously training multiple AAC modalities: Evaluation on acquisition and preference. Education and Training in Autism and Developmental Disabilities.
Miller, S. B., Snyder, S. K., Ayres, K. M., & Cagliani, R. R. The effect of magnitude on the displacement of leisure items by edible items. Journal of Applied Behavior Analysis, 58(2), 464–473.
Travers, J., & Ayres, K. M. Using video modeling to teach students with autism. Teaching Exceptional Children.
Britt, J., Elliott, T. C., Snyder, S. K., & Ayres, K. M. Manipulating motivation to evaluate the effects of an error correction procedure used to increase correct discrimination of requests. Single Case in the Social Sciences, 2, 11–25.
2024
Snyder, S. K., & Ayres, K. M. Assessment and treatment of multiply maintained problem behavior dependent on the time of day. Neurodevelopmental Rehabilitation, 27, 320–327.
Bahry, S., Gerhardt, P. F., Weiss, M. J., Driscoll, N. M., Leaf, J. B., Ayres, K. M., & Cauchi, J. Improving outcomes for adults with ASD by targeting meaningful skill acquisition goals: A review of the literature and available assessments and curricula. Review Journal of Autism and Developmental Disorders, 1–20.
Elliott, T. C., Wise, C., Abt, K. A., Drives, M. G., Cagliani, R., & Ayres, K. M. Evaluation of the effects of the Picture Exchange Communication System protocol on problematic behavior across the school day. Journal of Developmental and Physical Disabilities.
White, E. N., Snyder, S. K., Cagliani, R. R., & Ayres, K. M. Evaluation of the effects of lag schedules on response variability with multimodal communication. Journal of Developmental and Physical Disabilities.
Bahry, S., Gerhardt, P. F., Weiss, M. J., Leaf, J. B., & Ayres, K. M. Improving goals written for individuals with autism: Preliminary results on assessing meaningfulness and relevance to adulthood. Behavioral Interventions, 39(3), e2006.
Snyder, S. K., Griffin, M. L., & Ayres, K. M. Assessment and treatment of multiply maintained self-injury for a visually impaired elementary student with autism. Behavioral Interventions, 39(3), e2011.
Elliott, T.-C., Ayres, K., Hart, J., & Ledford, J. Systematic review of gaps in single case design research: Evaluation of study quality and rigor using the Single Case Analysis and Review Framework. Single Case in the Social Sciences, 1(1), 61–83.
Snyder, S. K., Herrod, J. L., Whiteside, E. E., & Ayres, K. M. Functional communication training including discrimination and tolerance to denial for elementary age students with autism. Focus on Autism and Other Developmental Disabilities.
Pollack, E. G., Mercado-Baez, A., Ayres, K. M., & Ringdahl, J. E. Social attention as a method to increase physical activity: Effects on academic engagement. Journal of Behavioral Education.
2023
Mercado Baez, A. N., Elliott, T. C., & Ayres, K. M. Using teacher-led games to increase the step count of young children at recess. Journal of Applied Behavior Analysis.
Foster, H., Elliott, T. C., & Ayres, K. M. Using a tag as a stimulus prompt to increase correct dressing orientation. Research and Practice for Persons with Severe Disabilities, 48(4), 203–214.
Elliott, T. C., Zawoyski, A. M., & Ayres, K. M. Using direct and indirect functional assessments to guide the selection of individualized academic interventions. Journal of Behavioral Education, 1–37.
Layman, L. N., Ray, L. C., Ayres, K. M., & Ringdahl, J. E. Effects of Tier 1 Class-Wide Function-Related Intervention Teams (CW-FIT) on on-task group behavior in a preschool classroom. Behavior Modification.
Herrod, J. L., Snyder, S. K., Hart, J. B., Frantz, S. J., & Ayres, K. M. Applications of the Premack Principle: A review of the literature. Behavior Modification, 47(1), 219–246.
2022
Simmons, C. A., Ardoin, S. P., Ayres, K. M., & Powell, L. E. Parent-implemented self-management intervention on the on-task behavior of students with autism. School Psychology, 37(3), 273–284.
