For those interested in applied behavior analysis research, the Single-Subject Research Lab (SSRL) provides an opportunity to work directly with doctoral-level mentors to learn about single-subject research design and to gain hands-on clinical experience working with neurodiverse individuals.

What is single-subject research?

Single-subject research focuses on how a treatment or intervention affects the behavior of an individual or a small number of people. Typically, participants are exposed to experimental conditions multiple times across the course of a study. Researchers measure the same individual’s behavior over time, both before and during the intervention, to compare the effects.

Unlike research using group designs, which typically enroll a large number of participants, single-subject research provides SSRL fellows an opportunity to interact directly with individual participants, conducting assessments and implementing interventions. As a result, fellows experience firsthand how participating in research can lead to positive outcomes for individuals and their families.

Behavior Analysis Clinical Research Fellowship

Interested in joining the Single-Subject Research Lab? Consider applying for the Behavior Analysis Clinical Research Fellowship. The fellowship is best suited for undergraduate students who are interested in graduate school or who are dedicated to learning about behavior analytic research.

Opportunities and benefits

• Learn about autism spectrum disorder and autism service provision.
• Get involved in various aspects of the research process:
• Communicate with families and caregivers.
• Participate in research-related training.
• Conduct research sessions.
• Collect, graph and analyze data.
• Calculate interobserver agreement.
• Collect data on procedural fidelity.
• Assist with manuscript preparation.
• Network with researchers and practitioners.
• Build your resume and curriculum vitae.
• Get assistance with graduate school applications.
• Receive training in crisis prevention through the Marcus Crisis Prevention Program.
• Obtain letters of recommendation.

Additionally, participating in the SSRL could fulfill a research course requirement at your university. Opportunities to disseminate research findings by presenting at professional conferences may also be available.

Requirements

We have a formal partnership with Emory University. However, students from other organizations are welcome to apply. To qualify, you must:

• Enroll in a research course at your university.
• Make a minimum two-semester commitment (12 months or three semesters is highly preferred)
• Be available 12 hours per week.
• Attend a one-hour weekly lab meeting.
• Individuals who join the SSRL will work with a lab coordinator to determine a weekly schedule. Available shifts include:
• 9:30 a.m. to 2:30 p.m.
• 11 a.m. to 3 p.m.
• 1 to 6 p.m.
• Complete a background check and drug screening (including tobacco).

There is no payment or compensation for students as part of the fellowship experience.

Application process

Calls for applications typically go out in October and March. If you are interested in receiving more information on how to apply, send an email to Molly Mutchler at molly.mutchler@choa.org. Interested individuals should prepare the following documents:

• Current resume or CV
• Two to three letters of recommendation from employers, supervisors and/or professors
• Personal statement (maximum one page) outlining:
• Whether you can commit to a 12-month (three-semester) experience or a two-semester experience
• Your interest and reason for applying
• Your future career or graduate school goals
• Experiences that qualify you for the position

Eligible individuals are also required to complete a 30-minute interview with the SSRL management team.

Frequently asked questions

Who are the typical participants enrolled in SSRL research projects?

Most commonly, study participants include children with autism who have high support needs. In some cases, parents, caregivers or therapists and registered behavior technicians may also participate in research projects. SSRL participants often need support to learn new things and communicate using a variety of methods, including picture exchange communication systems and speech-generating devices. Sometimes, participants also engage in challenging behavior, which could include self-injurious behavior, aggression and elopement. SSRL fellows are prepared to prevent and respond appropriately to challenging behavior by completing the Marcus Crisis Prevention Program. Fellows also always have access to support from the SSRL management team, as well as other trained individuals at Marcus Autism Center.

Is there a remote option available?

No. This position requires fellows to work directly with research participants. Thus, this is an in-person position and remote work opportunities are not available.

Will a faculty member at Marcus Autism Center supervise my thesis?

Faculty will consider supervising a thesis on a case-by-case basis for individuals who are able to make a three-semester commitment.

Can I participate in the SSRL on a volunteer basis (i.e., without enrolling in a research course)?

No. Enrolling in a research course is a requirement of the fellowship, and individuals cannot participate on a volunteer basis.

