James L. Kopp Memorial Scholarship

The James L. Kopp Memorial Scholarship was created to honor the first president of TxABA, who passed away November 19, 2010. During his 40-year career in Texas, his most prominent contributions to behavior analysis were as teacher and mentor at the Department of Psychology, University of Texas at Arlington.

The purpose of this award is to defray education-related costs or costs associated with attending the ABAI annual conference. Applicants will be chosen from the submissions to receive $500 scholarships.

The student must be listed as presenting author in a symposium or paper session at ABAI and must be a current Student Member of TxABA to be eligible.

Students who are interested in applying for a scholarship should submit:

  • A synopsis of the research that they will be presenting at the ABAI conference, which must be 2 to 3 double-spaced pages with 12-pt font and 1-in. margins.
  • Graph(s) of completed data sets
  • A reference list
  • A current curriculum vitae
  • Proof of enrollment in a university program as a degree-seeking student
  • Email from ABAI confirming that your submission had been accepted
  • Paid registration for the annual TxABA conference that occurs in the same calendar year as your ABAI presentation

The synopsis should include the purpose and importance of the research, method, and results (including graphs or other data displays). The application materials should be submitted to txaba@txaba.org no later than December 31st. Recipients will be announced at the TxABA annual conference.

Past Recipients of the Kopp Memorial Scholarship

2017

  • Abby Hodges - Using shaping to increase foods consumed by children with autism
  • Katherine Ledbetter-Cho - Effects of Visual Activity Schedules With Embedded Video Modeling on the Academic Skills and Challenging Behaviors of a Child With Autism

2016

  • Ashley Matter - A Comparison of Equivalence-based Strategies to Teach Foreign Language Nouns
  • Lauren Phillips - Effectiveness of Diaphragmatic Breathing on Decreasing Escape-Maintained Problem Behavior

2015

  • Katherine Ledbetter-Cho - Effects of Script Fading on Scripted and Novel Utterances in Conversations between Peers with Autism
  • Rachel Scalzo - Analysis of Behavioral Indicators as a Measure of Satiation
  • Katie Wiskow - Examining a Brief Classwide Intervention as a Multiple Schedule

2014

  • Amy Richardson - Using Pictures to Teach Sight-Word Reading
  • Gloria Maillard - Reducing Contamination in Paper Recycling Containers: Effects of Visual Prompts and Posted Feedback
  • Valerie Van Tussi - The Effects of Providing a Brief Training Package to Daycare Teachers to Teach a Child a Sign for Social Attention

2013

  • Kay G. Treacher - Online Lecture as an Alternative Method of Instruction in College Classrooms: Measuring the Effects of Alternating In-class with Online Lectures in Two Sections of an Undergraduate Introduction to Behavior Analysis Course
  • Leslie Neely - The Effects of Antecedent Exercise on Stereotypy During Instruction

2012

  • Tracy Lepper - A Comparison of Discrimination Training and Stimulus-Stimulus Pairing: Increasing Vocalizations of Children with Autism
  • Anne Shroyer - Caregiver Preference for Reinforcement-Based Behavioral Interventions

2011

  • Christopher Varnon - Operant Reversal of Imprinting
  • Rebecca Kunkel - Can Positive Reinforcement Overcome Fear? An Investigation of Competing Contingencies