Finn, C. E., Ardoin, S. P., & Ayres, K. M. Effects of incremental rehearsal on sight word and letter acquisition among students with autism and cognitive impairment. Journal of Applied School Psychology.
2021
Ledford, J. R., Lambert, J. M., Barton, E. E., & Ayres, K. M. The evidence base for individuals with ASD: A call to improve practice conceptualization and synthesis. Focus on Autism and Other Developmental Disorders.
White, E. N., Ayres, K. M., Snyder, S. K., Cagliani, R. R., & Ledford, J. R. Augmentative and alternative communication and speech production for individuals with ASD: A systematic review. Journal of Autism and Developmental Disabilities.
Whiteside, E., Ayres, K. M., Ledford, J. R., & Trump, C. E. Evaluating the use of video- and computer-based technology supports to facilitate small group instruction. Education and Training in Autism and Developmental Disabilities.
Shepley, C., Zimmerman, K., & Ayres, K. M. Estimating the impact of design standards on the rigor of a subset of single-case research. Journal of Disability Policy Studies.
2020
Trump, C., Herrod, J., Ayres, K., Ringdahl, J., & Best, L. Behavioral momentum theory and humans: A review of the literature. The Psychological Record.
Snyder, S., & Ayres, K. M. Investigating the usage of reading curriculum-based measurement (CBM-R) to formatively assess the basic reading skills of students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 55(1), 60–74.
Dubin, A., Lieberman-Betz, R., Zavoyski, A. M., & Ayres, K. M. The effects of prelinguistic milieu teaching implemented in classrooms for preschoolers with or at-risk for autism spectrum disorder. Focus on Autism and Other Developmental Disorders, 35, 79–89.
2019
Cagliani, R. R., Ayres, K. M., Ringdahl, J. E., & Whiteside, E. The effect of delay to reinforcement and response effort on response variability for individuals with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 31, 55–71.
Paff, M., Trump, C. E., Wunderlich, K., Harrison, A., & Ayres, K. Development and evaluation of the evidence-based practice classroom observation measure. Behavioral Interventions, 34, 163–180.
Trump, C. E., & Ayres, K. Autism, insurance, and discrimination: The effect of an autism diagnosis on behavior analytic services. Behavior Analysis in Practice.
Trump, C. E., Ayres, K. M., Quinland, K. K., & Zabala, K. A. Differential reinforcement without extinction: A review of the literature. Behavior Analysis: Research and Practice.
Warren, T., Cagliani, R. R., Whiteside, E., & Ayres, K. M. Effect of task sequence and preference on on-task behavior. Journal of Behavioral Education.
2018
Ganz, J., & Ayres, K. M. Methodological standards in single-case experimental design: Raising the bar. Research in Developmental Disabilities, 79, 3–9.
Trump, C. E., Pennington, R. C., Travers, J. T., Ringdahl, J. E., Whiteside, E. W., & Ayres, K. M. Applied behavior analysis in special education: Misconceptions and guidelines for use. Teaching Exceptional Children, 50, 381–393.
Shepley, S. B., Ayres, K. M., Cagliani, R., & Whiteside, E. Effects of self-mediated video modeling compared to video self-prompting for adolescents with intellectual disability. Education and Training in Autism and Developmental Disabilities, 53, 264–275.
2017
Alexander, J., Ayres, K. M., Shepley, S., Smith, K. A., & Ledford, J. Comparison of probe procedures in the assessment of chained tasks. Psychological Record, 67, 547–557.
Cagliani, R., Ayres, K. M., Whiteside, E., & Ringdahl, J. R. Picture exchange communication system and delay to reinforcement. Journal of Developmental and Physical Disabilities, 29, 925–939.
Shepley, S. B., Smith, K. A., Ayres, K. M., & Alexander, J. L. The use of video modeling to teach individuals with disabilities to film a video on an iPhone. Education and Training in Autism and Developmental Disabilities, 52, 158–169.
Snyder, S., Knight, V., Ayres, K., Mims, P., & Sartini, E. Single case design elements in text comprehension research for students with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 52.
Schwartz, R. W., Ayres, K. M., & Douglas, K. H. Effects of music on task performance, engagement, and behavior: A literature review. Psychology of Music.
