B.S. University of Florida (Psychology), 1998
M.A. University of Kansas (Human Development), 2002
Ph.D. University of Kansas (Behavioral Psychology), 2006
Board Certified Behavior Analyst
PSY 521 Functional Assessment
PSY 529 Applied Behavior Analysis II
PSY 540 Analysis of Child Development
PSY 541 Verbal Behavior
PSY 579/580/581 Applied Behavior Analysis Practicum
Dr. McKerchar's interest is in the application of behavior analysis to young children and individuals with developmental disabilities. To date, that research has focused on the assessment and treatment of problem behavior, sign language training with infants and toddlers, and the improvement of teaching and behavior management methods in child care settings.
Service and Professional Interests
Dr. McKerchar supervises undergraduate and graduate students at The Little Tree Preschool, a non-profit, inclusive preschool for children with autism/developmental disabilities and their typically-developing peers. Practicum students work alongside a special education teacher, a Board Certified Behavior Analyst (BCBA), and assistant teachers to provide high-quality preschool services to children. More specifically, practicum students implement behavioral interventions and teaching strategies to improve children's skills in a variety of areas such as language, social interactions, and feeding.
Dr. McKerchar serves on the Executive Committee for the Alabama Association for Behavior Analysis (ALABA), and regularly participates in the Association for Behavior Analysis International (ABAI) and ALABA's annual conventions. She is also on the editorial board for Behavior Analysis in Practice and frequently serves as a reviewer for the Journal of Applied Behavior Analysis.
McKerchar, P. M., & Abby, L. (2012). Systematic evaluation of variables that contribute to noncompliance: A replication and extension. Journal of Applied Behavior Analysis, 45, 607-611.
Thompson, R. H., Cotnoir-Bichelman, N. M., McKerchar, P. M., Tate, T. L., & Dancho, K. A. (2007). Enhancing early communication through infant sign training. Journal of Applied Behavior Analysis, 40, 15-23.
Cote, C. A., Thompson, R. H., Hanley, G. P., & McKerchar, P. M. (2007). Teacher report and direct assessment of preferences for identifying reinforcers for young children. Journal of Applied Behavior Analysis, 40, 157-166.
Cotnoir-Bichelman, N. M., Thompson, R. H., McKerchar, P. M., & Haremza, J. L. (2006). Training student teachers to reposition infants frequently. Journal of Applied Behavior Analysis, 39, 489-494.
Cote, C. A., Thompson, R. H., & McKerchar, P. M. (2005). The effects of antecedent interventions and extinction on toddler compliance with transitions. Journal of Applied Behavior Analysis, 38, 235-238.
Tate, T. L., Thompson, R. H., & McKerchar, P. M. (2005). Training teachers in an infant classroom to use embedded teaching strategies. Education and Treatment of Children, 28, 206-221.
Thompson, R. H., McKerchar, P. M., & Dancho, K. A. (2004). The effects of delayed physical prompts and reinforcement on infant sign language development. Journal of Applied Behavior Analysis, 37, 379-383.
McKerchar, P. M., & Thompson, R. H. (2004). A descriptive analysis of potential reinforcement contingencies in the preschool classroom. Journal of Applied Behavior Analysis, 37, 431-443.
Department Head, Psychology
202 Ayers Hall
Office phone: (256) 782-5808
Fax: (256) 782-5637