Emily Curiel
Emily Curiel
Associate Professor of Special Education
Office:
(269) 387-2968
Mailing address:
Department of Special Education and Literacy Studies
Western Michigan University
1903 W Michigan Ave
Kalamazoo MI 49008-5258 USA
Western Michigan University
1903 W Michigan Ave
Kalamazoo MI 49008-5258 USA
Education:
- Ph.D., The Ohio State University
- M.A., California State University, Fresno
- B.A., California State University, Fresno
Teaching Interests:
- Early Childhood Special Education
- Autism
- Applied Behavior Analysis
Bio:
Emily Curiel is an associate professor of special education at WMU. She coordinates the Early Childhood General and Special Education: Birth through Kindergarten programs. She graduated with her Ph.D. from The Ohio State University and is a Board Certified Behavior Analyst (BCBA-D). She has worked as a classroom teacher, behavior analyst, and clinical coordinator. Her area of expertise is early childhood special education and behavioral interventions for individuals with autism.
Courses Taught (among others)
Applications of Behavior Analysis in Special Education, Language Assessment and Intervention for Students with Communication Disabilities, Foundations of Early Intervention and Early Childhood Special Education, Advanced Assessment and Instructional Strategies in Early Childhood Special Education
Research Interests
- Behavioral approaches to language and play skills in young children
- Special education teacher preparation
- Evidence-based college teaching practices
- Preference assessments
Recent Grants
Experience Driven Learning Venture Grant
Western Michigan University
Principal Investigator
Project SHINE
U.S. Department of Education; Office of Special Education Programs
Principal Investigator
https://wmich.edu/education/shine
Recent Publications
Curiel, E. S. L. & Anaple, A. L. (2025). Efficacy of response cards in college classrooms: A systematic literature review. Behavior Analysis in Practice. Advanced online publication. https://doi.org/10.1007/s40617-025-01084-7
Curiel, E. S. L. & Curiel, H. (2024). The use of a preference assessment tool with young children diagnosed with autism. Behavioral Interventions, 39(4), 1–10. https://doi.org/10.1002/bin.2047
Curiel, H., Curiel, E. S. L., Ryan, J., Rotta, K., Roca, A., & Poling, A. (2024). Geographic affiliation and collaborative research in the Mexican, European, and Brazilian journal of behavior analysis. European Journal of Behavior Analysis, 25(1), 71–78. https://doi.org/10.1080/15021149.2024.2324509
Curiel, H., Curiel, E. S. L., Villanueva, S., Ayala, C. E. G., & Cadigan, A. S. (2024). The multiple-stimulus-without-replacement preference assessment tool and its predictive validity. Journal of Applied Behavior Analysis, 57(1), 226–235. https://doi.org/10.1002/jaba.1037
Curiel, H., & Curiel, E. S. L. (2023). International publication trends in basic, applied, and conceptual behavior-analytic journals. Journal of Applied Behavior Analysis, 56(3), 618–622. https://doi.org/10.1002/jaba.991
Curiel, E. S. L., Kranak, M. P., Fielding, C., Curiel, H., & Miller, M. (2022). Behavior analysis in college classrooms: A scoping review. Behavioral Interventions, 38(1), 219–254. https://doi.org/10.1002/bin.1910
Curiel, H., Curiel, E. S. L., & Poling, A. (2022). European Journal of Behavior Analysis: women, men, and authorship. European Journal of Behavior Analysis. Advance online publication. https://doi.org/10.1080/15021149.2022.2077058
Rotta, K., Li, A., Curiel, E. S. L., Curiel, H., & Poling, A. (2022). Women in behavior analysis: A review of the literature. Behavior Analysis in Practice, 15(2), 592–607. https://doi.org/10.1007/s40617-021-00642-z
Curiel, H., Curiel, E. S. L., Rizzi, G., & Poling, A. (2021). Gender of authors in the Brazilian Journal of Behavior Analysis. Brazilian Journal of Behavior Analysis, 17(2), 264–271. https://doi.org/10.18542/rebac.v17i2.11695