Shepley, C., Lane, J. D., Ayres, K., & Douglas, K. Assistive and instructional technology: Understanding the differences to enhance programming and teaching. Young Exceptional Children, 20, 86–98.
2016
Lane, J. D., Ledford, J. R., Mataras, T. K., Ayres, K. M., & Davis, A. B. Brief report: A rapid coaching intervention for teaching naturalistic strategies. Journal of Early Intervention, 38, 135–150.
Chai, Z., Ayres, K. M., & Vail, C. Using an iPad app to improve phonological awareness skills in young English language learners with disabilities. Journal of Special Education Technology.
Ricciardelli, L., & Ayres, K. M. The standard of proof of intellectual disability in Georgia: The execution of Warren Lee Hill. Journal of Disability Policy Studies.
Mason, R. A., Davis, H. S., Ayres, K. M., Davis, J. L., & Mason, B. A. Video self-modeling for individuals with disabilities: A best-evidence, single case meta-analysis. Journal of Physical and Developmental Disabilities.
Smith, K. A., Ayres, K. M., Alexander, J. A., Ledford, J., Shepley, C., & Shepley, S. Initiation and generalization of self-instructional skills in adolescents with autism and intellectual disability. Journal of Autism and Other Developmental Disabilities, 46, 1196–1209.
2015
Douglas, K. H., Ayres, K. M., & Langone, J. Comparing self-management strategies delivered via an iPhone to promote grocery shopping and literacy. Education and Training in Autism and Developmental Disabilities, 50, 446–465.
Travers, J., & Ayres, K. M. A critique of presuming competence for learners with autism and other developmental disabilities. Education and Training in Autism and Developmental Disabilities, 50, 371–387.
Mechling, L. C., Ayres, K. M., Foster, A. L., & Bryant, K. J. Evaluation of generalized performance across materials when using video technology by students with autism spectrum disorder and moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 30, 208–221.
Smith, K. A., Shepley, S. B., Alexander, J. L., & Ayres, K. M. The independent use of self-instruction for the acquisition of untrained multi-step tasks: A review of the literature. Research in Developmental Disabilities, 40, 19–30.
Ledford, J. R., Ayres, K. M., Lane, J. D., & Lam, M. Identifying issues and concerns with the use of interval-based systems in single case research: A pilot simulation study. Journal of Special Education, 49, 104–117.
Mechling, L. C., Bryant, K. J., Spencer, G., & Ayres, K. M. Comparison of methods for demonstrating passage of time when using computer-based video prompting. Education and Training in Autism and Developmental Disabilities, 50, 56–70.
Smith, K. A., Ayres, K. M., Mechling, L., Alexander, J. L., Mataras, G., & Shepley, S. The effects of a system of least prompts with video prompting to teach office tasks to individuals with moderate intellectual disability. Career Development and Training for Exceptional Individuals, 38, 39–49.
Alexander, J., Ayres, K. M., & Smith, K. A. Training teachers in evidence-based practice for individuals with autism spectrum disorder: A review of the literature. Teacher Education and Special Education, 38, 13–27.
Smith, K. A., Shepley, S. B., Alexander, J. L., Davis, A. B., & Ayres, K. M. Self-instruction using mobile technology to learn functional skills. Research in Autism Spectrum Disorders, 11, 93–100.
2014
Chai, Z., Vail, C. O., & Ayres, K. M. Using an iPad application to promote early literacy development in young children with disabilities. Journal of Special Education, 48, 268–278.
Mechling, L. C., Ayres, K. M., Bryant, K. J., & Foster, A. L. Continuous video modeling to assist with completion of multi-step home living tasks by young adults with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 49, 368–380.
Mechling, L. C., Ayres, K. M., Bryant, K. J., & Foster, A. L. Comparison of the effects of continuous video modeling, video prompting, and video modeling on task completion by young adults with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 49, 491–504.
Alexander, J. L., Smith, K. A., Mataras, T., Shepley, S. B., & Ayres, K. M. Potential threats to internal validity in probe procedures for chained tasks: A meta-analysis and systematic review of the literature. The Journal of Special Education, 49, 135–145.
Mechling, L. C., Ayres, K. M., Purrazzella, K., & Purrazzella, K. Continuous video modeling to prompt completion of multi-component tasks by adults with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 49, 3–16.
