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Graduate School of Applied and Professional Psychology



SungWoo Kahng is Chair of the Department of Applied Psychology, Director of Academic Programs in Autism and ABA, and Professor at Rutgers University. 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 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. He was also 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. Dr. Kahng graduated from Kalamazoo College with a Bachelor of Arts in psychology and received his Ph.D. in behavior analysis from the University of Florida. He was an Associate Editor for the Journal of Applied Behavior Analysis where he also served on the Board of Editors. Additionally, he is on the Board of Editors for Behavioral Intervention and Review Journal of Autism and Developmental Disorders. He is a Board Certified Behavior Analyst. Dr. Kahng is the President of the Board of Directors of the Behavior Analyst Certification Board, a member of the Scientific Council of the Organization for Autism Research, Past President of the New Jersey Association for Behavior Analysis, and a member of several advisory boards including the AutismMVP Foundation. He is the recipient of the 2003 B.F. Skinner New Researcher Award given by Division 25 of the American Psychological Association. Dr. Kahng has co-authored over 100 peer reviewed articles and chapters. The focus of his research and clinical work has been on assessing and treating severe problem behaviors exhibited by individuals with developmental disabilities. He is also interested in a broader research agenda, which includes topics related to employment and college supports for adults with autism spectrum disorder as well as obesity and aging. Finally, he has mentored numerous undergraduate, master’s level, and predoctoral students as well as post-doctoral fellows. 



  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