Recent publications

Slocum, S. K., Bernstein, A. M., Williams, C. L., & Vollmer, T. R. (2025). Initial suppression of escape behavior across three behavioral treatments. Behavioral Interventions, 40(4). https://doi.org/10.1002/bin.70036

Pendergrass, J., Williams, C., & Slocum, S. K. (May 2022). Comparison of Escape Treatments. Association for Behavior Analysis International, Boston, MA. (Poster Presentation)

Franks-Jacobucci, B., Louis, C., Cabo, D., Conine, D. E., Argueta, T., Williams, C., & Slocum, S. K. (Accepted pending revisions). Comparing Duration and Partial Interval Recording During Free Operant Preference Assessment. Oral Presentation in Symposium: Recent Advances in Preference Assessment. Association for Behavior Analysis International.

Associated studies

The SSRL helps to facilitate research within multiple clinical areas, including the Complex Behavior, Skill Acquisition and Feeding programs, allowing researchers at Marcus Autism Center to investigate a wide range of research questions relating to individuals with varying support needs. Some examples of current projects include:

• Assessment of the Social Validity of Treatment Outcomes
  Principal Investigator(s): Lindsay Lloveras, PhD, BCBA-D 
  Behavior-analytic service providers commonly consider an 80% reduction in challenging behavior an acceptable treatment goal. The purpose of this study is to assess and compare caregivers’ perceptions of an 80% reduction in challenging behavior against higher and lower degrees of behavior reduction.
• Behavioral Assessment and Treatment of Challenging Behavior
  Principal Investigator(s): Lindsay Lloveras, PhD, BCBA-D
  Co-Investigators: Chelsea Fleck, PhD, BCBA-D, LBA; Sarah Slocum Freeman, PhD, BCBA-D, LBA; Jessica Herrod, PhD, BCBA-D, LBA and Mindy Scheithauer, PhD, BCBA-D, LBA
  The purpose of this study is to advance behavioral intervention for individuals engaging in behavior disorders by directly comparing intervention variables that may result in more effective or efficient interventions. Participants in this study move through multiple study phases, including preference assessment, functional analysis, differential reinforcement intervention and generalization.
• Emergent Listener and Tact Relations Among Children Using Speech-Generating Devices
  Principal Investigator(s): Daniel Conine, PhD, BCBA-D and Aparna Naresh, PhD
  The purpose of this study is to assess the efficiency of teaching language skills by measuring the emergence of untrained skills in participants who predominantly communicate through augmentative and alternative communication modalities, such as a speech-generating device (SGD). Participants are taken through a series of training comparisons in which targets are assigned to either listener training (i.e., receptively identifying common objects) or tact training (i.e., labeling common objects) using an SGD. Probes are then conducted to test for the emergence of the untrained skill (e.g., labeling targets that participants were taught to receptively identify).
• Behavioral Interventions to Teach Pill Swallowing
  Principal Investigator: Chelsea Fleck, PhD, BCBA-D, LBA Co-Investigator: Christian Yensen, MS, BCBA, LBA
  The purpose of this study is to investigate individualized interventions based on differential reinforcement, stimulus fading, and combined components to teach pill swallowing in children with autism and complex behavioral support needs. The study is a systematic replication of existing research on teaching cooperation with medical procedures and evidence-based feeding interventions to teach safe swallowing.

Contact information

Lindsay Lloveras | SSRL Program Manager | lindsay.lloveras@choa.org

Tracy Argueta | SSRL Program Manager | tracy.argueta@choa.org

Molly Mutchler | SSRL Lab Coordinator | molly.mutchler@choa.org

Participating faculty:

• Chelsea Fleck, PhD, BCBA-D, LBA
• Sarah Slocum Freeman, PhD, BCBA-D, LBA
• Nina Gerencser, PhD, BCBA-D, LBA
• Jessica Herrod, PhD, BCBA-D, LBA
• Colin Muething, PhD, BCBA-D, LBA
• Mindy Scheithauer, PhD, BCBA-D, LBA
• Rachel Yosick, PsyD, BCBA-D, LBA