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Lina Gilic, Ph.D.

Assistant Professor
Education Specialties
Ph.D., Columbia University
M.S., Adelphi University
B.S., St. John’s University

Areas of Specialization: Behavior Disorder, Autism and Developmental Disabilities  

Publications: 

Gilic, L. (in press). Increasing homework completion and accuracy rates with parental participation for young children with Autism Spectrum Disorder.  Psychology, Society, & Education.

Gilic, L., & Chamblin, M. (in press). Assessing the functions of behavior for students with Autism  in the inclusive classroom environment. In Y. Katz (Ed.), Supporting the education of children with Autism Spectrum Disorder.  Hershey , PA: IGI.

Gilic, L. (2016). Homework accuracy to increase the academic repertoire of young children with Autism. Journal of Special Education and Rehabilitation, 17(1-2), 85-100.

Fiorile, C. & Gilic, L. (2015) Evidence-Based Protocol for Teaching Pre-Requisite Skills for Use with Vocal Output Devices For Children with Limited Verbal Repertoires. International Interdisciplinary Journal of Education, 4(4), 169-178.

Gilic, L. & Greer, R.D. (2011) Establishing naming in typically developing two-year old children as a function of multiple exemplar speaker and listener experiences. The Analysis of Verbal Behavior, 27 The research used multiple-probe designs (2 groups of 4 children) to test the effect of multiple exemplar instruction (MEI) across speaker and listener responses on the emergence of Naming. 

Gilic, L. (2005). Development of Naming in two-year-old children. Columbia University. 135 pages; AAT 3188740 / Two experiments were conducted to investigate how the bidirectional components of Naming (listener to speaker and speaker to listener) affect the acquisition of Naming in typical two-year old children.