Curiel, E. S. L., & Curiel, H. (2021). Teaching receptive money identification skills using matrix training: A preliminary investigation. Behavioral Interventions, 36(3), 572–582. https://doi.org/10.1002/bin.1794
Curiel, H., Curiel, E. S. L., & Poling, A. (2021). Systematic identification of video preferences and reinforcers in children with autism. Behavior Analysis: Research and Practice, 21(2), 118–127. https://doi.org/10.1037/bar0000203
Curiel, H., Curiel, E. S. L., & Cadigan, A. S. (2020). Video preferences and their relative reinforcing effects. Behavior Analysis: Research and Practice, 20(4), 267–74. http://doi.org/10.1037/bar0000202
Curiel, H., Curiel, E. S. L., Adame, A., & Li, A. (2020). Multiple-stimulus-without-replacement preference assessment tool. Behavioral Interventions, 35(4), 680–690. https://doi.org/10.1002/BIN.1732
Curiel, H., Curiel, E. S. L., Roca, A. & Poling, A. (2020). Gender of Mexican journal of behavior analysis authors: Changes over time. Mexican Journal of Behavior Analysis, 46(1), 96–108. https://doi.org/10.5514/rmac.v46.i1.76956
Curiel, E. S. L., Curiel, H., & Li, A. (2020). Generative time telling in adults with disabilities: A matrix training approach. Behavioral Interventions, 35(2), 295–305. https://doi.org/10.1002/bin.1714
Curiel, E. S. L., Axe, J. B., Sainato, D. M., & Goldstein, H. (2020). Systematic review of matrix training for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 35(1), 55–64. https://doi.org/10.1177/1088357619881216
Curiel, E. S. L., Sainato, D. M., & Goldstein, H. (2018). Matrix training for toddlers with autism spectrum disorder and other language delays. Journal of Early Intervention, 40(3), 268–284. https://doi.org/10.1177/1053815118788060
Curiel, H., Curiel, E. S. L., Li, A., Deochand, N., & Poling, A. (2018). Examining a web-based procedure for assessing preference for videos. Behavior Analysis in Practice, 11(4), 406–410. https://doi.org/10.1007/s40617-018-0210-7
Sawyer, M. R., Andzik, N. R., Kranak, M. P., Willke, C. P., Curiel, E. S. L., Hensley, L. E., & Neef, N. A. (2017). Improving pre-service teachers’ performance skills through behavioral skills training. Behavior Analysis in Practice, 10(3), 296–300. https://doi.org/10.1007/s40617-017-0198-4
Curiel, E. S. L., Sainato, D. M., & Goldstein, H. (2016). Matrix training of receptive language skills with a toddler with autism: A case study. Education and Treatment of Children, 39(1), 95–105.
Curiel, E. S. L., & Sainato, D. M. (2016). Teaching your tot to talk: Using milieu teaching strategies. Young Exceptional Children, 19(1), 39–47. https://doi.org/10.1177/1096250615576805
Huffman, R. W., Sainato, D. M., & Curiel, E. S. L. (2016). Correspondence training using special interests to increase compliance during transitions: An emerging technology. Behavior Analysis in Practice, 9(1), 25–33. https://doi.org/10.1007/s40617-015-0100-1
McCollow, M., Curiel, E. S. L., Davis, C. A., & Sainato, D. M. (2016). Utilizing antecedent strategies in early childhood settings. Young Exceptional Children, 19(4), 5–19. https://doi.org/10.1177/1096250615576804
Curiel, E. S. L. & Curiel, H. (2024). The use of a preference assessment tool with young children diagnosed with autism. Behavioral Interventions, 39(4), 1–10. https://doi.org/10.1002/bin.2047
Curiel, H., Curiel, E. S. L., Ryan, J., Rotta, K., Roca, A., & Poling, A. (2024). Geographic affiliation and collaborative research in the Mexican, European, and Brazilian journal of behavior analysis. European Journal of Behavior Analysis, 25(1), 71–78. https://doi.org/10.1080/15021149.2024.2324509
Curiel, H., Curiel, E. S. L., Villanueva, S., Ayala, C. E. G., & Cadigan, A. S. (2024). The multiple-stimulus-without-replacement preference assessment tool and its predictive validity. Journal of Applied Behavior Analysis, 57(1), 226–235. https://doi.org/10.1002/jaba.1037
Curiel, H., & Curiel, E. S. L. (2023). International publication trends in basic, applied, and conceptual behavior-analytic journals. Journal of Applied Behavior Analysis, 56(3), 618–622. https://doi.org/10.1002/jaba.991
