Directory » JAY GANZ, PH.D., BCBA-D
637G EDCT
Department
Afilliations
Special Education
Education
Ph.D., Special Education, University of Kansas (2002)
M.A.T., Elementary Education, Trinity University (1995)
B.A., Humanities, Trinity University (1994)
JAY GANZ, PH.D., BCBA-D
Professor of Special Education
Google Scholar Profile:
Research Interests
Applied Behavior Analysis
Augmentative and alternative communication
Autism spectrum disorder (ASD) and developmental disabilities
Communication and social skills interventions
Single-case experimental research and meta-analysis
BIOGRAPHY
Dr. Ganz is a Professor of Special Education at Texas A&M. They received their doctorate at the University of Kansas, with a concentration in autism spectrum disorder and behavioral disorders and is a Board Certified Behavior Analyst. Their research focuses on the use of technology to improve social-communication deficits in people with autism spectrum and other developmental disabilities. Dr. Ganz has worked in general and special education and an educational consultant and continues to consult and present in Texas to schools and parents on topics relating to autism spectrum disorder and other developmental disabilities. They have also been a speaker at regional, national, and international conferences on topics including interventions for behavior and autism spectrum disorder, including strategies to address social and communication skills. Dr. Ganz has received several grants to fund research and service projects involving students with autism spectrum disorder and intellectual disabilities, and a personnel preparation project for professionals working with children with disabilities. In addition, they have authored or co-authored numerous articles, books, and chapters.

ORCID: 0000-0002-2080-102X

Principal Investigator, Meta-analysis of Variables Related to Instruction in Augmentative and Alternative Communication Implementation. Funded by: Institute of Education Sciences, U.S. Department of Education. Special Education Research, Technology for Special Education
Project Director, Coach to Communicate (C2C): autism.tamu.edu
Project Director, Preparing Researchers, Educators, and Parents (PREP): Tools for Autism and Behavior

Preferred pronouns: they/them/their(s)

Schedule a meeting: https://calendar.google.com/calendar/selfsched?sstoken=UUNIaFlMaDRMaGJ1fGRlZmF1bHR8ZmRhY2ZlNGEyNjNlOGYyYTE4NDUwZTU2ODc0OTZhODA
COURSES TAUGHT
EPSY485. DIRECTED STUDIES
2018A,2017C,2015A,2014C
EPSY491. RESEARCH
2020A
SEFB630. PRACTICUM IN ABA
2018A,2017C,2017A,2016C
SEFB631. INTENSIVE PRAC IN ABA
2018B,2017B
SPED602. ETHICS & PROF COND IN SPED
2018A,2016A,2015B,2014B
SPED609. EDUC INDIV WITH AUTISM
2015A,2013A,2012A
SPED612. SPED LAW & POLICY
2020C,2018C,2016C,2014C,2012C
SPED612. Sped Law And Policy
2009A
SPED618. PREP PROF SPEC ED& ALLIED FLDS
2019C
SPED683. FIELD PRACTICUM
2020C,2019B,2013A
SPED685. DIRECTED STUDIES
2020B,2020A,2018B,2018A,2017C
SPED689. SPECIAL TOPICS IN
2015B,2013B

APPTS AND MTGS
To schedule a meeting with Dr. Ganz:
https://calendar.google.com/calendar/selfsched?sstoken=UUNIaFlMaDRMaGJ1fGRlZmF1bHR8ZmRhY2ZlNGEyNjNlOGYyYTE4NDUwZTU2ODc0OTZhODA
GRADUATE STUDENT OPPORTUNITIES
Dr. Ganz is accepting new Ph.D. students whose research interests match well. Funding opportunities are available. Potential students should contact Dr. Ganz to discuss: jeniganz@tamu.edu
Dr. Ganz occasionally has graduate assistantships or research team openings for Master's students. Potential students should contact Dr. Ganz to discuss: jeniganz@tamu.edu
FORMER DOCTORAL STUDENTS
Sandra D. Smith (Summer 2020)
April Nicole Haas (Summer 2020)
Sanikan Wattanawongwan (Summer 2020)
Marcus Charles Fuller (Summer 2020)
Ching - Yi Liao (Summer 2019)
Kristi Morin (Summer 2017)
Margot Breanne Boles (Fall 2015)
Eerea Hong (Summer 2015)
Siglia Camargo (Fall 2012)
Rose Ann Mason (Spring 2012)
Amy Heath (Spring 2012)
Nicole Estelle Dyer (Summer 2010)
Lisa Katherine Barrios (Summer 2010)
Courtney E. Alison (Summer 2010)

SELECTED PUBLICATIONS
Books and Monographs
Ganz, J. B. (2014). Autism: The International Journal of Research and Practice. In C. Reynolds, K. Vannest & E. Fletcher-Jensen (Ed), Encyclopedia of Special Education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.). Hoboken, NJ: John Wiley & Sons.
Earles-Vollrath, T. L., Cook, K. T., & Ganz, J. B., (2006). How to develop andimplement visual supports. In R. L. Simpson (series editor), PRO-ED series on autism spectrum disorders. Austin, TX: Pro-Ed, Inc.
Ganz, J. B., Cook, K. T., & Earles-Vollrath, T. L. (2006). How to write and implement social scripts. In R. L. Simpson (series editor), PRO-ED series on autism spectrum disorders. Austin, TX: Pro-Ed, Inc.
Simpson, R. L., deBoer-Ott, S., Griswold, D., Myles, B. S., Byrd, S., Ganz, J. B., Cook,K. E., Otten, K., Ben-Arieh, J., Kline, S. A,, & Adams, L. (2005). Autism spectrum disorders: Interventions and treatments for children and youth. Thousand Oaks,CA: Corwin Press.
