Peter Gerhardt, Ed.D., is the Director of Education, Upper School, for the McCarton School
in New York City. Dr. Gerhardt has more than 30 years experience utilizing the principles of
Applied Behavior Analysis in support of adolescents and adults with autism spectrum
disorders in educational, employment, residential and community-based settings. He has
authored and co-authored articles and book chapters on the needs of adolescents and
adults with ASD and has presented nationally and internationally on this topic.
Dr. Gerhardt serves as Chairman of the Scientific Council for the Organization for Autism
Research, is on the Editorial Board of Behavior Analysis in Practice and on numerous
professional advisory boards, including the Autism Society of America. Dr. Gerhardt received
his doctorate from Rutgers, The State University of New Jersey’s Graduate School of
Education.
Dr. Gerhardt’s research interests include issues related to: intensity of behavior analytic
instruction with adolescents and adults; community integration and employment;
development of adaptive behavior competencies; positive behavior supports with complex
individuals; and the use of technology to support community safety and independence.
in New York City. Dr. Gerhardt has more than 30 years experience utilizing the principles of
Applied Behavior Analysis in support of adolescents and adults with autism spectrum
disorders in educational, employment, residential and community-based settings. He has
authored and co-authored articles and book chapters on the needs of adolescents and
adults with ASD and has presented nationally and internationally on this topic.
Dr. Gerhardt serves as Chairman of the Scientific Council for the Organization for Autism
Research, is on the Editorial Board of Behavior Analysis in Practice and on numerous
professional advisory boards, including the Autism Society of America. Dr. Gerhardt received
his doctorate from Rutgers, The State University of New Jersey’s Graduate School of
Education.
Dr. Gerhardt’s research interests include issues related to: intensity of behavior analytic
instruction with adolescents and adults; community integration and employment;
development of adaptive behavior competencies; positive behavior supports with complex
individuals; and the use of technology to support community safety and independence.
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| Website designed by Spectrum Training Systems, Inc. |
