Gabrielle Lee

Dr Gabrielle Lee, PhD

Associate Professor - Applied Psychology

M.Ed. in Counseling Psychology (Rutgers), PhD in Applied Behavior Analysis (Teachers College of Columbia University)

Dr Gabrielle Lee, PhD

Associate Professor - Applied Psychology

M.Ed. in Counseling Psychology (Rutgers), PhD in Applied Behavior Analysis (Teachers College of Columbia University)

Prior to my appointment at Western, I served as an assistant professor at Michigan State University and as a clinical director in the ABA/Autism programs at private agencies. I am a licensed psychologist in Michigan and a board-certified behavior analyst. I conduct collaborative research with researchers in US, Asia, and Canada. My research focuses on behavior-analytic intervention for children on the autism spectrum and/or other developmental disabilities. I recently started a new line of research on behavior-analytic foreign language instruction for neurotypical learners.

My current ongoing projects:

  1. A virtual reality-based social skills instruction for young children on the autism spectrum

  2. A computer-assisted instructional system to establish bidirectional naming for students with developmental disabilities

  3. Improving social skills for children on the autism spectrum through play activities

Recent Publications

  1. Lee, G. T., Kan, J., Luke, N. Lin K-X. (2023). A preliminary analysis of the effects of listener-speaker and speaker-listener sequences on learning Chinese as a foreign language. European Journal of Behavior Analysis, 24, 103-118.

  2. Huang, W., Lee, G. T., & Zhang, X. (2023). Dealing with uncertainty: A systematic approach to addressing value-based ethical dilemmas in behavioral services. Behavioral Interventions, Advance Online Publication. https://doi.org/10.1002/bin.1969

  3. Lee, G. T., Jiang, Y. & Hu, X. (2023). Brief report: Publications from mainland China, Hong Kong, and Taiwan in behavioral journals 1980–2021. Behavioral Interventions, 38(3), 793-803. https://doi.org/10.1002/bin.1947

  4. Lee, G. T., Jiang, Y., & Hu, X. (2023). Improving social interactions for young children on the autism spectrum through parent-mediated LEGO play activities. Remedial and Special Education. Advance Online Publication. https://doi.org/10.1177/07419325221147699

  5. Hu, X., Lee, G. T., Pan, Q., Gilic, L., & Zeng, S. (2022). Effects of foreign mand training on the emergence of foreign tact and listener responses for Chinese-speaking children with autism spectrum disorder. Behavioral Interventions. Advance online publication.

  6. Lee, G. T., Hu, X., & Shen, C. (2022). Brief report: Increasing intraverbal responses to subcategorical questions via tact and match-to-sample instruction. Journal of Autism and Developmental Disorders. Advance online publication. https://doi.org/10.1007/s10803-022-05827-1

  7. Huang, W. Lee, G. T., & Zhang, X. (2022). Current dimensions of applied behavior analysis in mainland China: A review of 20 years of research. Behavior Analysis in Practice, 16, 437-449. Advance online publication. https://doi.org/10.1007/s40617-022-00751-3

  8. Lee, G. T., Li, H., & Xu, S. (2023). Comparing video modeling and picture-based interventions for teaching emotions in context to children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 35, 145-165. https://doi-org.proxy1.lib.uwo.ca/10.1007/s10882-022-09849-6

  9. Lee, G. T., Hu, X. Liu, S (2022). Teaching metaphorical generation via tact and match-to-sample instructions: A brief report. Journal of Autism and Developmental Disorders, 52(12), 5515-5522. doi: 10.1007/s10803-021-05391-0

  10. Lee, G. T., Tang, Y., & Xu, S. (2022). Improving eye contact and gaze following in children with autism spectrum disorder: Systematic withdrawal of stimulus prompts and tangible reinforcers. Behavior Modification, 46(6), 1406–1431. https://doi.org/10.1177/01454455211073741.

  11. Li, Y., Xu, S., & Lee, G. T. (2022). The effects of tact training on echolalia for children with autism spectrum disorder in China. The Analysis of Verbal Behavior, 38(1), 74-83. doi: 10.1007/s40616-022-00168-7

  12. Lee, G. T., Hu, X., & Hu, X.-M. (2022). Training special education teachers in China to deliver bidirectional naming instruction in a computer-assisted instructional system. Education Training in Autism and Developmental Disabilities, 57(3), 347-355.

