Steve Little

Steven G. Little, Ph.D. was born and raised in suburban Boston. He received his B.S. in Psychology from Tulane University in 1976, his M.S. in Psychology from the University of New Orleans in 1979, and his Ph.D. in School Psychology from Tulane University in 1987. Academically, he has held faculty positions at Hofstra University, California State University Northridge, Northern Illinois University, The University of Alabama, The University at Albany SUNY, University of the Pacific, the University of California, Riverside, Walden University, and Massey University in Auckland, New Zealand. He currently serves as a Coordinator of Applied Behavior Analysis Programs in the Richard W. Riley College of Education and Human Sciences at Walden University.

He has published extensively in the psychology literature, served as Editor of The School Psychologist from 1995-2000, and was President of the Division of School Psychology of the American Psychological Association in 2002. He is a Fellow of the American Psychological Association and is a licensed psychologist in New York, California, and New Zealand. He is also a board certified behavior analyst at the doctoral level (BCBA-D). Dr. Little was the 2009 Jack Bardon Award winner from APA for Lifetime Service to the profession of School Psychology and was awarded Walden's Extraordinary Faculty Award in the College of Social & Behavioral Science in 2008. His research interests involve video self-modeling, applied behavior analytic interventions (including meta-analytic research on interventions), and cognitive behavior therapy (CBT), particularly Acceptance and Commitment Therapy (ACT). Dr. Little's main focus involves video self-modeling (VSM) and Video Based Interventions (VBI) with a focus on individuals with Autism. However, he is also interested in applications of VSM/VBI in a regular education setting and with an adult population.

Courses Taught

PSYR 8340 - Cognitive Assessment

Education

PhD, Tulane University

MS, University of New Orleans

BS, Tulane University

Awards / Honors

Extraordinary Faculty Award, Walden University, 2008

Fellow, American Psychological Association, 2004

Jack Bardon Distinguished Service Award, American Psychological Association, 2009

Publications

Little, S., Akin-Little, A., Johanson, A. (2013). Bi-cultural Aotearoa/New Zealand: Provision of psychological services to the Maori population of rural New Zealand: Combining best practice with cultural considerations. School Psychology International

Little, S. G., Akin-Little, A., O'Neill, K. (2015). Group contingency interventions in the classroom: A meta-analytic study. Behavior Modification

Little, S. G., Akin-Little, A., Palomares, R. S., Eckert, T. L. (2012). Men in academic school psychology: A national survey. Psychology in the Schools

Jackson, L. S., Little, S. G., Akin-Little, A. (2013). The Spanish adaptation of the Gilliam Autism Rating Scale-2: Translation and psychometric analysis. Research in Autism Spectrum Disorders

Little, S., Akin-Little, A. (2013). Trauma and children: A call to action in school psychology.. Journal of Applied School Psychology

Harris, G. M., Little, S. G., Akin-Little, A. (2017). Video self-modelling as an intervention for remediating dysgraphia in children with autism spectrum disorders. Australian Journal of Learning Difficulties

Montgomerie, R., Little, S. G., Akin-Little, A. (2014). Video self-modelling as an intervention technique for primary school aged children who have difficulty with oral reading fluency. New Zealand Journal of Psychology

Presentations

Harris, G. M., Little, S. G., Akin-Little, A. (2017). Evaluating the efficacy of video self-modeling for remediating dysgraphia in children with autism spectrum disorders. Association for Behavior Analysis International

Harris, G. M., Little, S. G., Akin-Little, A. (2017). Evaluating the efficacy of video self-modeling for remediating dysgraphia in children with autism spectrum disorders. Association for Behavior Analysis

Little, S., Akin-Little, A. (2013). Group contingency interventions with children from 1980-2010: A meta-analysis. American Psychological Association

Schmidt, S., Little, S. G., Akin-Little, A. (2014). Increasing the amount of social engagement time young children with autism use with their siblings using video self-modeling. Association of Professional Behavior Analysts

Currlin, K., Little, S. G., Akin-Little, A. (2016). The impact of peer-mediated video modeling on the mathematics achievement of high school students. Association of Professional Behavior Analysts

Little, S. G., Livermore, D., Akin-Little, A. (2014). Video self-modeling as a classroom based intervention to reduce off-task behavior in mainstream student. Association of Professional Behavior Analysts

Little, S. G., Akin-Little, A. (2015). Video self-modeling as an intervention for oral reading. New York State Association for Behavior Analysis

Little, S., Akin-Little, A. (2013). Video self-modeling as an intervention for oral reading fluency in year 3 students. American Psychological Association