Kendra Thomson

Associate Professor

PhD, RBA (Ont.), BCBA-D

kthomson@brocku.ca

Thomson Lab Website

Kendra Thomson, PhD, BCBA-D is as an Associate Professor within the Department of Applied Disability Studies at Brock University. Kendra obtained her Ph.D. in Psychology, specializing in Applied Behavior Analysis, from the University of Manitoba in 2011. She completed a post-doctoral fellowship at York University’s Developmental Disabilities and Mental Health lab before she joined Brock University in 2014. Kendra holds a part-time Scientist position at the Azrieli Adult Neurodevelopmental Centre, in the Centre for Addiction and Mental Health in Toronto, ON. With over two decades of experience in diverse clinical and research environments, Kendra has dedicated her work to supporting individuals with neurodevelopmental differences across their lifespan. Kendra and her trainees collaborate on community-engaged research aimed at translating evidence-based behavioral training strategies. The goal is to empower individuals with lived experience, along with their families and support networks, to enhance independence and improve mental health and overall quality of life. She has over 40 published articles (often with trainees as first author), several book chapters, and over 130 conference presentations. Kendra previously served as the President of the Ontario Association for Behaviour Analysis. In recognition of her significant contributions to the field, Kendra was honoured with the “Jerry Shook Award” by the Association of Professional Behavior Analysts in 2021.

Sex Offending Behavior of Persons with an Intellectual Disability

Dorothy Griffiths, Kendra Thomson, Stephanie Ioannou, Jordan Hoath and Robin Wilson

The treatment of sexual offending behavior in persons with an intellectual disability is fraught with challenges.  Behavior analysts are typically the first professionals called on to consult to these cases.  However, effective and ethical treatment is an intersection of three divergent fields – all of which are necessary in order o support successful intervention; the field of intellectual disability, the field of forensics and treatment of persons who have sexually offended, and the field o applied behavioral analysis.  In this book, the authors have developed an integrated functional approach in which these components coalesce to form a dynamic model for assessment and treatment.

Research Interests

Dr. Thomson conducts community-based research that focuses broadly on translating evidence based behavioural strategies to empower care providers, professionals, and people with developmental disabilities and their families to increase independence and improve quality of life. Kendra joined the Azrieli Adult Neurodevelopmental Centre as a Clinician Scientist in 2019 and is building further collaborations between CAMH and Brock.

Publications and Collections

(underlined = trainees)

