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College of Education

Faculty and Staff

Mark Samudre, Ph.D., BCBA

Title: Assistant Professor
Department: Educational Studies
College of Education
Phone: 803-777-2922
Office: Wardlaw 235-B
Mark Samudre, Ph.D.


Mark Samudre earned his Ph.D. in Special Education from the University of Kentucky, his M.Ed. in Special Education from Regent University, and his B.S. in English from Radford University. Samudre is a Board-Certified Behavior Analyst.

Background and Areas of Research

Mark Samudre is an Assistant Professor of Special Education in the Department of Educational Studies. Samudre is also a Board-Certified Behavior Analyst. Prior to pursuing his Ph.D. at the University of Kentucky, Samudre was an elementary special education teacher of students with emotional and behavioral disorders in the Washington D.C. metropolitan area. His research involves enhancing teacher effectiveness in behavior management. Specifically, he is interested in identifying and evaluating time and resource-efficient coaching structures to support teacher implementation of behavioral interventions. 

Areas of Expertise

Applied behavior analysis, behavior management, behavioral assessment, practitioner training

Select Publications

Samudre, M. D., LeJeune, L. M., Ascetta, K. E., & Dollinger, H. (2022). A systematic review of general educator behavior management training. Journal of Positive Behavior Interventions, 24(1), 69-84.

Samudre, M. D., Allday, R. A., & Lane, J. D. (2022). Training pre-service general education teachers to collect accurate antecedent-behavior-consequence data. Education and Treatment of Children, 45(2), 173-191.

LeJeune, L. M., Samudre, M. D., Whitaker, S. C., & Bailey, C. (2022). The effect of CW-FIT on group engagement during virtual instruction. Journal of Special Education Technology. Advance online publication.

Samudre, M. D., Burt, J. L., & LeJeune, L. M. (2021). An adaptation of multi-tiered systems of professional development to support teacher implementation of tier 2 behavioral supports. Beyond Behavior. Advance online publication.

Ackerman, K. B., Whitney, T. J., & Samudre, M. D. (2022). Use of peer-coaching to increase use of high-leverage practices in inclusive classrooms. Preventing School Failure. Advance online publication.

Yell, M. L., & Samudre, M. D. (2021). Providing FAPE during COVID-19. Rethinking Behavior, 4(2), 33-40.

Samudre, M. D., Ackerman, K. B., & Allday, R. A. (2020). A systematic review of general educator training with functional behavior assessments. Journal of Disability Policy Studies, 31(1), 3-14.

Ackerman, K. B., Samudre, M. D., & Allday, R. A. (2020). Practical components for getting the most from a token economy. Teaching Exceptional Children, 52(4), 242-249.


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