Assistant Clinical Professor
PhD: Western New England University; Springfield, MA
MS: Northeastern University, Boston, MA
BA: Boston College; Chestnut Hill, MA
Dr. Donnelly is a Board-Certified Behavior Analyst (BCBA) and a Licensed Applied Behavior Analyst (LABA) in Massachusetts. In addition, Dr. Donnelly is a Licensed Special Education
Administrator (All levels) in Massachusetts.
Dr. Maeve Donnelly serves as an Assistant Clinical Professor in the Applied Behavior Analysis
programs at Northeastern University. She is a Board-Certified Behavior Analyst-Doctoral
(BCBA-D) and a Licensed Applied Behavior Analyst (LABA), as well as a Licensed Special
Education Administrator (All levels; MA). Dr. Donnelly is also qualified to serve as a BACB®
Supervisor. She has 20 years of clinical and applied research experience with children and young adults diagnosed with developmental disabilities, including assessment and treatment of severe problem behavior. Dr. Donnelly has supervised and worked within multidisciplinary teams to provide comprehensive services for her students and clients across public and private educational settings as well as in homes and local communities.
Dr. Donnelly is a past recipient of the Student Research Award from the Berkshire Association
for Behavior Analysis and Therapy (BABAT) and the B.F. Skinner Foundation. She has
published papers in the Journal of Applied Behavior Analysis (JABA) and Behavior Analysis in
Practice, and she has served as a guest reviewer for JABA and The Analysis of Verbal Behavior
(TAVB). She has performed volunteer services for the Association for Behavior Analysis,
International (ABAI) and the Massachusetts Association for Applied Behavior Analysis
(MassABA). Her research interests concern practitioner-related topics such as evaluating
behavioral technology for teaching self-care skills; assessing variables that affect application of evidence-based technology in practice; and training of parents, staff, and graduate students to implement assessment, intervention, and educational protocols.
Donnelly, M. G., & Karsten, A. M. (2017). Effects of programmed teaching errors on acquisition and durability of self-care skills. Journal of Applied Behavior Analysis, 50,
Karsten, A. M., Andrade, M., Cividini-Motta, C., Conde, K. A., Donnelly, M. G., McConnell, K., Moore, K., Peters, L., Roberts, K., Stocco, C., Sveinbjornsdottir, B., & Vanselow, N. (2012). A Review of “Behavioral Foundations of Effective Autism Treatment.” Behavior Analysis in Practice, 5, 47-51.
Meany-Daboul, M.G., Roscoe, E.M., Bourret, J.C., & Ahearn, W.H. (2007). A comparison of momentary time sampling and partial-interval recording for evaluating functional relations. Journal of Applied Behavior Analysis, 40, 501-514.