  • Lunsky, L., Bobette, N., Abou Chacra, M., Wang, W., Zhao, H., Thomson, K., Hamdani, Y. (2021). Predictors of worker mental health in intellectual disability services during COVID-19. Journal of Applied Research in Intellectual Disabilities. Early View: https://doi.org/10.1111/jar.12892
  • Magnacca, C., Thomson, K., Marcinkiewicz, A., Davis, S., Steel, L., Lunsky, Y. Fung, K., Vause, T., & Redquest, B. (2022). A telecommunication model to train mediators to facilitate Acceptance and Commitment Training. Behaviour Analysis in Practice, 15, 730-751. https://doi.org/10.1007/s40617-021-00628-x (first published in 2021 and republished in 2022 due to publisher error).A telecommunication model to train mediators to facilitate Acceptance and Commitment Training. Behaviour Analysis in Practice, https://doi.org/10.1007/s40617-021-00628-x
  • Lee, V., Vashi, N., Roudbarani, F., Modica Tablon, P., Pouyandeh, A., Sellitto, T., Ibrahim, A., Ameis, S. H., Elkader, A., Gray, K. M., Kerns, C. M., Lai, M-C., Lake, J., Thomson K. & Weiss, J (2024). Utility of a virtual small group cognitive behaviour therapy program for autistic children during the pandemic: Evidence from a community-based implementation study. BMC Health Services Research, 24(1), 1-11. https://doi.org/10.1186/s12913-024-11033-9
  • Thakur, A., Bobette, N., Bond, V., Gonzales, A., Lake, J., Lefkowitz, G., Mia, N., Niel, U., Socklingam, S., Streisslberger, E., Thomson, K., Volpe, T., & Lunsky, Y. (in press). Bridging the gap: A national virtual education program for professionals caring for adults with intellectual and developmental disabilities at the time of COVID-19. BJPsych Open, 10, e130, 1–8. https://doi.org/10.1192/bjo.2024.67
  • Lake, J., Fung, K., Steel, L., Magnacca, C., Cardiff, K., Thomson, K., Bobbette, N., Redquest, B., Bailey, S., & Lunsky, Y. (2024). The experiences of family caregiver and clinician facilitators implementing a co-delivered acceptance and commitment training (ACT) intervention. Journal of Contextual Behavioral Science, 33, 100780. https://doi.org/10.1016/j.jcbs.2024.100780
  • Lin, E., Malhas, M., Bratsalis, E., Thomson, K., Hargreaves, F., Donner, K., Baig, H., & Boateng, R., Swain, R., Benisha Benadict, M., & Busch, L. (2024). Behavioral skills training for teaching safety skills to mental health service providers compared to training-as-usual: A pragmatic randomized control trial. BMC Health Services Research, 24(1), 1-13. https://doi.org/10.1186/s12913-024-10994-1
  • Mendoza, O., Thakur, A., Niel, U., Thomson, K., Lunsky, Y., & Bobbette, N. (2023). Project ECHO-AIDD: Recommendations for care of adults with intellectual and developmental disabilities. Advances in Mental Health and Intellectual Disabilities, 17(4), 292–309. https://doi.org/10.1108/AMHID-06-2023-0019
  • Thomson, K., Condillac, C., Trudeau-Craig, K., Koudys, J., Busch, L., & Boutsis, E. (2023). The long and winding road to professional regulation in Ontario, Canada. Behavior Analysis in Practice. doi.org/10.1007/s40617-023-00880-3. Davis, S., Raby, R., Thomson, K., Connolly, M., & Vause, T. (2023). An autoethnographic analysis of power in a behavior analytic informed approach to dance education. PHEnex Journal, 13(3), 1-17. https://ojs.acadiau.ca/index.php/phenex/article/view/4394
  • Davis, S., Raby, R., Thomson, K., Connolly, M., & Vause, T. (2023). An autoethnographic analysis of power in a behavior analytic informed approach to dance education. PHEnex Journal, 13(3), 1-17. https://ojs.acadiau.ca/index.php/phenex/article/view/4394
  • Malkin, A., Gunnarsson, K., & Thomson, K., & Jacobs, E. (2023). Behavioural economic analysis of demand for regulation of behaviour analysis in Ontario to inform public policy. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-023-00886-x
  • Robertson, J., Thomson, K., Hume, M., Magnacca, C., Marcinkiewicz, A, Cauchi, J. (2023). Evaluation of telehealth training for behavior technicians to implement common behavioral protocols. Journal of Behavioral Education. https://doi.org/10.1007/s10864-023-09521-9
  • Davis, S., Thomson, K. M., Zonneveld, K. L. M., Vause, T., Passalent, M., Bajcar, N. & Sureshkumar, B. (2023). An evaluation of virtual training for teaching dance instructors to implement a behavioral coaching package. Behavior Analysis in Practice, 16(4), 1100–1112. https://doi.org/10.1007/s40617-023-00779-z
  • Lin, E., Malhas, M., Bratsalis, E., Thomson, K., Boateng, R., Hargreaves, F., Baig, H., & Busch, L. (2022). Teaching self-protection and restraint skills to staff: A pragmatic randomized control trial protocol. JMIR Research Protocols, 11(12), e39672. https://www.researchprotocols.org/2022/12/e39672
  • Munno, R., Thomson, K. & Zonneveld, K. (2022). The effects of a self-management treatment package on physical activity in university students with depressive symptoms. Behavioral Interventions, 38(1), 118–139. https://doi.org/10.1002/bin.1918
  • Lunsky, N., Bobbette, N., Durbin J., Gozales, A., Grier, E., Iruthayanathan, R., Mia N., Pereira, C., Steel, L., Thakur, A., Thomson, K., & Sockalingam, S. (2022). The development and pilot evaluation of ECHO mental health for adults with intellectual and developmental disabilities. Journal of Mental Health Research in Intellectual Disabilities, 16(1). https://doi-org/10.1080/19315864.2022.2148789
