Andrew W Gardner
- Adjunct Instructor
- Associate Professor, Pediatrics - (Clinical Scholar Track)
- (520) 621-7822
- 1601 N Tucson 32, Rm. 412
- Tucson, AZ 85716
- awgardner@arizona.edu
Biography
Andrew Gardner, PhD, BCBA-D has been serving families of children with and without neurodevelopmental disabilities over the past 20+ years across clinic, home, school, and public settings in both English and Spanish. Dr. Gardner completed his B.A. undergraduate degree and M.S. graduate training in Psychology/School Psychology at Utah State University, completed an internship through the Fred S. Keller School (CABAS), his PhD through the University of Iowa, a pre-doctoral internship at the Kennedy Krieger Institute, and a post-doctoral fellowship at the Johns Hopkins University School of Medicine. Dr. Gardner has also participated in various Maternal and Child Health Bureau funded Leadership Education in Neurodevelopmental and other Related Disabilities (LEND) programs. He is currently an Associate Professor at The University of Arizona in the Departments of Psychiatry and Pediatrics and clinical faculty in the Arizona LEND program. Dr. Gardner supervises a Behavioral Pediatrics Clinic in the department of Psychiatry, participates with the clinical team through The Children's Postinfectious Autoimmune Encephalopathy (CPAE/PANS/PANDAS) Center of Excellence at the UA Steele Center in Pediatrics, as well as serves children and families at Children’s Clinics for Rehabilitative Services in Tucson, AZ. He has peer-reviewed publications and professional presentations in the areas of evidence-based practices, as well as in the assessment and treatment of childhood problem behavior. Dr. Gardner’s research interests include: functional analytic assessment of childhood aberrant behavior, qualities of attention in function-based assessment and treatment, parenting and cross-cultural treatment acceptability, and therapeutic strategies for challenging behavior based in the science of Applied Behavior Analysis (ABA) for diverse diagnoses. In his spare time he enjoys hiking in the Sonoran desert, tortoise husbandry, Wing Chun Kung-Fu, cooking, and developing apps.
Interests
No activities entered.
Courses
2022-23 Courses
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Adv Postv Behav Support
SERP 529A (Spring 2023) -
Adv Postv Behav Support
SERP 529A (Fall 2022)
2021-22 Courses
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Adv Postv Behav Support
SERP 529A (Spring 2022) -
Adv Postv Behav Support
SERP 529A (Fall 2021)
2020-21 Courses
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Adv Postv Behav Support
SERP 529A (Spring 2021) -
Behavior Mod+Thry Sch
SERP 517 (Spring 2021) -
Adv Postv Behav Support
SERP 529A (Fall 2020)
2019-20 Courses
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Adv Postv Behav Support
SERP 529A (Spring 2020)
Scholarly Contributions
Journals/Publications
- Amador, J. L., DeBar, R. M., Sidener, T. M., & Gardner, A. W. (2021). Evaluating the Effects of Computer-Based Instruction on Trial-Based Functional Analyses Procedures. Behavior modification, 145445520982552.More infoChildren who engage in problem behavior are often educated in the public schools. A trial-based functional analysis (TBFA) is an experimental functional analysis whereby conditions are embedded into scheduled activities of the school day to identify environmental variables responsible for problem behavior. To be included in this process, it is important that staff are trained effectively and efficiently. Computer-based instruction (CBI) offers several advantages as a staff training tool including less training time, less required supervision, and permits self-paced and individualized training. The efficacy of CBI on procedures of TBFA to practitioners remains unknown. We evaluated the efficacy of CBI teaching procedures of TBFA with 20 practitioners. Results indicate that CBI is an effective and efficient staff training procedure as post-test scores increased following the CBI training across participants with a mean training duration of less than an hour. Three practitioners successfully implemented four conditions of a TBFA with a confederate following CBI training. Following completion of the study, respondents ranked procedures of the CBI as socially valid.
- Gardner, A. (2020). Tree Canopy Coverage Predicts Lower Conduct Problem Severity in Children with ASD. Journal of Mental Health Research in Intellectual Disabilities.
- Gardner, A. W. (2020). Tree Canopy Coverage Predicts Lower Conduct Problem Severity in Children with ASD. Journal of Mental Health Research in Intellectual Disabilities. doi:10.1080/19315864.2020.1714824More infoIntroduction: Conduct problems are commonly reported among individuals with autism spectrum disorders (ASD) and children with other special health care needs (CSHCN). Environmental research indicates that exposure to natural environments can lead to decreased conduct problems; opposite effects (i.e., increased problems) are associated with built “gray” environments (e.g., roadways).Methods: This exploratory study analyzed the association between Zip-code level tree canopy coverage and severity of conduct problems in typical children, children with ASD, and CSHCN. Tree canopy data came from National Land Cover Database and ASD data came from the cross-sectional National Survey of Children’s Health (2011/2012).Results: Percent tree canopy coverage predicted a decreased risk of severe conduct problems in youth with ASD, but not CSHCN; “gray” space was unassociated with conduct problems in any children.Conclusions: Community tree canopy coverage is negatively associated with conduct problems in children with ASD. More research using individual assessments and street level metrics will help better determine the relationship between canopy coverage and conduct problems in ASD.
- Gardner, A. W. (2019). A convergent review of interventions for school-age children with autism spectrum disorder.. Behavior Analysis: Research and Practice.
- Gardner, A. W. (2018). Gray space and green space proximity associated with higher anxiety in youth with autism. Health & Place.
- Hungate, M., Gardner, A. W., Tackett, S., & Spencer, T. D. (2017). A Convergent Review of Interventions for School-Age Children With Autism Spectrum Disorder.. Behavior Analysis: Research and Practice, 19(1), 81-93. doi:10.1037/bar0000090
- Gardner, A. (2012). A systematic review of brief functional analysis methodology with typically developing children. Education and Treatment of Children.
- Gardner, A. (2010). A Brief Experimental Analysis of Reinforcer and Response Dimensions Related to Self-Control in an Outpatient Clinic. Journal of Behavioral Education.
- Gardner, A. (2009). An evaluation of the interaction between quality of attention and negative reinforcement with children who display escape-maintained problem behavior. Journal of Applied Behavior Analysis.
- Gardner, A. (2008). The effects of risperidone titration on pica in an adolescent with autism. International Pediatrics.
- Gardner, A. (2007). Cognitive-behavioral treatment for specific phobias with a child demonstrating severe problem behavior and developmental delays. Research in Developmental Disabilities.
- Gardner, A. (2007). Effects of antecedent variables on disruptive behavior and accurate responding in young children in outpatient settings. Journal of Applied Behavior Analysis.
- Gardner, A. (2003). Important issues in the care and evaluation of bilingual/multilingual children. International Pediatrics.
- Gardner, A. (2001). Analysis of response class hierarchies with attention-maintained problem behaviors. Journal of Applied Behavior Analysis.
Others
- Gardner, A. W., & West, J. J. (2020, October). Bringing Services Together: Multispecialty Team Logistics via Telemedicine. Online Blog: Telemedicine. Arizona Telemedicine Program (The University of Arizona). https://telemedicine.arizona.edu/blog/bringing-services-together-multispecialty-team-logistics-telemedicineMore infoGardner, A.W. & West, J.J. (October 22, 2020). Bringing Services Together: Multispecialty Team Logistics via Telemedicine. Arizona Telemedicine Program (The University of Arizona): https://telemedicine.arizona.edu/blog/bringing-services-together-multispecialty-team-logistics-telemedicine