Journal Articles
Boles, M., Ganz, J. B., Hagan-Burke, S., Hong, E. R., Neely, L. C., Davis, J., & Zhang, D. (2019). Effective interventions in teaching employment skills to individuals with developmental disabilities: A single-case meta-analysis. Review Journal of Autism and Developmental Disorders, 6(2), 200-215. doi: 10.1007/s40489-019-00163-0
Ganz, J. B., Hong, E. R., Leuthold, E., & Yllades, V. (2019). Naturalistic aided augmentative and alternative communication instruction: A tool for practitioners and individuals with autism. Intervention in School and Clinic, 55(1), 58-64. doi: 10.1177/1053451219833012
Hong, E. R., Morin, K., Ganz, J. B., Genc-Tosun, D., Gregori, E., Svenkerud-Hale, N., & Boles, M. (2019). Caregiver-implemented augmentative and alternative communication for an adult with complex communication needs: A case study. International Journal of Therapy and Rehabilitation, 26(1), 1-12.
Morin, K., Ganz, J. B., Vannest, K. J., Haas, A., Nagro, S. A., Peltier, C., Fuller, M., & Ura, S. (2019). A systematic review of single-case research on video analysis as professional development for special educators. Journal of Special Education, 53(1), 3-14. doi: 10.1177/0022466918798361
Morin, K., Nagro, S. A., Artis, J., Haas, A., Vannest, K. J., & Ganz, J. B. (2019). Differential effects of video analysis for special educators related to intervention characteristics, dependent variables, and student outcomes: A meta-analysis of single-case research. Journal of Special Education Technology. doi: 10.1177/0162643419890250
Morin, K., Vannest, K. J., Hong, E. R., Haas, A., Nagro, S. A., Ganz, J. B., & Lavadia, C. (2019). Using telehealth to train parents in video analysis procedures. Journal of Behavioral Education.
Reichle, J., Simacek, J., Wattanawongwan, S., & Ganz, J. B. (2019). Implementing aided augmentative communication systems with persons having complex communicative needs. Behavior Modification, 43(6), 841-878. doi: 10.1177/0145445519858272
Ganz, J. B. (2018). Introduction to the special issue on quality of single-case experimental research in developmental disabilities. Research in Developmental Disabilities, 79, 1-2. doi: 10.1016/j.ridd.2018.06.003
Ganz, J. B., & Ayres, K. M. (2018). Methodological standards in single-case experimental design: Raising the bar. Research in Developmental Disabilities, 79, 3-9. doi: 10.1016/j.ridd.2018.03.003
Ganz, J. B., Katsiyannis, A., & Morin, K. (2018). Facilitated communication: The resurgence of a disproven treatment for individuals with autism. Intervention in School and Clinic, 54(1), 52-56. doi: 10.1177/1053451217692564
Hong, E. R., Gong, L., Ganz, J. B., & Neely, L. (2018). Self-paced and video-based learning: Parent training and communicative behaviors in Japanese children with ASD. Exceptionality Education International, 28(2), 1-19.
Morin, K., Ganz, J. B., Gregori, E., Foster, M. J., Gerow, S., Genc, D., & Hong, E. R. (2018). A systematic quality review of high-tech AAC interventions as an evidence-based practice. Augmentative and Alternative Communication, 34(2), 104-117. doi: 10.1080/07434618.2018.1458900
Hong, E. R., Ganz, J. B., Morin, K., Davis, J., Ninci, J., Neely, L., & Boles, M. B. (2017). Functional living skills and adolescents and adults with autism spectrum disorder: A meta-analysis. Education and Training in Autism and Developmental Disabilities, 52(3), 268-279.
Hong, E.R., Tsai, S.P., Chen, P.Y., Gong, L., & Ganz, J.B. (2017). The quality of single-case research for individuals with autism spectrum disorders in Japan and Taiwan: An investigation of reliability and treatment fidelity. Contemporary Educational Research Quarterly, 25, 207-231. doi: 10.6151/CERQ.2017.2504.06
Camargo, S. P. H., Rispoli, M. R., Ganz, J. B., Hong, E. R., & Davis, H., Mason, R. (2016). Behaviorally-based interventions for teaching social interaction skills to children with ASD in inclusive settings: A meta-analysis. Journal of Behavioral Education, 25, 223-248. doi: 10.1007/s10864-015-9240-1
Hong, E. R., Ganz, J. B., Mason, R., Morin, K., Davis, J., Ninci, J., Neely, L., Boles, M.B., & Gilliland, W. (2016). The effects of video modeling in teaching functional living skills to persons with ASD: A meta-analysis of single-case studies. Research in Developmental Disabilities, 57, 158-169. doi: 10.1016/j.ridd.2016.07.001
Hong, E. R., Ganz, J. B., Neely, L., Boles, M., Gerow, S., Davis, J. L. (2016). A meta-analytic review of family implemented social and communication interventions for individuals with developmental disabilities. Review Journal of Autism and Developmental Disabilities, 3, 125-136. doi: 10.1007/s40489-016-0071-3
Hong, E. R., Ganz, J. B., Neely, L., Gerow, S., & Ninci, J. (2016). A review of the quality of primary caregiver-implemented communication intervention research for children with ASD. Research in Autism Spectrum Disorders, 25, 122-136. doi: 10.1016/j.rasd.2016.02.005
Neely, L., Ganz, J. B., Davis, J., Boles, M., Hong, E. R., Ninci, J., & Gilliland, W. (2016). Generalization and maintenance of functional living skills for individuals with autism spectrum disorder: A review and meta-analysis. Review Journal of Autism and Developmental Disabilities, 3, 37-47. doi: 10.1007/s40489-015-0064-7
Ganz, J. B. (2015). AAC interventions for individuals with autism spectrum disorders: State of the science and future research directions. Augmentative and Alternative Communication, 31(3), 203-214. doi:10.3109/07434618.2015.1047532
*Ganz, J. B., Hong, E., & Goodwyn, F. D., Kite, E., & Gilliland, W. (2015). Impact of PECS tablet computer app on receptive identification of pictures given a verbal stimulus. Developmental Neurorehabilitation, 18(2), 82-87. doi:10.3109/17518423.2013.821539
Ganz, J. B., Hong, E. R., Gilliland, W., Morin, K., & Svenkerud, N. (2015). Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD. Research in Autism Spectrum Disorders, 11, 27-41. doi:10.1016/j.rasd.2014.11.005
Heath, A. K., Ganz, J. B., Parker, R., Burke, M., & *Ninci, J. (2015). A meta-analytic review of functional communication training across mode of communication, age, and disability. Review Journal of Autism and Developmental Disorders, 2, 155-166
Ninci, J., Neely, L.C., Hong, E.R., Boles, M.B., Gilliland, W.D., Ganz, J.B., Davis, J.L., Vannest, K.J. (2015) Meta-Analysis of Interventions to Improve Functional Living Skills for People with Autism Spectrum Disorder. Review of Journal of Autism and Developmental Disorders. 2, 184-198.