  • Guertin, E. L., Vause, T., Thomson, K. M., Frijters, J. C., & Feldman, M. A. (2022). Obsessive–compulsive behaviors in autism spectrum disorder: Behavior analytic conceptual frameworks. Behavior Analysis: Research and Practice, 22(1), 81-99. http://dx.doi.org.proxy.library.brocku.ca/10.1037/bar0000236
  • Davis, S., Thomson, K., & Magnacca, C., (2020). Evaluation of a caregiver training program to teach help-seeking behavior to children with autism spectrum disorder. International Journal of Developmental Disabilities, 66(5), 348-357 https://doi.org/10.1080/20473869.2020.1812144
  • Zonneveld, K., Ennett, T., & Thomson, K., Vause, T., & Ditor, D. (2020). Assessment of the effectiveness of teaching with acoustical guidance (TAG) for teaching yoga poses to beginner and intermediate yoga practitioners. Journal of Applied Behaviour Analysis, 53(1), 222-236.
  • Davis, S., Thomson, K., & Connolly, M. (2019). Evaluation of behavioural skills training with volunteers teaching motor skills to individuals with developmental disabilities. Behavioral Interventions, 9(34), 431–450. https://doi.org/10.1002/bin.1688
  • Zonneveld, K., Ennett, T., & Thomson, K., Vause, T., & Ditor, D. (2019).Assessment of the effectiveness of teaching with acoustical guidance (TAG) for teaching yoga poses to beginner and intermediate yoga practitioners. Journal of Applied Behaviour Analysis. Online early view: https://doi.org/10.1002/jaba.550   
  • Weiss, J. A. Thomson, K., Burnham-Riosa, P., Albaum, C., Chan, V., Maughan, A., Tablon, P., Black, K. (2018). A randomized controlled trial of cognitive behaviour therapy for emotion regulation in children with autism. Journal of Child Psychology & Psychiatry. Available online: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcpp.12915
  • Hassan, M., Simpson, A., Danaher, K., Haesen, J., Makela, T., & Thomson, K. (2018) An evaluation of behavioural skills training for teaching caregivers how to support social skill development in their child with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(6), pp 1957–1970.
  • Hassan, M., Thomson, K. M., Khan, M., Burnham Riosa, P., & Weiss, J. A. (2017). Behavioural skills training for graduate students providing cognitive behaviour therapy to children with autism spectrum disorder. Behaviour Analysis: Research and Practice, 17(2), 155-165.
  • Tint A., Thomson K., & Weiss J.A. (2016). A systematic literature review of the physical and psychosocial correlates of Special Olympics participation among individuals with intellectual disability. Journal of Intellectual Disability Research doi:10.1111/jir.12295.
  • Thomson, K., Burnham Riosa, P., & Weiss, J. (2015). Brief report of preliminary outcomes of an emotion regulation intervention for children with autism spectrum disorder. Journal of Autism and Developmental Disorders. DOI 10.1007/s10803-015-2446-1
  • Zaragoza Scherman, A., Thomson, K., Boris, A., Dodson, L., Pear, J., & Martin, G. (2015).  Online Training of Discrete-Trials Teaching (DTT) for Educating Children with Autism Spectrum Disorders: A Preliminary Study. Journal on Developmental Disabilities, 21, 22-33.
  • Weiss, J., Thomson, K., & Chan, L. (2014). A systematic literature review of emotion regulation in individuals with autism spectrum disorders. Autism Research, 7(6), 629-648.
  • Walters, K. & Thomson, K. (2013). The history of behaviour analysis in Manitoba: A Canadian Province with many contributions. The Behaviour Analyst, 36(1), 57-72.
  • Wightman, J., Boris, A., Thomson, K., Martin, G. L., Fazzio, D., & Yu, C. T. (2012). Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism. Journal on Developmental Disabilities, 18(3), 33-43.
  • Thomson, K., Martin, G. L., Fazzio, D., Salem, S., Young, K., & Yu, C. T. (2012). Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching. Research in Autism Spectrum Disorders, 6, 1073 – 1082.
  • Young, K. L., Boris, A. L., Thomson, K. M., Martin, G. L., & Yu, C. T. (2012). Evaluation of a self-instructional package on discrete-trials teaching to parents of children with autism. Research in Autism Spectrum Disorders, 6, 1321-1330.
  • MacPherson, L. F., Sousa, C. G. P., Thomson, K., M., Martin, T. L., Salem, S., Martin, G. L., & Yu, C. T. (2011). Does the Assessment of Basic Learning Abilities predict four-choice discrimination learning for persons with developmental disabilities? Journal on Developmental Disabilities, 17, 38-46.
  • Jeanson, B., Thiessen, C., Thomson, K., Vermeulen, R., Martin, G. L., & Yu, C. T. (2010). Field testing of the Discrete Trials Teaching Evaluation Form. Research in Autism Spectrum Disorders, 4, 718-723.
  • Salem. S., Fazzio, D., Arnal, L., Fregeau, P., Thomson, K., Martin, G. L., & Yu, C. T. (2009). A self-instructional package for teaching university students to conduct discrete-trials teaching with children with autism. Journal on Developmental Disabilities, 15, 21-29.
  • Thomson, K., Martin, G. L., Arnal, L., Fazzio, D., & Yu, C. T. (2009). Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review. Research in Autism Spectrum Disorders, 3(3), 590-606.
  • Babel, D., Martin, G. L., Fazzio, D., Arnal, L., & Thomson, K. (2008). Assessment of reliability and validity of the discrete-trials teaching evaluation form. Developmental Disabilities Bulletin, 36, 67-80.