Curiel, E. S. L., Kranak, M. P., Fielding, C., Curiel, H., & Miller, M. (2022). Behavior analysis in college classrooms: A scoping review. Behavioral Interventions, 38(1), 219–254. https://doi.org/10.1002/bin.1910
Curiel, H., Curiel, E. S. L., & Poling, A. (2022). European Journal of Behavior Analysis: women, men, and authorship. European Journal of Behavior Analysis. Advance online publication. https://doi.org/10.1080/15021149.2022.2077058
Rotta, K., Li, A., Curiel, E. S. L., Curiel, H., & Poling, A. (2022). Women in behavior analysis: A review of the literature. Behavior Analysis in Practice, 15(2), 592–607. https://doi.org/10.1007/s40617-021-00642-z
Curiel, H., Curiel, E. S. L., Rizzi, G., & Poling, A. (2021). Gender of authors in the Brazilian Journal of Behavior Analysis. Brazilian Journal of Behavior Analysis, 17(2), 264–271. https://doi.org/10.18542/rebac.v17i2.11695
Curiel, E. S. L., & Curiel, H. (2021). Teaching receptive money identification skills using matrix training: A preliminary investigation. Behavioral Interventions, 36(3), 572–582. https://doi.org/10.1002/bin.1794
Curiel, H., Curiel, E. S. L., & Poling, A. (2021). Systematic identification of video preferences and reinforcers in children with autism. Behavior Analysis: Research and Practice, 21(2), 118–127. https://doi.org/10.1037/bar0000203
Curiel, H., Curiel, E. S. L., & Cadigan, A. S. (2020). Video preferences and their relative reinforcing effects. Behavior Analysis: Research and Practice, 20(4), 267–74. http://doi.org/10.1037/bar0000202
Curiel, H., Curiel, E. S. L., Adame, A., & Li, A. (2020). Multiple-stimulus-without-replacement preference assessment tool. Behavioral Interventions, 35(4), 680–690. https://doi.org/10.1002/BIN.1732
Curiel, H., Curiel, E. S. L., Roca, A. & Poling, A. (2020). Gender of Mexican journal of behavior analysis authors: Changes over time. Mexican Journal of Behavior Analysis, 46(1), 96–108. https://doi.org/10.5514/rmac.v46.i1.76956
Curiel, E. S. L., Curiel, H., & Li, A. (2020). Generative time telling in adults with disabilities: A matrix training approach. Behavioral Interventions, 35(2), 295–305. https://doi.org/10.1002/bin.1714
Curiel, E. S. L., Axe, J. B., Sainato, D. M., & Goldstein, H. (2020). Systematic review of matrix training for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 35(1), 55–64. https://doi.org/10.1177/1088357619881216
Curiel, E. S. L., Sainato, D. M., & Goldstein, H. (2018). Matrix training for toddlers with autism spectrum disorder and other language delays. Journal of Early Intervention, 40(3), 268–284. https://doi.org/10.1177/1053815118788060
Curiel, H., Curiel, E. S. L., Li, A., Deochand, N., & Poling, A. (2018). Examining a web-based procedure for assessing preference for videos. Behavior Analysis in Practice, 11(4), 406–410. https://doi.org/10.1007/s40617-018-0210-7
Sawyer, M. R., Andzik, N. R., Kranak, M. P., Willke, C. P., Curiel, E. S. L., Hensley, L. E., & Neef, N. A. (2017). Improving pre-service teachers’ performance skills through behavioral skills training. Behavior Analysis in Practice, 10(3), 296–300. https://doi.org/10.1007/s40617-017-0198-4
Curiel, E. S. L., Sainato, D. M., & Goldstein, H. (2016). Matrix training of receptive language skills with a toddler with autism: A case study. Education and Treatment of Children, 39(1), 95–105.
Curiel, E. S. L., & Sainato, D. M. (2016). Teaching your tot to talk: Using milieu teaching strategies. Young Exceptional Children, 19(1), 39–47. https://doi.org/10.1177/1096250615576805
Huffman, R. W., Sainato, D. M., & Curiel, E. S. L. (2016). Correspondence training using special interests to increase compliance during transitions: An emerging technology. Behavior Analysis in Practice, 9(1), 25–33. https://doi.org/10.1007/s40617-015-0100-1
McCollow, M., Curiel, E. S. L., Davis, C. A., & Sainato, D. M. (2016). Utilizing antecedent strategies in early childhood settings. Young Exceptional Children, 19(4), 5–19. https://doi.org/10.1177/1096250615576804