Keith Radley

Assistant Professor

Research and Professional interests

Dr. Radley’s research focuses on interventions for individuals with autism spectrum disorders, social skills training, peer-mediated interventions, and classwide interventions for increasing academic engagement. He is director of the Southern Miss Autism Research and Treatment (SMART) Lab, which provides assessment and intervention services to children with autism spectrum disorders. Dr. Radley teaches graduate courses in psychoeducational assessment and supervises clinic and school-based practicum. He teaches undergraduate courses in child and developmental psychology.

For more information about Dr. Radley’s research and the SMART Lab: http://keithradley.weebly.com

Current Teaching

  • Developmental Psychology (PSY 275)
  • Psychoeducational Assessment I (PSY 642)
  • Practicum in School Psychology (PSY 771)

Recent Publications

Dart, E. H., Radley, K. C., Battaglia, A. A., Dadakhodjaeva, K., Bates, K., & Wright, S. (in press). The Classroom Password: A class-wide intervention to increase academic engagement. Psychology in the Schools. 

LaBrot, Z. C., Dufrene, B. A., Radley, K. C., & Pasqua, J. (in press). Evaluation of a modified check-in/check-out intervention for young children. Perspectives on Early Childhood Psychology and Education.                       

Lum, J. D. K., Tingstrom, D. H., Dufrene, B. A., Radley, K. C., & Lynne, S. (in press). Effects of tootling on classwide disruptive and academically engaged behavior of general-education high school students. Psychology in the Schools. 

O’Handley, R. O., Ford, W. B., Radley, K. C., Helbig, K., & Wimberly, J. (in press). Social skills training for adolescents with intellectual disabilities: A school-based evaluation. Behavior Modification. 

Radley, K. C., Dart, E. H., & O’Handley, R. D. (in press). The Quiet Classroom Game: A Class-Wide Intervention to Increase Academic Engagement and Reduce Disruptive Behavior. School Psychology Review.

Radley, K. C., Hanglein, J., & Arak, M. (in press). School-based social skills training for preschool-age children with autism spectrum disorder. Autism. 

Radley, K. C., O’Handley, R. D., Battaglia, A. A., Lum, J. D. K., Dadakhodjaeva, K., Ford, W. B., & McHugh, M. B. (in press). Effects of a social skills intervention on children with autism spectrum disorder and peers with shared deficits. Education and Treatment of Children.                   

Radley, K. C., & Dart, E. H. (2016). Antecedent strategies to promote children’s and adolescents’ compliance with adult requests: A review of the literature. Clinical Child and Family Psychology Review. 

Battaglia, A. A., Radley, K. C., & Ness, E. J. (2015). Evaluating the effects of On-Task in a Box as a class-wide intervention. Psychology in the Schools, 52, 743-755. 

Block, H. M., Radley, K. C., Jenson, W. R., Clark, E., & O’Neill, R. E. (2015). Effects of a multimedia social skills program in increasing social responses and initiations of children with autism spectrum disorder. International Journal of School & Educational Psychology, 3, 16-24. 

O’Handley, R. D., Radley, K. C., & Cavell, H. J. (2015). Utilization of Superheroes Social Skills to reduce disruptive and aggressive behavior. Preventing School Failure. Epub ahead of press. DOI: 10.1080/1045988X.2015.1038775 

O’Handley, R. D., Radley, K. C., & Lum, D. K. J. (2015). Promoting pragmatic skill use in a child with specific language impairment. Communication Disorders Quarterly. Epub ahead of press. DOI: 10.1177/1525740115595346 

O’Handley, R. D., Radley, K. C., & Whipple, H. M. (2015). The relative effects of social stories and video modeling toward increasing eye contact of adolescents with autism spectrum disorder. Research in Autism Spectrum Disorders, 11, 101-111.       

Radley, K. C., Dart, E. H., Furlow, C. M., & Ness, E. J. (2015). Peer mediated discrete trial training within a school setting. Research in Autism Spectrum Disorders, 9, 53-67.     

Radley, K. C., Ford, W. B., McHugh, M. B., Dadakhodjaeva, K., O’Handley, R. D., Battaglia, A. A., & Lum, J. D. K. (2015). Use of Superheroes Social Skills to promote accurate social skill use. Journal of Autism and Developmental Disorders, 45, 3048-3054.

Radley, K. C., McHugh, M. B., Taber, T., Battaglia, A. A., & Ford, W. B. (2015). School-based social skills training for children with autism spectrum disorder. Focus on Autism and Other Developmental Disorders. Epub ahead of press. DOI: 10.1177/1088357615583470

Radley, K. C., O’Handley, R. D., & LaBrot, Z. C. (2015). A comparison of momentary time sampling and partial-interval recording for assessment of effects of social skills training. Psychology in the Schools, 52, 363-378.            

Battaglia, A. A., & Radley, K. C. (2014). Peer-mediated interventions for children with autism spectrum disorders. Beyond Behavior, 23, 4-13.       

King, B., Radley, K. C., Jenson, W. R., Clark, E., & O’Neill, R. E. (2014). Utilization of video modeling combined with self-monitoring to increase rates of on -task behavior. Behavioral Interventions, 29, 125-144.          

Radley, K. C., Ford, W. B., Battaglia, A. A., & McHugh, M. B. (2014). The effects of social skills training on social engagement of children with autism spectrum disorders in a generalized recess setting. Focus on Autism and Other Developmental Disabilities, 4, 216-229.

Radley, K. C., Jenson, W. R., Clark, E., Hood, J. A. & Nicholas, P. (2014). Using a multicomponent social skills intervention to increase social engagement of young children with autism spectrum disorders. Intervention in School and Clinic, 50, 22-28.          

Radley, K. C., Jenson, W. R., Clark, E., & O’Neill, R. E. (2014). The feasibility and effects of a parent-facilitated social skills training program on social engagement of children with autism spectrum disorder. Psychology in the Schools, 51, 241-255.       

Radley, K. C., O’Handley, R. D., Ness, E. J., Ford, W. B., Battaglia, A. A., McHugh, M. B., & McLemore, C. E. (2014). Promoting social skill use and generalization in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8, 669-680.