Contributions to Edited Books (invited):

  • Magnacca, C. & Thomson, K. (2023). The importance of intrapersonal skills for behaviour analysts. People Skills for Behaviour Analysts (pp. 4-15). In Maich, K., Hall, C., & Anderson, B. (Eds). Routledge
  • Thomson K. & Munno, R., Busch, L., & Feldman, M. (2023). Don’t blame the mediator: Keeping applied behaviour analysis doable for best possible outcomes. People Skills for Behaviour Analysts (pp. 182-191). In Hall, C., Maich, K., & Anderson, B. (Eds). Routledge.
  • Munno, R., Thomson, K., & Pear, J. (2022). History of applied behaviour analysis. In J. L. Matson, & P. Sturmey (Eds). International Handbook of Autism And Pervasive Developmental Disorders (pp. 761–778). Springer Nature: Switzerland.
  • Condillac, R., & Thomson K. (2020). Teaching adaptive behaviour to people with developmental disabilities (447-463). In I. Brown, & M. Percy (Eds), Developmental disabilities in Ontario (4th ed.). Toronto, ON: Delphi Graphic Communications.
  • Brown, R., Thomson K., & Davis, S. (2020). Roles and training of disability personnel (545-571). In I. Brown, & M. Percy (Eds), Developmental disabilities in Ontario (4th ed.). Toronto, ON: Delphi Graphic Communications.
  • Wilson, R. Ioannou, S. & Thomson, K. (2019). Using a multicomponent model in the assessment of persons with intellectual disabilities and problems in sexual behaviour. In W. R. Lindsay, L. A. Craig, & D. M. Griffiths (Eds.), The Wiley Handbook on What Works for Offenders with Intellectual and Developmental Disabilities: An Evidence‐Based Approach to Theory, Assessment, and Treatment, First Edition (pp. 239-260). New Jersey, USA: John Wiley & Sons
  • Thomson, K., Walters, K., Martin, G. L., & Yu, C. T. (2011). Treatments for adaptive and social skills. In J. L. Matson & P. Sturmey (Eds.) International Handbook of Autism and Pervasive Developmental Disabilities (pp. 339-354). New York: Springer Publishing Company.
  • Martin, G. L., & Thomson, K. (2011). Overview of behavioral sport psychology. In J. K. Luiselli & D. D. Reed (Eds.). Behavioral Sport Psychology: Evidence-Based Approaches to Performance Enhancement (pp. 3-21). New York: Springer.

Graduate Students

  • Current PhD Students
    • Taylor Manuge (ADS)
    • Sarah Davis (CHYS)
  • Current MA Students
    • Jolene Menezes
    • Grace Bird
    • Kristin Grant
    • Samantha Wallbank
  • Past MA Students
    • Taylor Manuge
    • Sarah Bernier
    • Kirsten Young
    • Reghann Munno
    • Carly Magnacca
    • Amanda Marcinkiewicz
    • Joey Robertson
    • Sarah Davis
    • Mafuz Hassan