Robert Pennington

Robert Pennington

Associate Professor
Department of Special Education
Room 141 - College of Education and Human Development
robert.pennington @

Dr. Pennington's curriculum vitae [PDF]

Educational Background

  • Board Certified Behavior Analyst, Doctoral Level (BCBA-D) - #1-11-9365
  • Ph.D. Special Education, University of Kentucky, 2010
  • M.A. Special Education, University of Louisville, 2001
  • B.S. K-4 Elementary Education, K-12 Moderate to Severe Disabilities, University of Louisville, 1995

Teaching Areas

  • Autism and Intellectual Disability
  • Single Subject Research Design
  • Behavior Analytic Approaches to Communication

Professional Activities

  • Co-Editor (Topical Issues): Rural Special Education Quarterly
  • Editorial Review Board: Education and Treatment of Children
  • Editorial Review Board: Focus on Autism and Developmental Disabilities
  • Editorial Review Board: Journal of Early Intervention
  • Editorial Review Board: Journal of Special Education Technology
  • Editorial Review Board: Rural Special Education Quarterly
  • Editorial Review Board: Beyond Behavior
  • Governors State Advisory Council on Autism
  • Executive Committee for the Kentucky Association of Behavior Analysis

Honors and Awards

  • 2014 Nystrand-Offutt Scholar
  • 2011, 2012, 2013, Delphi Center for Teaching and Learning Faculty Favorite
  • 2006-2009 Selected as a doctoral fellow in the Special Education Leadership Program in Distance Education

Professional Memberships

  • KY Association for Behavior Analysis
  • Association for Behavior Analysis International
  • Council for Exceptional Children
    --Division on Research
    --Division on Developmental Disabilities
    --Division on Technology
  • American Council for Rural Special Education

Selected Publications and Presentations

  • Pennington, R. C., Courtade, G., Ault, M. J., & Delano, M. E. (In press, 2016). Five non-negotiables in educating students with moderate to severe intellectual disability. Education and Training in Autism and Developmental Disabilities.
  • Pennington, R. C. (2016). Write on! Using assistive technology and systematic instruction to teach sentence writing to students with moderate to severe disability. Journal of Special Education Technology.
  • Pennington, R. C., Ault, M. J., Schmuck, D. G., Burt, J., & Ferguson, L. (2016). Frequency of mand instruction reported in behavioral, special education, and speech journals. Behavior Analysis in Practice.
  • Swiegert, C., Landrum, T. J., & Pennington, R. C. (2015). Could real-time visual performance feedback promote improved teacher practice? Considerations and a case study. Education and Treatment of Children, 38, 429-450.
  • Cannella-Malone, H., Konrad, M., & Pennington, R. C. (2015). ACCESS! Teaching writing skills to students with intellectual disabilities. Teaching Exceptional Children, 47, 272-280.
  • Pennington R. C., & Courtade, G. (2015). An examination of teacher and student behavior in classrooms for students with moderate and severe disability. Preventing School Failure, 59, 40-47.
  • Pennington, R. C., & Schmuck, D. (2015). Promising computer-based context for teaching social skills warrants further investigation. Evidence-based Communication Assessment and Intervention, 2, 58-61.