*Camargo, S. P. H., Rispoli, M., Ganz, J., Hong, E., Davis, H., & Mason, R. (2014). A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Development Disorders, 44, 2096-2116.
Camargo, S. P. H., Rispoli, M. J., Ganz, J. B., Hong, E., Davis, H., & Mason, R. (2014). Behaviorally-based interventions to improve social interaction skills of children with ASD in inclusive settings: quality of research and determination for evidence-based practice. Journal of Autism and Development Disorders, 44, 2096-2116
Flores, M. M., & Ganz, J. B. (2014). Comparison of Direct Instruction and discrete trial teaching on the curriculum-based assessment of language performance of students with autism. Exceptionality, 22(4), 191-204.
*Ganz, J. B., Boles, M. B., Goodwyn, F. D., & Flores, M. M. (2014). Efficacy of handheld electronic visual supports to enhance vocabulary in children with ASD. Focus on Autism and Other Developmental Disabilities, 29(1), 3-12.
*Ganz, J. B., Mason, R. A., Goodwyn, F. D., Boles, M. B., Heath, A. K., & Davis, J. L., (2014). Interaction of participant characteristics and type of AAC with individuals with ASD: A meta-analysis. American Journal on Intellectual and Developmental Disabilities, 119(6), 516-535
*Ganz, J. B., Rispoli, M. J., Mason, R. A., & Hong, E. R. (2014). Moderation of effects of AAC based on setting and types of aided AAC on outcome variables: An aggregate study of single-case research with individuals with ASD. Developmental Neurorehabilitation, 17(3), 184-192.
*Hong, E., & Ganz, J. B. (commentary authors). (2014). The finding that teaching joint control may increase listener responses in children aith autism spectrum disorder (ASD) and other developmental disabilities (DD) is considered inconclusive due to a lack of supporting evidence and generalizability [abstract]. Evidence-based Communication Assessment and Intervention, 8(1), 18-23. Abstract of Causin, K.G., Albert, K.M., & Carbone, V.J. (2013). The role of joint control in teaching listener responding to children with autism and other developmental disabilities. Research in Autism Spectrum Disorders, 7, 997-1011. doi:10.1080/17489539.2014.925273
*Hong, E.R., Ganz, J.B., Gilliland, W., & Ninci, J. (2014). Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD. Research in Autism Spectrum Disorders, 8(5), 570-580. Doi: 10.1016/j.rasd.2014.01.012
*Lund, E. M., Miller, K. B., & Ganz, J. B. (2014). Access to Assessment? Legal and Practical Issues Regarding Psychoeducational Assessment in Children with Sensory Disabilities. Journal of Disability Policy Studies, 25(3), 135-145. doi: 10.1177/1044207313478661
Bayes, D. A., Heath, A. K., Williams, C., & Ganz, J. B. (2013). Pardon the interruption: Enhancing communication skills for students with intellectual disability. TEACHING Exceptional Children, 45, 64-70
Ganz, J. B., *Davis, J. L., *Heath, A. K., & Vannest, K. J. (2013). Effects of a self-monitoring device on socially-relevant behaviors in adolescents with Asperger syndrome: A pilot study. Assistive Technology, 25 (3), 149-157
*Ganz, J. B., Goodwyn, F. D., Boles, M. B., Hong, E. R., Rispoli, M. J., Lund, E. M., & Kite, E. (2013). Impacts of a PECS instructional coaching intervention on practitioners and children with autism. Augmentative and Alternative Communication, 29, 210-221. doi: 10.3109/07434618.2013.818058
Ganz, J. B., Hong, E. R., & Goodwyn, F. D. (2013). Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD. Research in Autism Spectrum Disorders, 7, 973-983
*Goodwyn, F.D., *Hatton, H.L., Vannest, K.J., & Ganz, J. B. (2013). Video modeling and video feedback interventions for students with emotional and behavioral disorders. Beyond Behavior, 22 (2), 1-5
Mason, R. A., Ganz, J. B., Parker, R. I., Boles, M. B., Davis, H. S., & Rispoli, M. J. (2013). Video-based modeling: Differential effects due to treatment protocol. Research in Autism Spectrum Disorders, 7, 120-131
Rispoli, M., Ganz, J., Neely, L., & Goodwyn, F. (2013). The effect of noncontingent positive versus negative reinforcement on multiply controlled behavior during discrete trial training. Journal of Developmental and Physical Disabilities, 25, 135-148. doi: 10.1007/s10882-012-9315-z (5-year CIF: 0.133)
Ganz, J. B., Davis, J. L., Lund, E. M., Goodwyn, F. D., & Simpson, R. L. (2012). Meta-analysis of PECS with individuals with ASD: Investigation of targeted versus non-targeted outcomes, participant characteristics, and implementation phase. Research in Developmental Disorders, 33, 406-418