  13. Lee, G. T., He, L., & Xu, S. (2022). Using cooperative physical activities in inclusive settings to enhance social interactions for preschoolers with autism spectrum disorder in China. Journal of Positive Behavior Interventions, 24(3), 236-249. https://journals-sagepub-com.proxy1.lib.uwo.ca/doi/pdf/10.1177/10983007211035135

  14. Lee, G. T., Hu, X., & Jin, N. (2021). Brief report: Using computer-assisted multiple exemplar instruction to facilitate the development of bidirectional naming for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 51(12), 4717-4722. https://doi.org/10.1007/s10803-021-04901-4

  15. Hu, X., Lee, G. T., Jiang, Y., & Waltkins, L. (2021). Combining preferred activities with peer support to increase social interactions between preschoolers with ASD and typically developing peers. Journal of Positive Behavior Interventions, 23(4), 272-287. https://doi-org.proxy1.lib.uwo.ca/10.1177%2F1098300720987547

  16. Lee, G. T., Hu, X., Liu, Y., & Yang, Z. (2021). Improving pretend play in children with autism through experiencing stimulus properties of real objects. Journal of Applied Behavior Analysis, 54(4), 1369-1384. https://doi.org/10.1002/jaba.843

  17. Lee, G. T., LeePark, H., Kim, H., Ahn, H., Kim D., & Suh, D. (2021). Instructing parents to deliver discrete trial teaching to their children with autism spectrum in Korea. International Journal of Special Education, 36(2), 78-89. http://www.internationalsped.com/ijse/article/view/479/51

  18. Hu, X. & Lee, G. T. (2020). Improving emotional skills for Chinese elementary children with autism spectrum disorder. Child and Family Behavior Therapy. 42(4), 231-257. https://doi-org.proxy1.lib.uwo.ca/10.1080/07317107.2020.1809192

  19. Lee, G. T., LeePark, H., Kim, S., Park, M., & Park, S. (2020). Using intraverbal training to increase symbolic play in children with autism spectrum disorder. Behavioral Interventions, 35(3), 467-482. https://doi.org/10.1002/bin.1726

  20. Lee, G. T., Hu, X., Liu, Y., Ren, Y. (2021). Effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in children with autism spectrum disorder. Behavior Modification, 45(6), 1041-1069. https://doi.org/10.1177/0145445520939856

  21. Lee, G. T., Qu, K. Hu, X., Jin, N. & Huang, J. (2021). Arranging play activities with missing items to increase object-substitution symbolic play in children with autism spectrum disorder. Disability and Rehabilitation, 43(22), 3199-3211. https://doi.org/10.1080/09638288.2020.1734107

  22. Lee, G. T., Hu, X., Liu, Y., Zou, C., Cheng, X., Zhao, Q., Huang, J. (2019). Increasing response diversity to intraverbals in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 50, 292-307. https://doi.org/10.1007/s10803-019-04250-3

  23. Lee, G. T., Xu, S., Guo, S., Gilic, L., & Pu, Y. (2019). Teaching “imaginary objects” symbolic play to young children with autism. Journal of Autism and Developmental Disorders, 49(10), 4109-4122. https://doi.org/10.1007/s10803-019-04123-9

  24. Lee, G. T., Xu, S., Zou, H. Gilic, L., Lee, M. W. (2019). Teaching children with autism to understand metaphors. The Psychological Record, 69(4), 449-512. https://doi.org/10.1007/s40732-019-00355-4

  25. Lee, G. T., Pu, Y., Xu, S., Lee, M. W., Feng, H. (2020). Training car wash skills to adolescents with intellectual disabilities and autism spectrum disorder in China. Journal of Special Education, 54(1), 16-28. https://doi.org/10.1177/0022466919852340

  26. Xu, S., Niu, R., Lee, G. T., Gilic, L., Feng, H., & Shao, W. (2020). Comparing the effects of echoic prompts and echoic plus picture prompts on establishing intraverbal behavior for children with autism. Education and Training in Autism and Developmental Disabilities, 55(1), 89-100. http://www.daddcec.com/uploads/2/5/2/0/2520220/etadd_march_55_1_2020.pdf

  27. Hu, X., Lee, G. T., Tsai, Y., Yang, Y., & Cai, S. (2020). Comparing computer-assisted and teacher-implemented visual matching instruction for children with ASD and/or other DD., Journal of Autism and Developmental Disorders, 50(7), 2540-2555. https://doi.org/10.1007/s10803-019-03978-2