KathrynBailey

Assistant Professor

Faculty,Educational PsychologyKathryn.Bailey2@unt.edu940-891-6820 UNT Eagle

Matthews Hall 322-FA

FacultyEducational Psychology

Tabs Tab Style Tab Shown on Load 1 Heading Content About Kathryn M. Bailey, Ph.D. is an Assistant Professor of Special Education in the Department of Educational Psychology at the University of North Texas. She received her doctorate in Special Education from Vanderbilt University and is a board-certified behavior analyst. Her research examines how early interventions influence language acquisition and behavioral development in young children, with a particular focus on responsive, caregiver-mediated approaches for children with disabilities. Dr. Bailey’s research has two primary aims: (1) developing effective interventions to promote early language and social-emotional development, and (2) understanding how and why these interventions work. She is also interested in longitudinal research that examines how language and behavioral trajectories develop and influence each other over time. Publications Peer Reviewed Krippel, M.D., Ostrosky, M., Corr, C., & Bailey, K.M. (in press). Learning landscapes, caregivers, and young children: Results from a multiple methods study. Infant Mental Health Journal: Infancy and Early Childhood. Krippel, M.D., Bailey, K.M., & Ostrosky, M. (2025). Hidden gems in your community: Learning landscapes, supportive interactions, and development. Young Exceptional Children. https://doi.org/10.1177/10962506251319330 Bailey, K.M., Rodgers, M.E., Quinn, E.D., Thompson, S., Nietfeld, J., & Kaiser, A.P. (2024). Just-in-time: A caregiver-mediated intervention for toddlers with autism. American Journal of Speech-Language Pathology, 33(3), 1209-1225. https://doi.org/10.1044/2023_AJSLP-23-00279 Pak, N.S., Bailey, K.M., Ledford, J.L., & Kaiser, A.P. (2023). Comparing interventions with speech-generating devices and other AAC modes: A meta-analysis. American Journal of Speech-Language Pathology, 32(2), 786–802. https://doi.org/10.1044/2022_AJSLP-22-00220 Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish, C. M. (2022). Extending functional communication training to multiple language contexts in bilingual learners with challenging behavior. Journal of Applied Behavior Analysis, 55(1), 80–100. https://doi.org/10.1002/jaba.883 Standish, C.M., Bailey, K.M., Lambert, J.M., & Banerjee, I. Copeland, B.A. (2021). Empirical validation of criteria for identifying functional relations through trial-based functional analysis. Journal of Applied Behavior Analysis, 54(4), 1526–1540. https://doi.org/10.1002/jaba.866 Standish, C. M., Lambert, J. M., Copeland, B. A., Bailey, K. M., Banerjee, I., & Lamers, M. E. (2021). Partially automated training for implementing, summarizing, and interpreting trial-based functional analyses. Journal of Behavioral Education, 32(2), 239–260. https://doi.org/10.1007/s10864-021-09456-z Casagrande, K., Frost, K.M., Bailey, K.M., & Ingersoll, B. (2020). Positive predictors of life satisfaction for autistic college students and their neurotypical peers. Autism in Adulthood, 2(2), 163–170. https://doi.org/10.1089/aut.2019.0050 Bailey, K.M., Frost, K.M., Casagrande, K., & Ingersoll, B. (2020). The relationship between social experience and subjective well-being in college students with ASD: A mixed methods study. Autism, 24(5), 1081–1092. https://doi.org/10.1177/1362361319892457 Lambert, J.M., Pericozzi, H.G., Bailey, K.M., Standish, C.M., & Perry, E.C. (2020). Evaluating duration of reinforcement history as a moderator of sequence and magnitude of resurgence. Behavioral Development, 25(2), 52–65. https://doi.org/10.1037/bdb0000096 Frost, K.M., Bailey, K.M., & Ingersoll, B. (2019). “I just want them to see me as… me”: Identity,disclosure practices, and community among college students on the autism spectrum. Autism in Adulthood, 1(4), 268–275. https://doi.org/10.1089/aut.2018.0057 Pickard, K., Wainer, A., Bailey, K.M., & Ingersoll, B. (2016). A mixed-method evaluation of the feasibility and acceptability of a telehealth-based parent mediated intervention for children with ASD. Autism, 20(7), 845-855. https://doi.org/10.1177/1362361315614496 Programs Special Education Special Education