Dr. Jesslyn N Farros, PhD, BCBA-D
Pepperdine Graduate School of Education and Psychology
Jesslyn N. Farros, PhD, BCBA-D, has had the privilege of working in the field of behavior analysis for the last 10 years. She earned her doctorate in applied behavior analysis (ABA) from Endicott College.
As an undergraduate, she conducted research in the area of behavioral momentum theory (BMT) under the direction of Dr. Matthew Bell at Santa Clara University. Dr. Farros soon realized her passion for the science, and with a long-standing motivation to improve others’ lives, she was led to pursue a master of science in ABA at CSULA under the mentorship of Dr. Henry Schlinger. During her master’s program, Dr. Farros began working as a lead skills trainer with children diagnosed with autism. Additionally, she completed her thesis, “The Effects of Response Effort on Self-Control: A Comparison of Hypothetical and Real Rewards,” and is currently working on a third replication.
Dr. Farros has continued to work with families affected by an autism diagnosis—developing, implementing, and supervising ABA programs in various environments. She completed her dissertation, “Online Learning: The Effect of Synchronous Discussion Sessions in Asynchronous Courses,” under the advisement of Dr. Michael Dorsey and Dr. Mary Jane Weiss. She currently supervises programs for adults with severe challenging behaviors at the Center for Applied Behavior Analysis in addition to being adjunct faculty in the ABA master’s program at Endicott College. Her favorite course to teach is Verbal Behavior, which she developed for the Endicott College master’s program.
Dr. Farros is an active participant at both ABAI and CalABA conferences, which is demonstrated by her recent paper presentations, “Clear Expectations as the Steps to Success,” “Training Staff to Work with Adults with Severe Problem Behaviors in Community-Based Programs,” and “Online Learning: The Effect of Synchronous Discussion Sessions in Asynchronous Courses.” Her research interests focus on evidence-based learning and verbal behavior.