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SungWoo Kahng

Dr. SungWoo Kahng
kahng
Professor
Chair, Department of Applied Psychology
Director of Academic Programs in Autism and ABA
Co-Director of Research, Rutgers Center for Adult Autism Services
Office: Nelson, D315
Phone: 848-445-8131

SungWoo Kahng is a professor in the Department of Applied Psychology at Rutgers University and director of academic programs in autism and Applied Behavior Analysis (ABA(. Prior to his current position, he was an associate professor at the University of Missouri (MU), where he was also the chair of the Department of Health Psychology, the founding director of the MU Graduate Programs in applied behavior analysis, and director of the Applied Behavioral Intervention Service of the MU Thompson Center for Autism and Neurodevelopmental Disorders. Prior to moving to MU, he was a faculty member in the Department of Behavioral Psychology and a senior behavior analyst on the Neurobehavioral Unit at the Kennedy Krieger Institute as well as an associate professor in the Department of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine. He is currently an associate editor for the Journal of Applied Behavior Analysis, where he also served on the Board of Editors. He is a board certified behavior analyst and a licensed behavior analyst in the state of Missouri. The focus of his research and clinical work has been on assessing and treating behaviors exhibited by individuals with developmental disabilities. Dr. Kahng is also the President of the Behavior Analyst Certification Board.

Apply now to the Master of Applied Psychology (MAP) program.

Books & Articles: 
  1. Contreras, B. P., Cooper, A. J., & Kahng, S. (in press). Recent research on the relative efficiency of speaker and listener instruction for children with autism spectrum disorder. Journal of Applied Behavior Analysis.
  2. Pincus, S. M., Hausman, N. L., Borrero, J. C., & Kahng, S. (in press). Context influences preference for and level of physical activity of adolescents with intellectual and developmental disabilities. Journal of Applied Behavior Analysis.
  3. Deshais, M. A., Fisher, A. B., & Kahng, S. (2019). A comparison of group contingencies on academic compliance. Journal of Applied Behavior Analysis, 52, 116-131.
  4. Kahng, S., Hausman, N. L., Fisher, A. B., Donaldson, J. M., Cox, J. R., Lugo, M., & Wiskow, K. M. (2015). The safety of functional analyses of self-injurious behavior. Journal of Applied Behavior Analysis, 48, 107-114.
  5. Schnell, L. K., Sidener, T. M., DeBar, R. M., Vladescu, J. C., & Kahng, S. (2018). Effects of computer-based training on procedural modifications. Journal of Applied Behavior Analysis, 51, 87-98.
  6. Castillo, M., Clark, D., Schaller, E., Donaldson, J., DeLeon, I., & Kahng, S. (2018). Descriptive analysis of problem behavior during transitions of children with intellectual and developmental disabilities. Journal of Applied Behavior Analysis, 51, 99-117.
  7. Clay, C. J., Clohisy, A. M., Ball, A. M., Haider, A. F., Schmitz, B. A., & Kahng, S. (2018). Further evaluation of presentation format of competing stimuli for treatment of automatically maintained challenging behavior. Behavior Modification, 42, 382-397.
  8. Deshais, M. A., Fisher, A. B., & Kahng, S. (2018). A preliminary investigation of a randomized dependent group contingency for hallway transitions. Education and Treatment of Children, 41, 49-64.
  9. Donaldson, J. M., Fisher, A. B., & Kahng, S. (2017). Effects of the Good Behavior Game on individual student behavior. Behavior Analysis: Research and Practice, 17, 207-216.
  10. Hausman, N. L., Borrero, J. C., Fisher, A., & Kahng, S. (2017). Teaching young children to make accurate portion size estimations using a stimulus equivalence paradigm. Behavioral Interventions, 32, 121-132.
  11. Tung, S. B., Donaldson, J., & Kahng, S. (2017). The effects of preference assessment type on problem behavior. Journal of Applied Behavior Analysis, 50, 861-866
  12. Balka, K. E., Hausman, N. L., Schaller, E., & Kahng, S. (2016). Discriminated functional communication for attention: Evaluating fixed and varied durations of reinforcer availability. Behavioral Interventions, 31, 210-218.
  13. Clark, A., Schmidt, J. D., Mezhoudi, N., & Kahng, S. (2016). Using percentile schedules to increase academic fluency. Behavioral Interventions, 31, 283-290.
  14. Clark, D. R., Donaldson, J. M., & Kahng, S. (2015). Are video-based preference assessments without access to selected stimuli effective? Journal of Applied Behavior Analysis, 48, 895-900.
  15. Deshais, M. A., Fisher, A. B., Hausman, N. L., & Kahng, S. (2015). Further investigation of a rapid restraint analysis. Journal of Applied Behavior Analysis, 48, 845-859.
  16. Hogan, A., Knez, N., & Kahng, S. (2015). Evaluating the use of behavioral skills training to improve school staffs’ implementation of behavior intervention plans. Journal of Behavioral Education, 24, 242-254.
  17. Kahng, S., Hausman, N. L., Fisher, A. B., Donaldson, J. M., Cox, J. R., Lugo, M., & Wiskow, K. M. (2015). The safety of functional analyses of self-injurious behavior. Journal of Applied Behavior Analysis, 48, 107-114.

Authors in italics denotes students or trainees.

For a complete list of publications, click here.