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Mahshid Ghaemmaghami

Assistant Professor of Psychology


Phone: 209.946.7311


Psycomm 115


PhD, Western New England University, Springfield, MA, 2016

MA, Brock University, St. Catharines, ON, Canada, 2011

BS, Queen's University, Kingston, ON, Canada, 2001

Curriculum Vitae 

Teaching Philosophy

I believe in the scholarship of teaching and learning. Good teaching, like other forms of scholarship, starts with a clear set of goals and is realized through careful planning, implementation, and public evaluation. Teaching is a science that can be artfully delivered. It is a science in the sense that its goals should be clearly outlined and outcomes rigorously evaluated. I view my own teaching as a dedicated practice that is continuously evolving and is highly informed by the student's performance and feedback. Good teaching, however, goes beyond a systematic implementation of evidence-based strategies; it requires a touch of unpredictability, flexibility, and imagination.

As a teacher I aim to create a balance between clear yet flexible expectations that progressively expose the learner to more challenging contexts in which more independent levels of performance are generated. I believe that effective student behavior should be directly targeted and taught, and shaped through experience in my classroom. Therefore, direct management of contingencies and consequences that affect behavior are important elements of my teaching style. My ultimate goal for my students is to become effective learners who can succeed in novel and relevant contexts beyond the classroom.

Research Interests

My research interests can be divided into a natural progression of three parts: improving on the efficiency and practicality of assessing problem behavior, evaluating procedural variations of treatments to increase the effectiveness of common behavioral interventions, and designing training programs for parents to ensure maintenance of desirable effects.

My current research is focused on designing treatments that produce generalized improvements in the adaptive functioning (e.g., communication, play, compliance) of children and adolescents with or without a developmental disability such as autism, in addition to a substantial reduction in their problem behavior. 


Psy 031 Introduction to Psychology