EDUCATION
| Degree | Area of Study | University |
|---|---|---|
| Ph.D. | School Psychology | University of Utah |
| M.A. | Clinical Psychology | Minnesota State University, Mankato |
| B.A. | Psychology | Texas Tech University |
AWARDS & HONORS
| Year | Award |
|---|---|
| 2026 | Faculty Research Recognition Award. Oakland University, 2026 |
AREAS OF EXPERTISE
Behavior Assessment and Intervention
Treatment Relapse
Stakeholder Training
Consultation
GRANT & RESEARCH PROJECTS
- An enhanced behavioral skills training program for promoting long-term treatment adherence
- Efficacy of discriminative stimuli and context fading for mitigating combined relapse produced by context and contingency changes
SELECTED PUBLICATIONS
King, H. C. Kelly-McFarland, H., Randall, K. (2026). The effects of context fading on combined contingency and context changes: A preliminary human-operant investigation. Learning and Motivation. https://doi.org/10.1016/j.lmot.2026.102297
King, H. C., Nall, R., & Falligant, J. M. (2026). Extending a matching-law based account of extinction bursts to humans. Perspectives on Behavior Science, 49, 313–332. https://doi.org/10.1007/s40614-026-00499-z
King, H. C. (2026) Quantifying interaction effects in operant relapse: An introduction on isobolographic analysis. Perspectives on Behavior Science, 49, 393–413. https://doi.org/10.1007/s40614-026-00493-5.
King, H. C., Perez, N., H., Kelly-McFarland, H., & Kranak, M. P. (2025). The effects of discriminative stimuli on combined relapse: A preliminary human-operant investigation. Journal of the Experimental Analysis of Behavior, 151(1). https://doi.org/10.1002/jeab.70080.
King, H. C., Falligant, J. M., & Kranak, M., Spink, C. (2025). Discriminative properties of reinforcers modulate resurgence: A systematic review of the contextual relapse literature. Perspectives on Behavior Science, 48, 711–729. https://doi.org/10.1007/s40614-025-00482-0
King, H. C., Chesbrough, E., Macuare, V., & Falligant, J. M. (2025). A systematic review and quality appraisal of individualized levels systems. Education and Treatment of Children, 48, 415–433. https://doi.org/10.1007/s43494-025-00155-2.
King, H. C., Kurtz, P., Chin, M., & Falligant, J. M. (2025). Characterizing automatically maintained self-injury with the aberrant behavior checklist. American Journal on Intellectual and Developmental Disabiliites, 130(1), 13–23. https://doi.org/10.1352/1944-7558-130.1.13.
King, H. C., Fischer, A. J., Radley, K., Davis, J., Houlihan, D., & Jenson, B. (2025). Caregiver telehealth training on antecedent strategies to increase children’s instruction following in the home. Journal of Behavioral Education, 34, 26–52. https://doi.org/10.1007/s10864-023-09528-2.
Davis, J., King, H. C., Radley, K., Jenson, H., & Corsi, C., & Jenson, B. (2024). A meta-analysis of the mystery motivator intervention. Journal of Positive Behavioral Interventions, 26(2), 113–127. https://doi.org/10.1177/10983007231224048.
King, H. C., Bloomfield, B., Wu, S., & Fischer, A. J. (2021). A systematic review of school-based teleconsultation: Implications in research and practice. [Special Issue]. School Psychology Review, 51(2), 237–256. https://doi.org/10.1080/2372966X.2021.1894478.
Bloomfield, B. S., Fischer, A. J., King, H. C., Lehman, E. L., & Clark, R. R. (2020). Exploring implementor error during a remotely conducted school-based functional analysis training package. Journal of Applied School Psychology, 36(4), 347–375.https://doi.org/10.1080/15377903.2020.1749204.
BIOGRAPHY
Dr. Hunter King received a Master of Arts in Clinical Psychology from Minnesota State University, Mankato and a Ph.D. in School Psychology from the University of Utah. He completed his predoctoral internship and postdoctoral research fellowship in Behavioral Psychology at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine, and is a Board-Certified Behavior Analyst (BCBA-D) at the doctoral level.
Dr. King specializes in the assessment and treatment of challenging behavior exhibited by children and youth with intellectual and developmental disabilities. Within this area, his research focuses on (a) identifying variables underlying the reemergence of challenging behavior following successful treatment to inform the development of more durable behavioral interventions, (b) how environmental variables (contingency and context changes) interact and influence behavior, and (c) best-practices for promoting treatment adherence among caregivers and educators. Dr. King actively publishes in peer-reviewed behavioral, educational, and psychological journals, and thoroughly enjoys mentoring students from all walks of life.