Ganz, J. B., Earles-Vollrath, T. L., *Heath, A. K., Parker, R., Rispoli, M. J., & *Duran, J. (2012). A meta-analysis of single case research studies on aided augmentative and alternative communication systems with individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(1), 60-74. DOI 10.1007/s10803-011-1212-2
Ganz, J. B., Heath, A. K., Lund, E. M., Camargo, S., Rispoli, M. J., Boles, M. B., & Plaisance, L. (2012). Effects of peer-mediated visual scripts in middle school. Behavior Modification, 36(3), 378-398
Ganz, J. B., Simpson, R. L., & Lund, E. M. (2012). The Picture Exchange Communication System (PECS): A promising method for improving communication skills of learners with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 47(2), 176-186
*Mason, R. A., Ganz, J., B., Parker, R.I., Burke, M.D. & *Camargo, S. (2012). Moderating factors of video- modeling with other as model: A meta-analysis of single-case studies, Research in Developmental Disabilities, 33, 1076-1086
Mason, R. A., Rispoli, M. J., Ganz, J. B., Boles, M. B., & Orr, K.S (2012). Effects of video modeling on communicative social skills of college students with Asperger syndrome. Developmental Neurorehabilitation, 15(6), 425-434
Ganz, J. B., Earles-Vollrath, T. L., & Cook, K. (2011). Implementation of video modeling: A visually-based intervention for children on the autism spectrum. TEACHING Exceptional Children, 43(6), 8-19
*Ganz, J. B., Earles-Vollrath, T. L., *Mason, R. A., Rispoli, M. J., *Heath, A. K., & Parker, R. I. (2011). An aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(4), 1500-1509
*Ganz, J. B., Flores, M. M., & *Lashley, E. (2011). Effects of a treatment package on imitated and spontaneous verbal requests in children with autism. Education and Training in Autism and Developmental Disabilities, 46(4), 596-606
*Lund, E. M., & Ganz, J. B. (commentary authors). (2011). Behavioral skills training for teaching PECS implementation: Initial evidence is promising but still limited [abstract]. Evidence-based Communication Assessment and Intervention, 5(1), 24-27. Abstract of Rosales, R., Stone, K. & Rehfeldt, R. A. (2009). The effects of behavioral skills training on implementation of the picture exchange communication system. Journal of Applied Behavior Analysis, 42, 541-549
*Rispoli, M., *Neely, L., Lang, R., & Ganz, J. B. (2011) Training paraprofessionals to implement interventions for people autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 14, 378-388
Ganz, J. B., & Flores, M. M. (2010). Implementing visual cues for young children with autism spectrum disorders and their classmates. Young Children, 65(3), 78-83
Ganz, J. B., & Flores, M. M. (2010). Supporting the play of preschoolers with autism spectrum disorders: Implementation of visual scripts. Young Exceptional Children, 13(2), 58-70
Ganz, J. B., *Heath, A. K., Rispoli, M. J., & Earles-Vollrath, T. (2010). Impact of AAC versus verbal modeling on verbal imitation, picture discrimination, and related speech: A pilot investigation. Journal of Developmental and Physical Disabilities, 22(2), 179-196
Ganz, J. B., *Lashley, E., & Rispoli, M. J. (2010). Non-responsiveness to intervention: Children with autism spectrum disorders who do not rapidly respond to communication interventions. Developmental Neurorehabilitation, 13(6), 399-407
Flores, M. M., & Ganz, J. B. (2009). Reading comprehension instruction for children with developmental and reading delays: Analogies, deductions, and inductions. Education and Training in Developmental Disabilities, 44(1), 39-53
Ganz, J. B., & Flores, M. M. (2009). The effectiveness of Direct Instruction for teaching language to children with autism spectrum disorders: Identifying materials. Journal of Autism and Developmental Disorders, 39(1), 75-83
Ganz, J. B., Kaylor, M., Bourgeois, B., & Hadden, K. (2009). The impact of social scripts and visual cues on verbal communication in three children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities,23(2), 79-94.
Ganz, J. B., Parker, R., & Benson, J. (2009). Impact of the Picture Exchange Communication System: Effects onCommunication and Collateral Effects on Maladaptive Behaviors. Augmentative and Alternative Communication. 25: 4, 250 [014] 261
Ganz, J. B., Simpson, R. L., & Corbin-Newsome, J. (2009). The impact of the Picture Exchange Communication system on requesting and speech development in preschoolers with autism spectrum disorders and similar characteristics.Research in Autism Spectrum Disorders. 2(1), 157-169.
