Annie T. Baghdayan, PhD, BCBA

Baghdayan

Annie T. Baghdayan, PhD, BCBA
Lead Behavior Analyst
Adjunct Assistant Professor
(405) 271-2131 ext. 47103
Annie-baghdayan@ouhsc.edu

Education:
Ph.D.  Student, Special Education, University of Oklahoma, Norman, OK, 2012
M.Ed., Special Education, University of Oklahoma, Norman, OK, 2005
Graduate Study, Special Education, Haigazian University, Kantari, Beirut, Lebanon, 2002-2003
B.A., Education and Teaching Diploma, Haigazian University, Kantari, Beirut, Lebanon, 2002

Grants / Contracts:
Lead Behavior Analyst, Research Project – ConnectedKids: Training Parents to Use Developmental and Behavioral Strategies with their Child with Autism Spectrum Disorder, funded by the Department of Human Services, Developmental Disabilities Services Division (DDSD)

Service:
Annie joined the Oklahoma Autism Network as a lead behavior analyst. She has worked in school, home and clinical settings with individuals with various disabilities for almost a decade. Her focus is on individuals with ASD, and she continues to work with young children with ASD, their parents, and professionals. She was the director of clinical services at Easter Seals Oklahoma, overseeing the language and speech program and disability services. She worked as a Graduate Teaching/Research Assistant at the college of education at OU Norman campus teaching classes in the SPED teacher preparation program. She also worked in Norman Public Schools in the Extended School Day program overseeing the instructional tutors and the program. Her experience also includes teaching as general education teacher for more than a decade. Her research focuses on two areas including parents of children with ASD and the quality of service delivery in Applied Behavior Analysis. She has presented at various conferences including the Council for Exceptional Children (CEC), Teacher Education Division (TED) for the CEC, and the Learning Disabilities Association of Oklahoma.                   

Research Interest:

  • Autism Spectrum Disorders
  • Parents’ perception on including children with ASD in typical educational settings
  • Early intervention
  • In-service teacher and paraprofessional training