Randi Sarokoff, Ph.D.

Randi A. Sarokoff, Ph.D., has been a Board-Certified Behavior Analyst since the inaugural certification exam in June 2000. She now holds the BCBA-D (Board Certified Behavior Analyst-Doctoral) title, which was introduced in 2009. Dr. Sarokoff earned her doctorate in Psychology: Learning Processes and Behavior Analysis from The Graduate School and University Center, City University of New York. Currently, she is an Associate Professor and the Program Coordinator for the Applied Behavior Analysis (ABA) Graduate Programs within Kean University's Department of Special Education and Literacy. Previously, she served as the Executive Director of the School of Special Education and Literacy at Kean University for five years.

In her role as Program Coordinator, Dr. Sarokoff is responsible for designing and implementing ABA programs that emphasize evidence-based practices and developing coursework aligned with advancements in the field to prepare students for the Behavior Analyst Certification Board’s BCBA exam. With 30 years of experience, Dr. Sarokoff has applied the science of ABA in various settings, including public and private schools, as well as home and community environments. She has dedicated her career to supporting individuals with developmental disabilities, from 18 months to 22 years old, with a focus on teaching functional skills to children with autism. One of her most fulfilling contributions has been helping non-verbal children acquire verbal skills and supporting their inclusion in general education settings. A highlight of her work is a former student who, initially non-verbal at age two, no longer exhibits autism characteristics and was declassified in middle school—a testament to the effectiveness of ABA.

Research plays a critical role in Dr. Sarokoff's work, as she continues to contribute to the field’s growth. Her recent manuscript was accepted (pending revisions) by Behavior Analysis in Practice, and her influential 2004 seminal article on Behavioral Skills Training (BST) was published in the Journal of Applied Behavior Analysis. She collaborates on various research projects with faculty and graduate students at Kean University, and her research has garnered over 1,277 citations, including 86 in 2024 alone. To remain at the forefront of ABA, Dr. Sarokoff regularly presents at professional conferences, continually enhancing her practice and expertise as a Board-Certified Behavior Analyst-Doctoral (BCBA-D).

Dr. Sarokoff is deeply committed to equipping her students with a high-quality education in ABA and autism, empowering them to become skilled educators and behavior analysts who improve the lives of individuals with autism and their families.

Ph.D., Doctoral Program in Psychology, Subprogram: Learning Processes, The Graduate School and University Center, City University of New York. 2006

M.Phil., in Psychology, Subprogram: Learning Processes, The Graduate School and University Center, City University of New York. May 2005

M.A., Psychology, Queens College, City University of New York. 1999

B.A., Psychology, Queens College, City University of New York. 1996

A.A.S., Data Processing, Kingsboro Community College, City University of New York. 1994

• SPED 5702 ‑ EDUCATING LEARNERS WITH AUTISM AND OTHER DEVELOPMENTAL DISABILITIES
• SPED 5705 - APPLIED BEHAVIOR ANALYSIS FOR LEARNERS WITH AUTISM & OTHER DEVELOPMENTAL DISABILITIES I
• SPED 7901 - SINGLE-SUBJECT EXPERIMENTAL DESIGN
• SPED 7904 - PRACTICUM IN ABA
• SPED 7906 - INTRODUCTION TO CLINICAL RESEARCH IN APPLIED BEHAVIOR ANALYSIS
• SPED 7907 - Clinical Research in Applied Behavior Analysis I
• SPED 7908 - Clinical Research in Applied Behavior Analysis II
• SPED 5102 - BEHAVIOR INTERVENTION FOR LEARNERS WITH AUTISM AND OTHER  DEVELOPMENTAL DISABILITIES 

• Applied Behavior Analysis (ABA)
• Learning Theory and Research
• Behavioral Skills Training (BST)
• High-Probability Instructional Sequence (High-p)Script-fading procedure
• Script Fading Procedure
• Communication
• Prioritizing learner preference in targeted goals to promote quality of life 
• Providing inclusive access to recreational activities for adults with disabilities
• Teaching leisure skills to adults with disabilities as an opportunity for inclusion

Dr. Sarokoff's teaching philosophy, deeply influenced by the theories of Gardner, Sameroff, and Lovaas, forms the basis of my comprehensive approach, which emphasizes individualized and adaptive teaching strategies. These philosophies reinforce the belief that effective teaching must be flexible and student-centered. The guiding principle that "if a child cannot learn in the way we teach, we must teach in a way the child can learn" has been central to shaping my pedagogical approach, with a focus on recognizing individual differences and tailoring education to meet diverse needs.

Planer, J., DeBar, R., Progar, P., Reeve, K., & Sarokoff, R. (2018). Evaluating tasks within a high-probability request sequence in children with autism spectrum disorder. Behavior Inventions, 33(4), 380-390.

Delli-Bovi, G. M., Vladescu, J.C., DeBar, R. M., Carroll, R. A., & Sarokoff, R. A. (2017). Using Video Modeling with Voice-over Instruction to Train Public School Staff to Implement a Preference Assessment. Behavior Analysis in Practice, 10, 72-76.

Sarokoff, R. A., & Sturmey, P. (2008).  The effects of instructions, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses.  Research in Autism Spectrum Disorders, 2,125-136.           

*Sarokoff, R. A., & Sturmey, P. (2004).  The effects of behavioral skills training on staff implementation of discrete-trial teaching.  Journal of Applied Behavior Analysis, 37, 535-538. (Reproduced in Gall, M.D., Gall, J. P, & Borg, W. R. (2007).  Educational Research (Eighth ed.). Boston: MA: Pearson Education, Inc.)

Sarokoff, R. A., Taylor, B.A., & Poulson, C. L. (2001).  Teaching children with autism to engage in conversational exchanges: Script fading with Embedded Textual stimuli.  Journal of Applied Behavior Analysis, 34, 81-81.

*Seminal article