Lori Beth Vincent

Lori B. Vincent is an Assistant Professor in the School Psychology Graduate Programs at the University of Cincinnati.  Dr. Vincent received her Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 2015 and completed her psychology internship and postdoctoral fellowship at the Kennedy Krieger Institute/Johns Hopkins University from 2014-2016.  She is a Licensed Psychologist, Board Certified Behavior Analysis-Doctoral, and a Certified Ohio Behavior Analyst.  Dr. Vincent’s primary research interests include teacher and parent implemented behavioral interventions for children with intellectual and/or developmental disabilities.  Specific areas of her research include social skills interventions, positive behavior supports, and behavioral feeding therapy.   Dr. Vincent currently teaches graduate courses in Applied Behavior Analysis and Mental Health Interventions.  

Grant: #S184X240123 Investigators:Harley, Dana; La Guardia, Amanda; Vincent, Lori 01-01-2025 -12-31-2029 Department of Education Cincinnati MEASURES Project Role:Collaborator 733861.00 Awarded Level:Federal

Peer Reviewed Publications

Vincent, L.B., Openden, D., Gentry, J.A., Long, L.A. & Matthews, N.L. (2018. ) Promoting social learning at recess: Using structured playground activities to increase social skills for children with Autism Spectrum Disorder and related challenges.Behavior Analysis in Practice, , 11 (1 ) ,19 -33More Information

Asmus, J., Carter, E.W., Moss, C.K., Biggs, E.E., Bolt, D., Born, T.L., Bottema-Beutel, K., Brock, M.E., Cattey, G., Cooney, M., Fesperman, E.S., Hochman, J.M., Huber, H.B., Lequia, J.L., Lyons, G.L., Vincent, L.B. & Weir, K. (2017. ) Efficacy and social validity of peer network interventions for high school students with severe disabilities.American Journal of Intellectual and Developmental Disabilities, , 12 (2 ) ,118 -137More Information

Asmus, J.M., Carter, E.W., Moss, C.K., Born, T.L., Vincent, L.B., Lloyd, B.P. & Chung, Y. (2016. ) Social Outcomes and Acceptability of Two Peer-Mediated Interventions for High School Students with Severe Disabilities: A Pilot Study.Inclusion, , 4 ,194 -214More Information

Carter, E. W., Asmus, J., Moss, C. K., Amirault, K. A., Biggs, E. E., Bolt, D., Born, T. L., Brock, M. E., Cattey, G., Chen, R., Cooney, M., Hochman, J. T., Huber, H. B., Lequia, J., Lyons, G., Riesch, L., Shalev, R., Vincent, L. B., & Wier, K. (2015. ) Randomized evaluation of peer supports arrangements to support the inclusion of high school students with severe disabilities .Exceptional Children, , 1 -25

Carter, E.W., Moss, C.K., Asmus, J., Fesperman, E., Cooney, M., Brock, M.E., Lyons,G., Huber, H.B., & Vincent, L.B. (2015. ) Promoting inclusion, social connections, and learning through peer support arrangements .TEACHING Exceptional Children , , 48 (1 ) ,9 -18

Hartley, S.L., Esbensen, A.J., Shalev, R.A., Vincent, L.B., Mihaila, I. & Bussanich, P. (2015. ) Cognitive behavioral therapy for depressed adults with mild intellectual disability: A pilot study .Journal of Mental Health Research in Intellectual Disabilities, , 8 (2 ) ,72 -97

Carter, E.W., Asmus, J.A., Moss, C.K., Cooney, M., Weir, K., Vincent, L., Born, T., Hochman, J. M., Bottema-Beutel, K. & Fesperman, E. (2013. ) Peer network strategies to foster social connections between adolescents with and without severe disabilities .TEACHING Exceptional Children, , 46 (2 ) ,51 -59

Esbensen, A. J., Epstein, J. N., Vincent, L. B., Kamimura-Nishimura, K., Wiley, S., Angkustsiri, K., Abbeduto, L., Fidler, D., & Froehlich, T. E. (2022. ) Comparison of attention-deficit hyperactivity disorder in typically developing children and children with Down syndrome.Journal of Developmental and Behavioral Pediatrics, , 43 (1 ) ,19 -33More Information

Esbensen, A. J., Vincent, L. B., Epstein, J. N., Kamimura-Nishimura, K., Wiley, S., Angkustsiri, K., Abbeduto, L., Fidler, D., Anixt, J., & Froehlich, T. E. (2022. ) Co-occurring medical and behavioural conditions in children with Down syndrome with or without ADHD symptom presentation.Journal of Intellectual Disability Research, , 66 (3 ) ,282 -296More Information

Vincent, L.B., Asmus, J., Lyons, G., Born, T., Leamon, M., DenBleyker, E. & McIntire, H. Evaluating the effectiveness of a reverse inclusion social skills intervention for children on the autism spectrum.Journal of Autism and Developmental Disorders, , More Information

Lequia, J.L., Vincent, L.B., Lyons, G.L., Asmus, J.M. & Carter, E.W. Individualized Education Programs (IEPs) of high school students with significant disabilities .Education and Training in Autism and Developmental Disabilities, ,

Invited Publications

Phan, J.M., Barton, H., & Vincent, L.B. (2021. ) Disability accessibility of careers in psychology: Experiences shared from neurodivergent early career professionals .APA Division 33 Newsletter, Winter 2021 ,

Other Publications

Dollin, S.S., Vincent. L. & Ober-Reynolds, S. (2010. ) The FRIEND program: Teaching and supporting social skills at school .Autism Advocate, 1 ,24 -29

Vincent, L.B. (2009. ) Feeding issues .SARRC Outreach,

Vincent, L.B. (2008. ) On their own: Six steps to teaching children with autism how to play independently .SARRC Outreach,

Published Books

Ober-Reynolds, S., Smith, C. J. & Vincent, L.B. (2019. ) The FRIEND Program for Creating Supportive Peer Networks for Students with social Challenges, including Autism .London, UK , Jessica Kingsley Publishers

Book Chapter

Miller, C.K. & Vincent, L.B. (2019 ) Behavioral Feeding Disorders Pediatric Dysphagia: Etiologies, Diagnosis, and Management .(pp. 581 -585).San Diego, CA, Plural Publishing, Inc

Miller, C.K. & Vincent, L.B. (2019 ) Behavioral Assessment Pediatric Dysphagia: Etiologies, Diagnosis, and Management .(pp. 587 -592).San Diego, CA, Plural Publishing, Inc.

Miller, C.K. & Vincent, L.B. (2019 ) Behavioral Feeding Interventions Pediatric Dysphagia: Etiologies, Diagnosis, and Management .(pp. 593 -608).San Diego, CA, Plural Publishing, Inc

Technical Reports

Vincent, L. B., & Morrison, J. Q. (2022. ) Preparing School Psychologists to Promote Inclusive Practices for Students with Significant Cognitive Disabilities .TIES Center, University of Minnesota. ,

Preparing School Psychologists to Promote Inclusive Practices for Students with Significant Cognitive Disabilities