Ganz, J. B. (2008). Self-monitoring across ages and ability levels: Teaching students to implement their own positive behavior interventions. Preventing School Failure, 53(1), 39-48
Ganz, J. B., Bourgeois, B. C., Flores, M. M., & Campos, B. A. (2008). Implementing visually cued imitation training with children with autism spectrum disorders and developmental delays. Journal of Positive Behavior Interventions, 10(1), 56-66.
Ganz, J. B., & Flores, M. M. (2008). Effects of the use of visual strategies in play groups for children with autism spectrum disorders and their peers. Journal of Autism and Developmental Disorders , 39(1), 75-83.
Ganz, J. B., Sigafoos, J., Simpson, R. L., & Cook, K.E. (2008). Generalization of a pictorial alternative communication system across trainers and distance. Augmentative and Alternative Communication, 24(2), 89-99
Sigafoos, J., Ganz, J. B., O'Reilly, M. F., & Lancioni, G. E. (2008). Evidence-based practice in the classroom: Evaluating a procedure for reducing perseverative requesting in an adolescent with autism and severe intellectual disability. Australasian Journal of Special Education, 32(1), 55-65.
Ganz, J. B. (2007). Classroom structuring methods and strategies for children and youth with autism spectrum disorders. Exceptionality, 15(4), 249-260.
Ganz, J. B. (2007). Using visual script interventions to address communication skills.TEACHING Exceptional Children, 40(2), 54-58.
Ganz, J. B., Cook, K. E., & Earles-Vollrath, T. L. (2007). A grab-bag of strategies for children with mild communication deficits. Intervention in School and Clinic,42(3), 179-187.
Sigafoos, J., Ganz, J. B., O'Reilly, M., Lancioni, G. E., & Schlosser, R. W. (2007). Assessing correspondence following acquisition of an exchange-based communication svstem. Research in Developmental Disabilities. 28(1). 71-83.
Cook, K.E., Earles-Vollrath, T., & Ganz, J.B. (2006). Bibliotherapy. Intervention in School and Clinic, 42(2), 91-100.
Ganz, J. B., Cook, K. E., Corbin-Newsome, J., Bourgeois, B., & Flores, M. (2005). Variations on the use of a pictorial alternative communication system with a child with autism and developmental delays. TEACHING Exceptional Children Plus, 1(6), Article 3. Retrieved from http://escholarship.bc.edu/education/tecplus/voll/iss6/art3/.
Ganz, J. B., & Sigafoos, J. (2005). Self-monitoring: Are young adults with MR and autism able to utilize cognitive strategies independently? Education and Training in Developmental Disabilities, 40(1), 24-33.
Sigafoos, J., O'Reilly, M., Ganz, J. B., Lancioni, G. E., & Schlosser, R. W. (2005). Supporting self-determination in AAC interventions by assessing preferences for communication devices. Technology and Disability, 17(3), 143-1 53.
Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the Picture Exchange Communication System in children with characteristics of autism. Joumal of Autism and Developmental Disorders, 34(4), 395-409.
Lorimer, M. A., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2002). The use of social stories as a preventative behavioral intervention in a home setting with a child with autism. Journal of Positive Behavior Interventions, 4(1), 53-60.
Dettmer, S., Simpson, R. L, Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163.169.
Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). Tailoring our response: Asperger syndrome and problems of aggression and violence. Reaching Today's Youth, 5(1), 12-17,
Book Chapters
Ganz, J. B., & Simpson, R. L. (Eds.). (2019). Interventions for individuals with autism spectrum disorder and complex communication needs. In D. R. Beukelman & J. Light (series eds.), Augmentative and alternative communication series. Baltimore, MD: Paul H. Brookes Publishing. ISBN: 978-1-68125-229-2
Hawkins, J., Crim, C., Kennedy, K., & Ganz, J. B. (2019). The power of peers: Setting a course for 21st century skills in inclusive classrooms. In J. O[48]19Connor (ed.), Cultivating inclusive practices in contemporary K-12 education (pp. 66-89). Hershey, PA: IGI Global.
Hong, E. R., Ganz, J. B., Wattanawongwan, S., & Ura, S. (2019). Communication and expression. In B. A. Jimenez, J. C. Shurr, & E. C. Bouck (eds.), Evidence-based practices and instructional information for students with intellectual disability and autism, Book 3: Essential Skills and Frameworks (pp. 5-31). Arlington, VA: Council for Exceptional Children.
Mason, R. A., Ganz, J. B., & Crutchfield, S. (2016). Social skills and social interaction supports and intervention methods. In D. Zager, M. L. Wehmeyer, & R. L. Simpson, Evidence-based principles and practices for educating students with autism. (pp. 121-138). New York: Routledge, Taylor and Francis.
Reichle, J., Ganz, J. B., Drager, K., & Parker-McGowan, Q. (2016). Augmentative and alternative communication applications for persons with ASD and complex communication needs (pp. 179-213). In D. Keen, H. Meadan, N. C. Brady, & J. W. Halle (Eds.), Prelinguistic and minimally verbal communicators on the autism spectrum. Singapore: Springer Singapore. doi: 10.1007/978-981-10-0713-2_9
Simpson, R. L., & Ganz, J. B., (2012). The Picture Exchange Communication System (PECS) (pp. 255-280). In P. Prelock & R. McCauley (Eds.), Treatment of autism spectrum disorders: Evidence-based intervention strategies for communication & social interaction. Baltimore: Paul H Brookes Publishing
Simpson, R. L., Myles, B. S., & Ganz, J. B. (2008). Efficacious interventions and treatments for learners with autism spectrum disorders. (pp. 477-512). In R. L. Simpson & B. S. Myles (eds.), Educating children and youth with autism: Strategies for effective practice (2nd ed.). Austin, TX: Pro-Ed, Inc.
