Performance Management Laboratory
Dr. Florence DiGennaro Reed, a board certified behavior analyst, received a bachelor's degree in psychology from Binghamton University, a master's degree in experimental psychology from Long Island University, and a doctorate in school psychology from Syracuse University. She completed a clinical post-doctoral fellowship at the Institute for Child Development and a pre-doctoral internship in clinical psychology at the May Center for Education and Neurorehabilitation and the May Center for Child Development. Florence has over 20 years of experience working with individuals with developmental problems and their families in schools and community-based settings. Specifically, she specializes in preparing staff to deliver behavioral treatment to individuals with disabilities. She has experience working in a variety of settings including public and private schools, residential programs, home-based programs, and delivering behavioral consultation.
Presently, Florence is an Associate Professor in and Chairperson of the Department of Applied Behavioral Science at the University of Kansas where she directs the Performance Management Laboratory and Performance Management Center. Her research examines effective and efficient staff training and performance improvement practices. She also conducts translational research in on-campus laboratory facilities. Florence has published articles and book chapters on a variety of topics including training, performance management, assessment, and intervention. She has served on the editorial boards of Journal of Applied Behavior Analysis, Journal of Organizational Behavior Management, Journal of Behavioral Education, Behavior Analysis in Practice, The Psychological Record, and School Psychology Review and is an Associate Editor for Journal of Behavioral Education and Behavior Analysis in Practice. Florence is co-editor of two books published through Springer titled Handbook of Crisis Intervention for Individuals with Developmental Disabilities and Bridging the Gap Between Science and Practice in Autism Service Delivery.