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Brad Dickey, Ed.S., NCSP, BCBA

Director & Clinician

Brad Dickey is a Board Certified Behavioral Analyst (BCBA) and a Nationally Certified School Psychologist. Brad specializes in early identification and treatment of behavioral disorders including individuals’ diagnosed with developmental disabilities. He has over 10 years of experience working with persons' diagnosed with Autism Spectrum Disorder and other behavioral disabilities. Brad has published articles in the Journal of Behavioral Education and enjoys using evidenced based research to support individuals who need behavioral support. Brad’s goal is to help others succeed behaviorally so they become more productive and happy members of society.

Dr. Groskreutz, Ph.D., BCBA-D

Director of Clinical Services

Dr. Groskreutz has been working in the field of ABA for close to 20 years.  He started his career as a tutor/teacher at a residential school for students with disabilities and found that ABA could help the students make great progress.  Mark became very interested in learning more about the science and practice of ABA and earned his masters in special education, BCBA, and eventually his PhD.  Mark has worked with individuals with and without disabilities from aged 2 to over 80 in public and private settings and has consistently seen how individualized assessment and intervention can lead to positive results.  He enjoys empowering people by helping increase their independence and success in social, academic, vocational, and other areas.  Mark has published numerous peer-reviewed journal articles as well as published books on the use of behavioral treatments. Below are some of Mark's most recent publications. 

Groskreutz, M. P., Peters, A., Groskreutz, N. C. and Higbee, T. S. (2015), Increasing play-based commenting in children with autism spectrum disorder using a novel script-frame procedure. Journal of Applied Behavior Analysis, 48, 442-447.

Groskreutz, N. C., Groskreutz, M. P., Bloom, S. E., & Slocum, T. A. (2014). Generalization of negatively reinforced mands in children with autism. Journal of Applied Behavior Analysis, 47, 560-579.

Groskreutz, M.P., Groskreutz, N. C., & Higbee, T. S. (2011). Response competition and stimulus preference in the treatment of automatically reinforced behavior: A comparison. Journal of Applied Behavior Analysis, 44, 211-215. 

John McElwee, M.S., BCBA

Clinical Supervisor & Instructor

We feel extremely fortunate to have John as part of our clinical team at Jackson Hole Behavioral Services! John has more than 30 years of experience providing Applied Behavior Analysis (ABA) services to children and adults diagnosed with Developmental Delays such as Autism. He presently serves as a consultant with the Pennsylvania Autism Initiative, which provides educational and behavioral heath consultation to school districts in Pennsylvania. He serves as adjunct faculty member for the Graduate School of Special Education at Wilkes University. His research and clinical interests include applications of Relational Frame Theory as well as Precision Teaching to increase language development. He has presented frequent workshops at national and international conferences on developing generative language programs and he has numerous peer-reviewed publications in journals specializing in ABA. Below are some of John's more recent articles.

Ming, S., Stewart, I., McElwee, J., & Bynum, K. (2015). Contextual Control Over Derived Relational Responding in a Teenager with Autism. Research in Autism Spectrum Disorders,19 :7-17.

Moran, L., Walsh, L., Stewart, I., McElwee, J., & Ming, S. (2015). Correlating Derived Relational Responding with Linguistic and Cognitive Ability in Children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders,19: 32-43.

Moran, L., Stewart, I., McElwee, J., & Ming, S. (2014). Relational Ability and Language Performance in Children with Autism Spectrum Disorders & TypicallyDeveloping Children: A Further Test of the TARPA Protocol. The Psychological Record. 64(2), 233-251.

Stewart, I., McElwee, J., & Ming, S. (2013).Language generativity, response generaliztion and derived relational responding. The Analysis of Verbal Behavior, 29, 137-155.

Moran, L., Stewart, I., McElwee, J., & Ming, S. (2010). Brief Report: The Training and Assessment of Relational Precursors and Abilities (TARPA): A Preliminary Analysis. Journal of Autism and Developmental Disorders, 40(9),1149-1153.

Stewart, I., McElwee, J. & Ming, S. (2010). A critical analysis of conventional descriptions of levels employed in the Assessment of Basic Learning Abilities (ABLA). The Behavior Analyst, 33, 127-131. 

Alana Lawson, M.S., BCBA

Director of Intensive Behavioral Intervention Services

Alana Lawson earned a B.S. in Child and Adolescent Development from Appalachian State University in 2012 and a M.S. in Applied Behavior Analysis from Montana State University in 2017. She has been working with children with special needs over the past 10 years in a variety of settings, and she has spent the last 3 years of her career working within the field of ABA. Alana has worked in multiple roles in children's hospitals, inclusive preschool settings, a residential school for children with emotional/behavioral disorders, and most recently in private practice in-home ABA therapy. She has gained invaluable experience supporting children diagnosed with Autism, Rhett’s Syndrome, Emotional/Attachment Disorders, Down Syndrome, and other Developmental Disabilities. Alana's desire to support children with special needs led her to join the Peak Behavioral Services team in May 2015 as the first behavioral therapist, and she currently provides direct therapy services as well as oversees all early intervention services. Her interests include using ABA to help children acquire communication skills, self-help skills, and social skills as well as educating parents around functions of behaviors. Alana is passionate about spreading awareness of evidence based practices in Wyoming, and she is a huge asset to Peak Behavioral Services.