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Meredith Stremel, PhD, BCBA-D

expertise

autism, early intervention, toileting, school consultation

bio

Meredith Stremel is a pediatric psychologist providing integrated behavioral health and outpatient treatment within the developmental pediatrics clinic. She specializes in treatment of children with neurodevelopmental disorders, including autism spectrum disorder and other developmental disabilities. Her approach to treatment is based on the scientist-practitioner model and includes behavioral therapy and applied behavior analysis (ABA), with an emphasis on caregiver training, early intervention, school consultation, treatment of challenging behavior, and toileting issues. She utilizes evidence-based practices within a family-centered framework through development of meaningful and attainable goals with caregivers as partners.

education and training

  • medical school: University of Cincinnati - graduate school
  • internship: Emory University School of Medicine - Marcus Autism Center, Atlanta, GA
  • fellowship: Cincinnati Children's Hospital Medical Center, Cincinnati, OH
  • board certification: Licensed Psychologist, Board Certified Behavior Analyst-Doctoral Level, Nationally Certified School Psychologist

awards, honors or organizations

organizational memberships:

  • American Psychological Association (APA)
  •  Association for Behavior Analysis International (ABAI)
  • Ohio Psychological Association (OPA)
  • National Association for School Psychologists (NASP)
  • Ohio Association for Behavior Analysis (OHABA)

publications and presentations

publications

*Please note name change from J.M. Murphy to Stremel

  • McCoy, D., Ritter, C., Murphy, J. M. (2021). Peer-mediated pivotal response training. In T. A. Collins & R. O. Hawkins (Eds.). Peers as Change Agents: A Guide to Implementing Peer-Mediated Interventions in Schools. (pp. 149-162). Oxford: University Press.
  • Haydon, T., Murphy, J. M., Musti, S., Hunter, W. C. (2020). Using positive feedback with older students. Beyond Behavior. doi.org/10.1177/1074295620915883
  • Nabors, L., Murphy, J. M., Lusky, C., Young, C. J., Sanger, K. (2020). Using photovoice to improve healthy eating for children participating in an obesity prevention program. Global Pediatric Health, 7, 1-11. doi.org/10.1177/2333794x20954673.
  • Hawkins, R. O., Collins, T. A., Haas Ramirez, L., Murphy, J. M., Ritter, C. M. (2019). Examining the generalization of combined independent and interdependent group contingencies for students with emotional and behavioral disorders. Behavioral Disorders, 1-14.
  • Murphy, J. M., Mathis, E., Weaver, A. D., Dart, E. (2019). Using antecedent-based strategies to address motivation in behavioral interventions. NASP Communique, 48(2).
  • Collins, T. A., Hawkins, R. O., Murphy, J. M. (2019). Navigating the APPIC Match. In D. S. Newman (Ed.). The School Psychology Internship: A Guide for Interns and Supervisors (pp. 28-43). New York, NY: Routledge.
  • Hawkins, R. O., Collins, T. A., & Murphy, J. M. (2019). Assessing challenging behaviors. In J. L. Matson (Ed.). Handbook of Intellectual Disabilities: Integrating Theory, Research and Practice. Switzerland, AG: Springer.
  • Murphy, J. M., Hawkins, R. O., & Nabors, L. (2019). Combining social skills instruction and the good behavior game to support students with emotional and behavioral disorders. Contemporary School Psychology. doi.org/10.1007/s40688-019-00226-3.
  • Collins, T. A., Proctor, S. L., McKinley, L. E., Murphy, J. M., & Heidelberg, K. (2019). The promise of technology in the recruitment and retention of culturally and linguistically diverse students in school psychology programs. In A. J. Fischer, T. A. Collins, E. H. Dart, & K. C. Radley (Eds). Technology Applications in School Consultation, Supervision, and School Psychology Training (pp.147-161). Abingdon, United Kingdom: Routledge.
  • Justice, N., Murphy, J. M., & Newman, D. O. (2018). A deliberate framework for supervision in school psychology. NASP Communique, 40(2).
  • Collins, T. A., Murphy, J. M., & Heidelberg, K. (2018). Promoting supportive peer relationships using peer reporting interventions. In L. A. Nabors & R. O. Hawkins (Eds.). Promoting Prosocial Behaviors in Children through Games and Play: Making Social Emotional Learning Fun. Hauppauge, NY: Nova Science Publishers, Inc.

