Gregory G. Taylor

Gregory G. Taylor, Ph.D. is a scholar and educator whose career reflects decades of experience across K–12 education, applied behavior analysis, higher education, and community-based settings. His professional experience includes serving as a group-home teaching parent, public school special educator and teacher coach, Board-Certified Behavior Analyst, university faculty member, and program leader. He earned a Ph.D. in Special Education from the University of Florida.

Dr. Taylor’s teaching experience spans early childhood through graduate education and includes traditional, blended, and online instruction in special education, applied behavior analysis, positive behavior supports, classroom management, functional behavioral assessment, instructional technology, and single-case research design.

Dr. Taylor’s research focuses on developing and applying evidence-based approaches to improve teaching and learning, with interests in distance supervision and professional development in applied behavior analysis, innovative technologies for instruction and supervision, and strategies that promote emotional regulation, self-monitoring, and independent functioning. His scholarship includes work on assistive technology, cognitive-behavioral interventions, emotional and behavioral disorders, and remote supervision, as well as peer-reviewed publications, grant-funded research, and presentations at national and international conferences.

Dr.

Taylor’s service reflects a strong commitment to strengthening educational systems and preparing professionals to meet the needs of all learners. His service includes program leadership, accreditation and curriculum development, student advising and mentoring, teacher professional development, state-level teacher certification assessment, professional organization leadership, conference service, and collaboration with school districts and state agencies. Across his teaching, research, and service, he is committed to preparing educators and behavior analysts to use research-informed practices that improve outcomes for students, families, and communities.

Key Words:

Special Education, Behavioral Disorders, Applied Behavior Analysis, Evidence Based Instruction, Distance Education, Remote Supervision