Earles-Vollrath, T. L., Cook, K. E., & Ganz, J. B. (2007). Pervasive developmental disorders. In J. Downing & J. Carlson (Eds.), Students with emotional and behavioral problems: Assessment, management, and intervention strategies. Columbus, OH: Pearson Merrill Prentice Hall [Peer-reviewed].
Ganz, J. B. (2007). Incidental teaching. In B. S. Myles, T. C. Swanson, J. Holverstott, & M. M. Duncan (Eds.), Autism spectrum disorders: A handbook for parents and professionals (pp. 177-179). Westport, CT: Greenwood Publishing Group.
Ganz, J. B. (2007). Social scripts. In B. S. Myles, T. C. Swanson, J. Holverstott, & M. M. Duncan (Eds.), Autism spectrum disorders: A handbook for parents and professionals (pp. 349-351). Westport, CT: Greenwood Publishing Group.
Simpson, R. L., Myles, B. S., Simpson, J. D., & Ganz, J. B. (2005). Inclusion of students with disabilities in general education settings: Structuring for successful management. In P. Zionts (Ed.), lnclusion strategies for students with learning and behavior problems: Perspectives, experiences, and best practices (2nd ed.). Austin,TX: Pro-Ed, Inc.
Other Publications and Presentations
Boles, M. B., Ganz, J. B., Hagan-Burke, S., Gregori, E. V., Neely, L., Mason, R. A., Zhang, D., & Willson, V. (2016). Quality review of single-case studies concerning employment skill interventions for individuals with developmental disabilities. Cadernos de Educac[227][227]o (UFPel), 53, 15-51.
Ganz, J. B. (2014). I. Ovar Lovaas. In C. Reynolds, K. Vannest & E. Fletcher-Jensen (Ed), Encyclopedia of Special Education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.). Hoboken, NJ: John Wiley & Sons.
Simpson, R. L., Ganz, J. B., & Mason, R.A. (2012). Social skills interventions and programming for learners with autism spectrum disorders. In (D. Zager, M. L. Wehmeyer, & R. L. Simpson, Eds.), Evidence-Based Principles and Practices for Educating Students with Autism.
Heath, A. K., & Ganz, J. B. (commentary authors). (2009). A promising first attempt at implementing a modified Picture Exchange Communication System with three adolescents who were blind and had autism and moderate to severe cognitive impairments [abstract]. Evidence-Based Communication Assessment and Intervention. 3(2), 107-112. Abstract of Lund, S. K., & Troha, J. M. (2008). Teaching young people who are blind and have autism to make requests using a variation on the Picture Exchange Communication System with tactile symbols: A preliminary investigation. Journal of Autism and Developmental Disorders, 38, 719-730

GRADUATE STUDENT OPPORTUNITIES
Dr. Ganz is accepting new Ph.D. students whose research interests match well (e.g., communication interventions, autism or developmental disabilities). They are particularly interested in mentoring students from underserved populations, first generation college graduates, and bilingual individuals. Funding opportunities are available. Potential students should contact Dr. Ganz to discuss: jayganz@tamu.edu. The best time to discuss possible entry into the doctoral program is October-February.
Dr. Ganz occasionally has graduate assistantships or research team openings for Master's students. Potential students should contact Dr. Ganz to discuss: jeniganz@tamu.edu
RESEARCH PROJECTS
Assessment, Intensive Intervention and Method (AIM) Scholars
PI. University of Oklahoma (State)
2019-09-01 — 2024-08-31
Leadership in Technology Applications to Improve Outcomes for Students with Social, Emotional, and Behavioral Needs (Project TApp)
PI. US Department of Education (Federal)
2019-09-01 — 2024-08-31
Meta-Analyses of Variables Related to Instruction in Augmentative and Alternative Communication Implementation
PI. US Department of Education - Institute of Education Sciences (Federal)
2018-09-01 — 2020-08-31
Parent-directed Treatment: Coach to Communicate (C2C)
PI. Texas Higher Education Coordinating Board (State)
2018-08-09 — 2020-06-30
Board-certified Behavior Analyst Training for Teachers/Paraprofessionals: Preparing Researchers, Educators, & Parents (PREP): Tools for Autism and Behavior
PI. Texas Higher Education Coordinating Board (State)
2018-08-08 — 2020-06-30
Apprenticeship and Coaching for Cultivating Education Science Scholars (ACCESS Fellows)
Co-PI (). US Department of Education (Federal)
2017-09-01 — 2022-08-31
Project iDEAL: Doctoral training in Evidence-based practices for Autism across the Lifespan
PI. US Department of Education (Federal)
2017-09-01 — 2022-08-31
Bridging Community, School, and Parent Connections for Effective Transition to School
Co-PI (). Texas Higher Education Coordinating Board (State)
2017-07-01 — 2019-06-30
Catapult Round 3 - Linking Metabolic Phenotype to Mood and Neurocognitive Functions in Autism Spectrum Disorder (Funded amount $30,000)
Co-PI (). TAMU College of Education & Human Development (State)
2016-12-01 — 2018-05-31
AARIA Leadership Training: Adolescent and Adult Research in Interventions for Autism
PI. US Department of Education (Federal)
2016-09-01 — 2021-08-31
Meta-Analyses of Moderators Related to the Use of Augmentative and Alternative Communication among Individuals
PI. US Department of Education - Institute of Education Sciences (Federal)
2016-09-01 — 2018-08-31