Luke, S., Vail, C. O., & Ayres, K. M. Using antecedent physical activity to increase on-task behavior in young children. Exceptional Children, 80, 489–503.
2013
Mechling, L. C., Ayres, K. M., Foster, A. L., & Bryant, K. J. Comparing the effects of commercially available and custom-made video prompting for teaching cooking skills to high school age students with autism. Remedial and Special Education, 34, 371–383.
Alexander, J. A., Ayres, K. M., Smith, K. A., Bereznak, S., & Mataras, G. Using video modeling to teach generalized matching on a sorting mail task for adolescents with autism. Research in Autism Spectrum Disorders, 7, 1346–1357.
Mechling, L. C., Foster, A. M., & Ayres, K. M. Navigation between menu screens and multiple touch points on a touch screen tablet to access and complete multi-step tasks using video prompting. Inclusion, 1, 121–132.
Smith, M., Ayres, K. M., Mechling, L., & Smith, K. A comparison of the effects of video modeling with narration versus video modeling without narration on the functional skill acquisition of adolescents with autism. Education and Training in Autism and Developmental Disabilities, 14, 165–179.
Dutlinger, C., Ayres, K. M., Davis, A. B., & Douglas, K. The effects of a picture prompt reminder system to increase completion of task verbal directives for students with intellectual disabilities. Focus on Autism and Developmental Disabilities, 28, 32–43.
Ayres, K. M., Mechling, L. M., & Sansosti, F. The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability/autism spectrum disorder. Psychology in the Schools, 50, 259–271.
2012
Mechling, L. C., & Ayres, K. M. A comparative study: Completion of fine motor office related tasks by high school students with autism using video models on large and small screens. Journal of Autism and Developmental Disabilities, 42, 2364–2373.
Ayres, K. M. Reconciling ecological educational planning with access to the common core: Putting the cart before the horse. Research and Practice for Persons with Severe Disabilities, 37, 153–156.
Mechling, L. C., Ayres, K. M., Purrazzella, K., & Purrazzella, K. Evaluation of the performance of fine and gross motor skills within multi-step tasks by adults with moderate intellectual disabilities when using video models. Journal of Developmental and Physical Disabilities, 24, 469–486.
Walser, K., Ayres, K. M., & Foote, E. Effects of a video model to teach students with moderate intellectual disabilities to use key features of an iPhone. Education and Training in Autism and Developmental Disabilities, 47, 319–331.
Bereznak, S., Ayres, K. M., Mechling, L., & Alexander, J. Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24, 269–285.
Ayres, K. M., Lowery, A., Douglas, K. H., & Sievers, C. The question remains: What happens when the curricular focus for students with severe disabilities shifts. Rejoinder to Courtade et al. (2012). Education and Training in Autism and Developmental Disabilities, 47, 14–22.
2011
Bell, V., Ayres, K. M., Douglas, K. H., & Cihak, D. F. The effects of computer and classroom simulations to teach students with various exceptionalities to locate apparel sizes. Education and Training in Autism and Developmental Disabilities, 46, 454–469.
Douglas, K. H., Ayres, K. M., Langone, J., & Bell, V. The effectiveness of electronic text and pictorial graphic organizers to improve reading comprehension related to functional skills. Journal of Special Education Technology, 26(1), 43–56.
Ayres, K. M., Lowery, A., Douglas, K., & Sievers, C. I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 45, 11–21.
2010
Hammond, D., Whatley, A., Ayres, K. M., & Gast, D. L. Effects of video modeling to teach iPod use to students with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 45, 525–538.
Ayres, K. M., & Cihak, D. F. Computer and video based simulation of food preparation skills: Acquisition, generalization and maintenance. Intellectual and Developmental Disabilities, 48(3), 195–208.
Cihak, D. F., Wright, R., & Ayres, K. M. The use of self-modeling static-picture prompts via a handheld computer to facilitate self-monitoring in the general education classroom. Education and Training in Developmental Disabilities, 45, 136–149.
Cihak, D. F., Fahrenkrog, C. D., Ayres, K. M., & Smith, C. The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12, 103–115.
