Dr. Hunter King

Assistant Professor, Department of Human Development and Child Studies
Special Education Program

Office: 435D Pawley Hall
Phone: (248) 370-4204
E-mail: [email protected]

Dr. Hunter King is an Assistant Professor of Education in the School of Education and Human Services at Oakland University and a Board-Certified Behavior Analyst at the doctoral level. Dr. King received a Master of Arts in Clinical Psychology from Minnesota State University, Mankato and a Ph.D. in School Psychology from the University of Utah. He completed his predoctoral internship and postdoctoral research fellowship in Behavioral Psychology at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine.

Dr. King specializes in the assessment and treatment of challenging behavior exhibited by individuals with intellectual and developmental disabilities. Within this area, his research focuses on (a) identifying environmental variables underlying the reemergence of challenging behavior following successful treatment to inform the development of more durable interventions and (b) integrating technology into the problem-solving consultation framework to increase access to effective and sustainable interventions for caregivers and educators. Dr. King actively publishes in peer-reviewed behavioral, educational, and psychological journals, and thoroughly enjoys mentoring students and professionals from all walks of life.

Professional Experience

• Behavior consultant for educators and caregivers in more than 15 schools
• Behavioral teleconsultant in community settings
• Trauma-focused cognitive-behavioral therapist for children and youth

Current Courses

• Assessment for Intervention Across the Lifespan
• Supporting Students with Behavioral and/or Emotional Impairment

Research Interests

• Assessment and treatment of severe challenging behavior
• Educator and caregiver training
• Problem solving [tele]consultation
• Translational research on treatment relapse

Select Publications (Research Gate Profile)

King, H. C., Kurtz, P., Chin, M., & Falligant, J. M. (in-press). Characterizing automatically maintained self-injury with the aberrant behavior checklist. American Journal on Intellectual and Developmental Disabilities.

Chesbrough, E., King, H. C., Mariatu, F., Quigley, S., & Falligant, J. M. (2024). Further analysis of dense-to-lean and fixed lean schedule thinning. Behavioral Interventions. Advanced online publication. http://doi.org/10.1002/bin.2055

Madden, S., King, H. C., Chesbrough, E., & Falligant, J. (2024). Behavioral assessment and treatment of Pica: A brief report. Neurodevelopmental Rehabilitation, 1–5. Advanced Online Publication. http://doi.org/10.1080/17518423.2024.2397336

Falligant, J. M., Cero, I., King, H. C., Nall, R. (2024). A preliminary analysis of temporal dynamics in human-operant performance. Experimental Analysis of Human Behavior Bulletin, 35, 1–14.

Ryan, M., King, H. C., & Falligant, J. M. (2024). Increasing toy engagement using response disequilibrium theory: A systematic replication. The Psychological Record, 74, 219–224. http://doi.org/10.1007/s40732-024-00601

Martone, L., King, H. C., Fischer, A. J., & Cornejo, P. (2024). Toward an inclusive research laboratory climate in school psychology training programs. School Psychology Training and Pedagogy, 44(2), 1–21.

Davis, J., King, H. C., Radley, K., Jenson, H., & Corsi, C., & Jenson, B. (2024). A meta-analysis of the mystery motivator intervention. Journal of Positive Behavioral Interventions, 26(2), 113–127. http://doi.org/10.1177/10983007231224048.

King, H. C., Martone, L., Laureano, B., & Falligant, J. M. (2024). A systematic review of enhanced resurgence paradigms. Journal of Experimental Analysis of Behavior, 121(2), 266–278. http://doi.org/10.1002/jeab.902

King, H. C., Fischer, A. J., Radley, K., Davis, J., Houlihan, D., & Jenson, B. (2023). Caregiver telehealth training on antecedent strategies to increase children’s instruction following in the home. Journal of Behavioral Education. http://doi.org/10.1007/s10864-023-09528-2

Spencer, S., King, H. C., Martone, L., & Houlihan, D. (2022). Countercontrol: A relational frame theory account and revival of a 70-year-old Skinnerian term. Perspectives on Behavior Science, 45(1), http://doi.org/10.1007/s40614-022-00337-y.

King, H. C., Wu, S., Bloomfield, B., & Fischer, A. J. (2022). A practical guide on problem-solving teleconsultation in schools. Journal of Educational and Psychological Consultation, 33(2), 181–200. http://doi.org/10.1080/10474412.2022.2070495.

King, H. C., Howarth, R. E., Choi, S., & Fischer, A. J. (2022) Using teleconsultation-enhanced treatment for avoidant/restrictive food intake disorder in an adolescent male. Child & Family Behavior Therapy, 44(1), 35–59. http://doi.org/10.1080/07317107.2021.2024716.

King, H. C., Bloomfield, B., Wu, S., & Fischer, A. J. (2021). A systematic review of school-based teleconsultation: Implications in research and practice. [Special Issue]. School Psychology Review, 51(2), 237–256. http://doi.org/10.1080/2372966X.2021.1894478.

Bloomfield, B. S., Fischer, A. J., King, H. C., Lehman, E. L., & Clark, R. R. (2020). Exploring implementor error during a remotely conducted school-based functional analysis training package. Journal of Applied School Psychology, 36(4), 347–375. http://doi.org/10.1080/15377903.2020.1749204.

King, H. C., Bloomfield, B., Fischer, A.J., Radley, K., & Dart, E. (2020). A Comparison of digital observations of students from video cameras and aerial drones. [Special Issue]. Journal of Educational and Psychoeducational Consultation, 31(3), 360–381. http://doi.org/10.1080/10474412.2020.1744446.