Project iDEAL: Doctoral training in Evidence-based practices for Autism across the Lifespan
PI. US Department of Education (Federal)
2016-09-01 — 2021-08-31
Autism Grant-Teacher Paraprofessional Training
PI. Texas Higher Education Coordinating Board (State)
2016-08-01 — 2018-06-30
Autism Grant Program: Parent-directed Treatment & Board-certified Behavior Analyst Training for Teachers/Paraprofessionals
PI. Texas Higher Education Coordinating Board (State)
2016-07-19 — 2018-06-30
Autism Peer Networks Intervention Project for Elementary-School Children: Improving Academic Engagement, Social Communication, and Adaptive Behaviors
PI. University of Kansas - USDE (Federal)
2016-07-01 — 2020-06-30
Preparation of Researchers in Interventions for Adolescents & Adults with Autism
PI. US Department of Education (Federal)
2015-09-01 — 2020-08-31
Meta-Analyses of Moderators Related to the Use of Augmentative and Alternative Communication among Individuals with Complex Communication Needs
PI. US Department of Education (Federal)
2015-07-01 — 2017-06-30
Preparation of Researchers in Interventions for Adolescents and Adults with Autism
PI. US Department of Education (Federal)
2014-09-01 — 2019-08-31
Preparing Leadership Personnel in Autism and Transition Collaborating Departments: EPSY
PI. US Department of Education (Federal)
2013-09-01 — 2018-08-31
Development of the eL-Com (early Learning and Communication) Curriculum
PI. US Department of Education - Institute of Education Sciences (Federal)
2013-08-01 — 2016-07-31
Development of the Kindergarten - Math Augmentative and Alternative Communication (K-MAAC) Curriculum
PI. US Department of Education - Institute of Education Sciences (Federal)
2013-08-01 — 2016-07-31
Dissociation of ASD and ADHD: MAPPS
Co-PI (). DHHS-PHS-NIH (Federal)
2012-09-01 — 2014-08-31
Development of Multimedia Social Communication Curriculum for Adolescents with Autism Spectrum Disorders (MSCC-AASD)
PI. US Department of Education (Federal)
2012-07-01 — 2015-06-30
Dissociation of ADH and ADHD: Memory, Attention, Planning & Problem Solving (MAPPS)
Co-PI (). DHHS-PHS-NIH (Federal)
2012-06-01 — 2015-05-31
Impact of the Use of iPads as Augmentative Communication Devices for Children with Autism
PI. TAMU Office of the Vice President for Research (State)
2012-05-01 — 2013-04-30
Autism and Transition to Higher Education (ATHE)
Co-PI (). US Department of Education (Federal)
2012-03-01 — 2014-02-28
eL-Com Curriculum: Early Learning and Communication Curriculum for Speech-Generating Devices for Toddlers and Preschoolers: A Phase 1 Development Project
PI. US Department of Education (Federal)
2011-11-01 — 2013-10-31
Preparation of Leaders Across the Lifespan for Autism
PI. US Department of Education (Federal)
2011-10-01 — 2019-09-30
Autism Assessment for Transition to Higher Education (AATHE)
Co-PI (). US Department of Education (Federal)
2011-07-01 — 2015-06-30
eL-Com Curriculum: Early Learning and Communication Curriculum for Speech-Generating Devices for Toddlers and Preschoolers: A Phase I Development Project
PI. US Department of Education (Federal)
2010-09-01 — 2012-08-31
Texas A&M University Center on Excellence in Developmental Disabilities
Co-I (). DHHS-Administration for Children & Families (Federal)
2010-07-01 — 2015-06-30
Development of the Multimedia Adolescent Social Communication Curriculum for Autism Spectrum Disorders (MASCC-ASD)
PI. US Department of Education - Institute of Education Sciences (Federal)
2010-03-01 — 2014-02-28
Video Modeling to Address Social and Behavioral Skills for Middle School Students with Autism Spectrum Disorders
PI. US Department of Education (Federal)
2010-03-01 — 2013-02-28
Services to Children with Autism
PI. Easter Seals East Texas (Private)
2009-09-01 — 2011-08-31
Service to Children with Autism
PI. AAHPERD Research Consortium (Private)
2009-09-01 — 2011-08-31

AWARDS
Big 12 Faculty Fellowship (2009)
Extraordinary Service Award. College of Education and Human Development, Dean's Development Council. (2016)
Outstanding Faculty Mentoring Award. Faculty Mentoring award. (2019)
William and Sadie Stromberg Faculty Fellow. CEHD, Texas A&M University. (2011)
EDITORSHIPS
Associate Editor. Augmentative and Alternative Communication (2008)
Associate Editor. Research in Developmental Disabilities (2015)
LEADERSHIP POSITIONS
Chair, CEHD council of Principal Investigators. EPSY Department, TAMU. (2016)
Co-Director of Intervention Clinic. Autism Assessment, Research, & Intervention Clinic, Brazos Valley Rehabilitation Center, Bryan TX. (2011)
Director, Doctoral leadership training program. EPSY, TAMU. (2016)

COURSES TAUGHT AT TAMU
Applied Behavior Management (SEFB 618)
Dissertation Supervision (EPSY 691)
Educating Individuals with Autism Spectrum Disorders (SPED 609)
Ethical and Professional Conduct in Special Education and Behavior Analysis (SPED 602)
Meta-Analysis in Single-Case Research (SPED 689)
Practicum in Applied Behavior Analysis (SEFB 630)
Research Supervision (EPSY 685)
Special Education Law (SPED 612)
PREVIOUS GRADUATE COURSES TAUGHT
Applied Behavior Management
Educating Individuals with Autism Spectrum Disorders
Meta-Analysis in Single-Case Research (Special Topics)
Ethical and Professional Conduct in SPED and ABA
Special Education Law