2009
Douglas, K. H., Ayres, K. M., Langone, J., Bell, V., & Meade, C. Expanding literacy for learners with intellectual disabilities: The role of digital text. Journal of Special Education Technology, 24.
Ayres, K. M., Maguire, A., & McClimon, D. Acquisition and generalization of chained tasks taught with computer based video instruction to children with autism. Education and Training in Developmental Disabilities, 44, 493–508.
Cox, A. L., Gast, D. L., Luscre, D., & Ayres, K. M. The effects of weighted vests on appropriate in-seat behaviors of elementary-aged students with autism and severe to profound intellectual disabilities. Focus on Autism and Developmental Disabilities, 24, 17–26.
2008
Ayres, K. M., & Langone, J. Video supports for teaching students with developmental disabilities and autism: Twenty five years of research and development. Journal of Special Education Technology, 23(3), 1–8.
Carson, K. D., Gast, D. L., & Ayres, K. M. Effects of a photo activity schedule book on independent task changes by students with intellectual disabilities in community job sites. European Journal of Special Needs, 23, 269–279.
Ayres, K. M. Teaching functional behavior assessment via anchored instruction: Turning popular television into a college teaching medium. Journal of Special Education Technology, 23(2), 55–55.
2007
Ayres, K. M., & Langone, J. A comparison of video-modeling perspectives for students with autism. Journal of Special Education Technology, 22, 15–30.
Ledford, J., Gast, D. L., Luscre, D., & Ayres, K. M. Observational and incidental learning for children with autism during small group instruction. Journal of Autism and Developmental Disabilities, 38, 86–103.
Spriggs, A. D., Gast, D. L., & Ayres, K. M. Using picture activity schedule books to increase on-schedule and on-task behaviors. Education and Training in Developmental Disabilities, 42, 209–223.
2006
Ayres, K. M., Langone, J., Boon, R., & Norman, A. Computer based instruction for purchasing skills. Education and Training in Developmental Disabilities, 41, 253–263.
2005
Ayres, K. M., & Langone, J. Using video for instruction of students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183–196.
Blankenship, T., Ayres, K. M., & Langone, J. Effects of computer-based cognitive mapping on reading comprehension for students with emotional behavior disorders. Journal of Special Education Technology, 20, 15–24.
2004
Burke, M. D., Ayres, K. M., & Hagan-Burke, S. Preventing school-based antisocial behaviors with positive behavioral supports. The Journal of Early and Intensive Behavioral Intervention, 1, 66–74.
Simpson, A., Langone, J., & Ayres, K. M. Embedded video and computer based instruction to improve social skills for students with autism. Education and Training in Developmental Disabilities, 39, 240–252.
Hutcherson, K., Langone, J., Ayres, K. M., & Clees, T. Computer assisted instruction to teach item selection in grocery stores: Assessment of acquisition and generalization. Journal of Special Education Technology, 19, 33–42.
2002
Ayres, K. M., & Langone, J. Acquisition and generalization of purchasing skills using a video enhanced computer instructional program. Journal of Special Education Technology, 17, 15–28.
Kevin teaches graduate seminars in applied behavior analysis.
Core texts: Cooper, Heron & Heward, Applied Behavior Analysis (2020) · Ledford & Gast, Single Case Design · Baum, Understanding Behaviorism
Two projects that carry clinical and research logic into working software.
Scheduling and activity-matching software for day programs and community agencies serving adults with intellectual and developmental disabilities. Staff work from a shareable schedule built around a curated activity library matched to each client's preferences; supervisors get engagement, choice, and behavior-flag data in place of a paper binder.
A tablet-based teaching tool for receptive and expressive identification skills, built around an embedded research question: does training with images that show the target object in its natural context generalize better than training with the object shown in isolation? Multiple-exemplar image libraries, practitioner-approved image pairs, and exportable trial-level data for single-case analysis.
Kevin Ayres is available as an expert witness for case review, written reports, and testimony in matters involving special education services, treatment of individuals with autism and intellectual/developmental disabilities, and the standard of care in behavior-analytic practice. His background combines three decades of peer-reviewed research, direct clinical work, and prior expert witness engagements.
Areas of expert witness testimony and case consultation: