Faculty Spotlight: Dr. Nick Lindgren, Behavior Analysis Research

For many students, the true value of their degree goes beyond their coursework.

Take, for instance, UC's online behavior analysis programs. Both degrees are rooted in evidence-based practice, but behavior analysis is still a relatively young field. Continued research allows practitioners in the field to align their work with new developments and better serve their clients. 

Because research is crucial to the evolution of the field, behavior analysis students have so much to gain from exposure to current research. 

We spoke with Dr. Nick Lindgren, an assistant professor of behavior analysis at the University of Cincinnati, about how research informs his teaching, as well as how UC's online curriculum emphasizes the importance of research. 

Dr. Lindgren’s goal was always to pursue both teaching and research. During his undergraduate years as a psychology student, that goal took on a tangible shape in the form of behavior analysis.

“Toward the end of my junior year, I was enrolled in an introductory behavior analysis course,” he said. “I still remember how passionate my professor was, and that passion came through in every lecture and assignment.” 

With his curiosity about behavior analysis piqued, Dr. Lindgren became an undergraduate research assistant within his university’s autism clinic. In running clinical sessions with young learners with autism, he watched the science he'd studied in class “come to life.” This was where he discovered a lifelong investment in the field.

“That experience is where I truly found my inspiration to pursue teaching and research. I realized I wanted to be the kind of passionate professor who inspires the next generation of behavior analysts working to support individuals with developmental disabilities.” 

Now, Dr. Lindgren teaches numerous online behavior analysis courses at UC, including Behavioral Research Methods. It’s an opportunity to not only impart his research knowledge to his students, but to remain active in his own research as a professor.

“An equally important part of my job is conducting and publishing research,” he explained. “My work focuses on three main areas: evaluating skill-acquisition interventions for young learners with autism, examining the effectiveness of generative learning strategies with this population, and training staff and caregivers to implement behavior-analytic strategies.” 

Some learners worry that professors who are active researchers may neglect their students. In Dr. Lindgren’s case, his pursuits of teaching and research are inextricably linked. His research makes him a better resource for his students and directly informs his teaching.

“It’s essential that educators teach the next generation of behavior analysts how to find, evaluate, and apply the most current evidence-based strategies,” he said.  

There's a common collegiate horror story: a professor who left their industry twenty years ago and is no longer up to date with research in the field. That disconnect can be minor or major, causing graduates to enter the workforce unaware of major developments or recent discoveries in the field. 

Luckily, Dr. Lindgren actively works to prevent those knowledge gaps. 

“Interventions that were standard practice five or ten years ago are often no longer used,” he said. “I make sure everything I teach reflects the most current, evidence-based strategies available.”

He believes it’s not just important for students to stay abreast of current research; the burden also falls on faculty to stay current in their areas of expertise. 

“The courses I teach focus on how to evaluate and implement the most effective evidence-based strategies for learners and their support systems, and how to stay current with the research shaping our field,” he said. “Behavior analysis is a constantly evolving field, and as a discipline grounded in empirical evidence, it depends on researchers continuing to ask the questions that move the field forward. Contributing to that process is something I deeply value.”

A professor who actively engages in research, like Dr. Lindgren, can ensure his students are familiar with the most current research in behavior analysis. After all, he’s in the field doing that work himself. 

Dr. Lindgren’s research makes an impact both in and out of the classroom. Since behavior-analytic services are limited in the greater Cincinnati area, conducting research allows him to help address that unmet need.

"The research my colleagues and I conduct here at UC is aimed at directly supporting individuals with developmental disabilities and their families here in our community,” he said.

A study conducted by Dr. Lindgren and his colleagues during the COVID-19 pandemic accomplished exactly that.  

The pandemic marked a broad shift from in-person client sessions to virtual delivery (known as telehealth). Although this prevented nationwide shutdowns from interrupting client care, it wasn’t yet clear if virtual sessions were as effective as in-person care.

Dr. Lindgren’s research focused on measuring these differences with young learners with autism. He and his team utilized a common behavior analysis teaching approach and compared the outcomes from virtual and in-person delivery.

“We found that every child in our study learned the same skills in the same amount of time under both conditions,” he said.  

The study provided evidence of telehealth’s effectiveness in teaching young learners with autism certain skills and, as a result, expanded the ways in which behavior analysts can deliver care.

In addition to researching client outcomes, Dr. Lindgren also “aims to expand the knowledge base on effective ways to support young learners with autism and the people who support them.”  

His research often involves best practices for training those who work in the field—an area of interest that feeds directly into his teaching career.

Another study he mentioned involved supporting preschool staff working with young learners with autism, who may "engage in maladaptive behaviors, such as self-injury or aggression, to access things they want or need.”  

He continued, “As a field, we have strong, evidence-based strategies for identifying the function of these behaviors, which helps us design treatments that build adaptive skills. However, training others to collect the data needed to inform that analysis has traditionally followed a single approach.”

To determine whether a decision-making model, or flowchart, could be used to train preschool staff to collect this data, Dr. Lindgren and his colleagues trained staff to use this decision-making model during the intervention phase. They found that all participants either used the model successfully or were able to do so after one session of feedback from the researchers.

While this was just the first in a series of studies, Dr. Lindgren's work shows how research supports the growth and improvement of the behavior analysis field.

Dr. Lindgren’s role as an active researcher doesn’t disappear during lectures and office hours. In fact, he sees research as a crucial aspect of his courses—both conducting it and reading it.

"As part of my goal of preparing the next generation of top-quality behavior analysts, I make sure the research informing my courses is not only current but also builds meaningfully on the existing literature,” he said. 

His students read research articles every week that tie into the coursework, allowing them to think critically about both past and current research. These studies don’t exist in a vacuum, either; he urges his students to consider how research impacts applied practice. He also weaves broader social developments into class discussions: the neurodiversity movement, assent-based practices, and compassionate care, for example.

An integral aspect of behavior analysis is problem-solving, and Dr. Lindgren emphasizes its connection to clinical practice.  

He’s able to draw from his own experiences in early intervention when teaching. “Many of these examples include my own past mistakes and what I learned from them,” he added. These stories serve as a valuable learning opportunity for his students, who will no doubt face similar clinical dilemmas as they embark on their careers.

“My goal is to show students that research is constantly evolving and that researchers in our field are continually working to make our interventions, tools, and strategies as effective as possible for the learners we serve.” 

When considering a master’s program in applied behavior analysis (ABA), Dr. Lindgren urges applicants to look at the program’s faculty. Not just which faculty members are active researchers, but also their specific areas of expertise.

“My primary area of expertise, for example, is early intervention,” he said, “so students interested in that area can be confident they'll benefit from both my clinical and research experience in this area throughout my courses.” 

As for his fellow faculty members, they are accomplished behavior analysts with research and clinical experiences across a wide range of specialties—including clinics, in-home services, foster care, and education. When learning from active researchers, students can explore behavior analysis through different lenses. This might be pivotal in choosing their area of practice upon graduating.

According to Dr. Lindgren, there are major benefits to having professors who are engaged in research or professional practice: you’re learning from the people actively doing “the work” in the field.   

“It's important for students to learn from faculty who are actively contributing to its evidence base. This ensures students graduate with the most effective tools that they can incorporate into their own practice.”

An added benefit? These students often get more opportunities to cut their teeth on faculty-led research projects. Gaining hands-on research experience is invaluable in a client-centered field like behavior analysis, even for those who don’t plan to pursue research post-graduation. 

“This past spring, several of our students presented research posters at our local ABA conference, where they were able to share research with clinicians and researchers across Ohio and build connections that may benefit them in the future,” Dr. Lindgren shared. 

Through both UC’s online behavior analysis programs, these opportunities are available to any student who is interested.

The research process sharpens clinical reasoning, data collection, and problem-solving skills that are necessary in behavior analysis. Beyond that, it’s a way to bolster your resume, whether you’re applying for jobs or doctoral programs.  

For online learners, research is also an opportunity to take learning beyond the digital space and into face-to-face practice.

Online learners have numerous options for online ABA programs. When asked what makes UC standout, Dr. Lindgren returned to the importance of research—both for faculty and students.

“We faculty take our role in preparing the next generation of evidence-based scientist-practitioners seriously,” he said. “We continuously evaluate and update our course content, revising lectures, readings, and assessments to reflect the current evidence base.” 

In training future behavior analysts, their goal is straightforward: preparing students to pass their certification examination and become effective practitioners in the field. Regarding the first goal, UC boasts a 51% pass rate for the 5th task list BCBA exam in 2024.

Reading research in the classroom allows students to discuss research, connect it back to their coursework, and then translate their conclusions into applied practice. Guided by faculty with diverse research backgrounds, ABA students at UC receive a well-rounded yet consistent education that’s informed by current evidence in the field—not a curriculum that hasn’t been updated in a decade. 

Another key differentiator of UC’s ABA program is the option to participate in faculty-led research projects.

“This opportunity is not offered by many online behavior analysis programs, and it's worth prospective students' consideration when comparing programs,” Dr. Lindgren said. 

Graduates of UC’s behavior analysis programs are prepared to enter the field as “thoughtful, evidence-based professionals.” They aren’t limited by the online format; instead, the flexibility of UC's programs allows them to pursue a meaningful career they might not have otherwise considered.

Dr. Lindgren plays a pivotal role in shaping the behavior analysis field and its future practitioners. His continued dedication is part of what makes the University of Cincinnati’s behavior analysis programs special.

Are you passionate about promoting positive social skills and improving the lives of individuals with autism spectrum disorder, learning disabilities, and other behavioral challenges?  

If you're interested in exploring behavior analysis but worried about balancing graduate school with your busy life, then UC’s online behavior analysis programs may be a perfect fit.  

UC offers two pathways toward online behavior analysis education: the online Master of Science in Behavior Analysis and the online Master of Education in Applied Behavior Analysis. Both programs are 100% online and emphasize research throughout the learning experience—such as through Dr. Lindgren’s Behavioral Research Methods course.

Just because you’re learning online doesn’t mean you’re alone. At UC, a full support team is ready to guide you through—starting with your Enrollment Services Advisor.  

Connect with them today and start exploring which behavior analysis pathway fits your goals!