Curriculum & Instructional Applications for Children & Youth in Special Education (UTSA)
Exceptional Children and Youth in the Schools (UTSA)
Language Development and Cognitive Interventions for Exceptional Children (UTSA)
Seminar on Current and Critical Issues in Special Education (UTSA)
PROFESSIONAL ORGANIZATIONS/POSITIONS
Representative (2017-2019), Higher Education Consortium for Special Education
Advisory Board Member (2015-), Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (funded by the National Institute on Disability, Independent Living, and Rehabilitation Research of DHHS)
Principal Panel Member/Rotating Panel Member (2010-), Special Education Panel (Temporary service on the NCSER Research Training [2016] and the Social Behavioral Panels [2012, 2013]), Institute of Education Sciences, U.S. Department of Education
PREVIOUS UNDERGRADUATE COURSES TAUGHT (UTSA)
Behavior Management of Exceptional Children
Functional Curriculum for Students with Exceptionalities
Introduction to Exceptionality
Language and Cognitive Development and Dysfunction
Studies in Exceptionality
GRADUATE STUDENT OPPORTUNITIES
Dr. Ganz occasionally has graduate assistantships or research team openings for Master's or undergraduate students. Potential students should contact Dr. Ganz to discuss: jayganz@tamu.edu
Dr. Ganz is accepting new Ph.D. students whose research interests match well (e.g., communication interventions, autism or developmental disabilities). They are particularly interested in mentoring students from underserved populations, first generation college graduates, and bilingual individuals. Funding opportunities are available. Potential students should contact Dr. Ganz to discuss: jayganz@tamu.edu. The best time to discuss possible entry into the doctoral program is October-February.
BOOKS
Ganz, J. B., & Simpson, R. L. (Eds.). (2019). Interventions for individuals with autism spectrum disorder and complex communication needs. In D. R. Beukelman & J. Light (series eds.), Augmentative and alternative communication series. Baltimore, MD: Paul H. Brookes Publishing.
Ganz, J. B. (2014). Aided augmentative and alternative communication for people with ASD. In J. Matson (series ed.), Autism and Child Psychopathology Series. New York, NY: Springer. doi: 10.1007/978-1-4939-0814-1
Earles-Vollrath, T. L., Cook, K. T., & Ganz, J. B., (2006). How to develop and implement visual supports. In R. L. Simpson (series editor), PRO-ED series on autism spectrum disorders. Austin, TX: Pro-Ed, Inc.
Ganz, J. B., Cook, K. T., & Earles-Vollrath, T. L. (2006). How to write and implement social scripts. In R. L. Simpson (series editor), PRO-ED series on autism spectrum disorders. Austin, TX: Pro-Ed, Inc.
Simpson, R. L., deBoer-Ott, S., Griswold, D., Myles, B. S., Byrd, S., Ganz, J. B., Cook, K. E., Otten, K., Ben-Arieh, J., Kline, S. A., & Adams, L. (2005). Autism spectrum disorders: Interventions and treatments for children and youth. Thousand Oaks, CA: Corwin Press.
BOOK CHAPTERS
Ganz, J. B., & Simpson, R. L. (in press). Conclusions and future research directions. In J. B. Ganz, & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (working title). In D. R. Beukelman & J. Light (series eds.), Augmentative and alternative communication series. Baltimore, MD: Paul H. Brookes Publishing.
Ganz, J. B., Hong, E. R., & Liao, C. (in press). Overview of evidence-based practices for individuals with autism spectrum disorder and complex communication needs. In J. B. Ganz, & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (working title). In D. R. Beukelman & J. Light (series eds.), Augmentative and alternative communication series. Baltimore, MD: Paul H. Brookes Publishing.
Mason, R. A., Ganz, J. B., & Crutchfield, S. (2016). Social skills and social interaction supports and intervention methods. In D. Zager, M. L. Wehmeyer, & R. L. Simpson, Evidence-based principles and practices for educating students with autism. (pp. 121-138). New York: Routledge, Taylor and Francis.
Reichle, J., Ganz, J. B., Drager, K., & Parker-McGowan, Q. (2016). Augmentative and alternative communication applications for persons with ASD and complex communication needs (pp. 179-213). In D. Keen, H. Meadan, N. C. Brady, & J. W. Halle (Eds.), Prelinguistic and minimally verbal communicators on the autism spectrum. Singapore: Springer Singapore. doi: 10.1007/978-981-10-0713-2_9
Simpson, R. L., & Ganz, J. B., (2012). The Picture Exchange Communication System (PECS) (pp. 255-280). In P. Prelock & R. McCauley (Eds.), Treatment of autism spectrum disorders: Evidence-based intervention strategies for communication & social interaction. Baltimore: Paul H Brookes Publishing.
Simpson, R. L., Ganz, J. B., & Mason, R.A. (2012). Social skills interventions and programming for learners with autism spectrum disorders. In (D. Zager, M. L. Wehmeyer, & R. L. Simpson, Eds.), Educating Students with Autism Spectrum Disorders: Research-Based Principles and Practices. New York: Routledge.
Simpson, R. L., Myles, B. S., & Ganz, J. B. (2008). Efficacious interventions and treatments for learners with autism spectrum disorders. (pp. 477-512). In R. L. Simpson & B. S. Myles (eds.), Educating children and youth with autism: Strategies for effective practice (2nd ed.). Austin, TX: Pro-Ed, Inc.