Amanda Borosh, Ph.D., BCBA-D

Assistant Professor, Special Education

Department

Special and Early Education (SEED)

Education

• Ph.D., Purdue University, Educational Studies in Special Education
• Advanced Graduate Certificate in Applied Behavior Analysis, Florida Institute of Technology
• M.Ed., University of Texas at Austin, Early Childhood Special Education
• B.S., Oklahoma State University, Human Development and Family Sciences, Early Childhood Education

Research Interests

Amanda Borosh, Ph.D., BCBA-D, is an assistant professor in the Department of Special and Early Education. Amanda completed her Ph.D. in special education at Purdue University. She holds teaching licenses in Illinois and Texas and is a Board Certified Behavior Analyst-Doctoral (BCBA-D). Amanda has more than 15 years of experience in school-based settings, including roles as a special education teacher and district-wide behavior analyst. 

Amanda’s research combines participatory research approaches with principles of implementation science to identify barriers and facilitators to implementing evidence-based behavioral interventions in schools. With this information, she helps schools develop contextually relevant, sustainable interventions that address challenging behavior at the school-wide, class-wide and individual levels. School partners are involved in every aspect of the research process — from study design to data collection, intervention implementation and dissemination.

A related area of her research focuses on preparing special educators and school-based behavior analysts to use pyramidal training (train-the-trainer) models to enhance the sustainability of evidence-based practices. She is particularly interested in equipping current and future school-based BCBAs with consultative skills that foster meaningful collaboration and build durable consultation relationships, ensuring lasing improvements in schools. 

Classes

• SESE 417 - Positive Behavior Supports and Management
• SESE 460/561: Instructional Methods of Individuals with Autism and Developmental Disabilities
• SESE 554: Applied Behavior Analysis and Positive Behavior Supports in School and Community Settings
• SESE 709: Advanced Applied Behavior Analysis and Research-Based Interventions for Individuals with Autism Spectrum Disorder
• SESE 770 - Writing for Publication in Special Education and Educational Psychology

Publications

Borosh, A. M. (2026). Centering stakeholder voice in tier 1 behavioral evaluation and intervention: Participatory research approaches. [Doctoral dissertation, Purdue University].

Zhang, J., Xin, Y. P., Olencheak, R., Smith, J. E., Mims, P. J., Borosh, A. M. (2026). Fidelity supports for tier 2 mathematics EBP implementation in a rural school. Rural Special Education Quarterly, 45(2).

Begeske, J., Shannon, E., Borosh, A. M., Smith, J. E., Zhang, J., Sulu, M., Kercood, M. and Osnaya, R. A. (2025). Participatory action research: Inclusion of elementary students with disabilities. Remedial and Special Education. Advance online publication.

Osnaya, R. A., Augustine, J. J., Rispoli, M. J., Borosh, A. M., Smith, J. E., and Tong Ong, J. (2025). ParaImpact: A professional development program to improve paraeducators systematic instruction fidelity for students with moderate-to-severe developmental disabilities. Journal of Behavioral Education.

Gálvez-Ortega, K., Harold, R., Siong Neo, W., Hoilett, O. S., Borosh, A. M., Haarer, A., Gombas, S., Foti, D. and Kelleher, B. (2025). Remote EEG acquisition in Angelman syndrome using PANDABox-EEG. Journal of Neurodevelopmental Disorders.

Rispoli, M. J., Richards, C. D., Borosh, A. M., Mason, R. A. and Shannon, E. N. (2023). Telehealth caregiver coaching in functional communication training for young children with neurodevelopmental disabilities. Journal of Behavioral Education.

Borosh, A. M., Newson, A., Mason, R. A., Richards, C. D. and Collins Crosley, H. (2023). Special education teacher-delivered training for paraeducators: A systematic and quality review. Teacher Education and Special Education, 46(3), 223-242.

Sulu, M. D., Martella, R. C., Grimmet, K., Borosh, A. M. and Erden, E. (2023). Investigating the effects of self-monitoring interventions for students with disabilities on the maintenance and generalization of on-task behavior: A systematic literature review. Review Journal of Autism and Developmental Disorders, 10,

Lory, C., Rispoli, M., Keehn, B., Mason, R. A., Mason, B. A., Kang, S., Borosh, A. M., Shannon, E. and Crosley, H. (2023). Exploring subtypes of repetitive behavior in children with autism through functional analysis and wearable technology: A pilot biobehavioral assessment. Advances in Neurodevelopmental Disorders, 1-16.

Johnson, H., Carpenter, M. E., Borosh, A. M. and Folkerts, R. E. (2022). Including students with significant support needs in the development of behavior support plans. Inclusive Practices, 1(3).

Book Chapters

Mason, R. A., Gregori, E., Smith. J. E., Austin, A.M. and Crosley, H. (2022). Implementation of evidence-based practices. In L. Chezan, K. Wolfe and E. Drasgow (Eds.) Evidence-based practices for supporting individuals with autism spectrum disorder. Rowman and Littlefield