oral presentations

  • Murphy, J. M., Bottini, S., Scheithauer, M. (2019). Evaluating variability and topography in challenging behavior during extended alone and ignore assessments. Paper presented virtually at the annual Applied Behavior Analysis International (ABAI) conference.
  • Murphy, J. M., Luevano, C., Dillon, C. (2019). Effects of an intervention package to improve classroom behavior. Paper presented at the annual National Association of School Psychologists (NASP) conference. Atlanta, GA.
  • Collins, T. A., Murphy, J. M., Heidelberg, K., Faler, A. (2019). Together or alone: Examining student choice in group contingencies. Paper presented at the annual National Association of School Psychologists (NASP) conference. Atlanta, GA.
  • Morrison, J., Murphy, J. M., Luevano, C., Ritter, C., Fetterman, H., Heidelberg, K., Sanger, K. (2019). Facilitating systems-level change in diverse school settings. Paper presented at the annual National Association of School Psychologists (NASP) conference. Atlanta, GA.
  • Flowers, E., Murphy, J.M., Frazier, D., Smith, J. (2017). Increasing class-wide engagement for students with emotional and behavioral disorders. Paper presented at the annual meeting of National Association of School Psychologists. San Antonio, Texas.

poster presentations

  • Murphy, J. M., Carlton, M., Rose, L., Kroeger-Geoppinger, K. A. (2021) Mask wearing in young children with ASD: Intervention strategies and problem solving. Virtual presentation at Milestones National Autism conference.
  • Murphy, J. M., Scheithauer, M. (2020). Effects of applied behavior analysis to reduce self-injurious behavior of a child diagnosed with Bainbridge-Ropers Syndrome. Poster presented virtually at the annual Applied Behavior Analysis International (ABAI) conference.
  • Murphy, J. M., Scheithauer, M. (2019). Effects of applied behavior analysis to reduce self-injurious behavior of a child diagnosed with Bainbridge-Ropers Syndrome. Poster presented at the annual Georgia Applied Behavior Analysis (GABA) conference. Athens, GA.
  • Murphy, J. M., Dillon, C., McIntire, H., Villarreal, J., Hawkins, R. O (2019). Evaluating a randomized dependent group contingency plus positive peer reporting intervention in an alternative setting. Poster presented at the annual Applied Behavior Analysis International (ABAI) conference. Chicago, IL.
  • Murphy, J. M., & Hawkins, R. O. (2018). Effects of social skill instruction and an interdependent group contingency on social skill use and disruptive behaviors in a classroom setting. Poster presented at the annual American Psychological Association (APA) conference. San Francisco, CA.
  • Murphy, J. M., & Hawkins, R. O. (2018). Effects of social skill instruction and an interdependent group contingency on social skill use and disruptive behaviors in a classroom setting. Poster accepted at the annual Applied Behavior Analysis International (ABAI) conference. San Diego, CA.
  • Justice, N., Fetterman, H., Luevano, C., Murphy, J.M. (2017). Effects of electronic shared storybook reading on outcomes of engagement and early literacy skills in preschool students. Poster presented at the annual meeting of the American Psychological Association, Washington DC.
  • Hawkins, R., Haas, Lauren, Collins, T. (2017). Maximizing intervention effects: Facilitating the generalization of behavior change. Paper presented at the annual meeting of the National Association of School Psychologists, San Antonio, Texas. Contributors: Chelsea Ritter, J. Meredith Murphy, Carla Luevano.
  • Ritter, C. & Murphy, J.M. (2017). The use of functional analysis in reducing aggressive behavior in a seventh-grade student with Autism Spectrum Disorder. Poster presented atThe Ohio Association for Behavior Analysis Conference. Columbus, Ohio.

get to know me

I chose my specialty because...

I enjoy the opportunity to work with children and families to solve problems and improve family quality of life.


Dayton Children's is special because...

we work to provide meaningful care through a collaborative approach that benefits children and families across the Dayton community.


I chose to work at Dayton Children's because...

I love and appreciate the Dayton community! Dayton Children's provides collaborative, child-centered approach to care that effectively meets the unique needs of the families we serve.


I like working with kids because...

I am inspired by the determination and resilience I see in children.


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