• Ph D, Applied Behavior Analysis, The Ohio State University, 1992
• MS, Severe Learning and Behavior Disorders, Moorhead State University, 1989
• BA, History, Psychology, Social Sciences, Secondary Education, St. John's University, 1985

• Washington State Teacher License, State of Washington, Office of Superintendent of Public Instruction
• Washington State Teacher License, State of Washington, Office of Superintendent of Public Instruction
• Washington State Teacher License, State of Washington, Office of Superintendent of Public Instruction
• Washington State Teacher License, State of Washington, Office of Superintendent of Public Instruction
• Washington State Teacher License, State of Washington, Office of Superintendent of Public Instruction
• Washington State Teacher License, State of Washington, Office of Superintendent of Public Instruction
• Washington State Teacher License, State of Washington, Office of Superintendent of Public Instruction
• Ohio Teacher License, Ohio Department of Education
• Ohio Teacher License, Ohio Department of Education
• Ohio Teacher License, Ohio Department of Education
• Ohio Teacher License, Ohio Department of Education
• Ohio Teacher License, Ohio Department of Education
• Minnesota Teacher License, Minnesota Department of Education
• Minnesota Teacher License, Minnesota Department of Education
• North Dakota Teaching Credential, North Dakota Department of Education
• Minnesota Teacher License, Minnesota Department of Education
• North Dakota Teaching Credential, North Dakota Department of Education
• North Dakota Teaching Credential, North Dakota Department of Education
• North Dakota Teaching Credential, North Dakota Department of Education
• North Dakota Teaching Credential, North Dakota Department of Education
• Minnesota Teacher License, Minnesota Department of Education
• Minnesota Teacher License, Minnesota Department of Education

• Computer assisted delivery of Discrete Trial Training to teach early literacy skills to students with significant intellectual disabilities., Center for Teaching & Learning Teaching Improvements Grants, (2023 - 2023)
• Dissemination of undergraduate research in special education from the University of South Dakota at the Forty-eighth Annual Convention for the Association of Behavior Analysis International, Boston, MA, Center for Undergraduate Research and Creative Scholarship (i.e., CURCS), (2022 - 2022)
• Using repeated reading strategies and Precision Teaching measurement approaches to improve oral reading fluency in students enrolled extended school year educational programs., U.Discovery Research Program through the University of South Dakota’s Gallagher Center for Experiential Learning and Study Abroad., (2021 - 2021)
• Precision Teaching and repeated practice reading fluency improvements: Students at a rural tribal school., Brady Education Foundation2023)
• Precision Teaching and oral reading fluency improvements: Rural tribal school., Burlington Northern Foundation2023)
• Increasing on-task behavior and academic engagement with students with disabilities using self-management approaches in a secondary general education classroom., Society for the Advancement of Behavior Analysis: Sidney W. & Janet R. Bijou Grant2023)
• Increasing on-task behavior and academic engagement with students with disabilities using self-management approaches in a secondary general education classroom., Society for the Advancement of Behavior Analysis: Innovative Student Research Grant2023)

• Effects of stability balls on attention to task during instructional activities in the regular classroom for students with attention deficit hyperactivity disorders., CTL Teaching Improvements Grants, Center for Teaching and Learning, (2020 - 2020)
• A comparison between the use of traditional Precision Teaching celeration charting with an electronic version of the standard behavior chart: Classwide & individual data on SAFMEDS instruction combined with Precision Teaching measurement. , Center for Teaching & Learning, Teaching Improvement Grants, (2019 - 2019)
• Using SAFMEDS instruction combined with Precision Teaching measurement as an alternative formative assessment approach for building content fluency in university coursework: Three years of class wide data and samples of individual performances. , Bitter Foundation Mini-Grants for Undergraduate Research, School of Education, (2017 - 2017)
• Using SAFMEDS instruction combined with Precision Teaching measurement as an alternative formative assessment approach for building content fluency in university coursework: Three years of class wide data and samples of individual performances., CURCS Mini-Grants, Council for Undergraduate Research and Creative Scholarship, (2017 - 2017)
• Using SAFMEDS instruction combined with Precision Teaching measurement as an alternative formative assessment approach for building content fluency in university coursework: Three years of class wide data and samples of individual performances., CTL Teaching Improvements Grants, Center for Teaching and Learning, (2017 - 2017)
• Evaluating the classwide instructional fluency related to content instruction in an university course: Using SAFMEDS combined with Precision Teaching measurement procedures., Center for Undergraduate Research and Creative Scholarship (i.e., CURCS), (2014 - 2014)
• Evaluating the classwide instructional fluency related to content instruction in an university course: Using SAFMEDS combined with Precision Teaching measurement procedures., Bitter Foundation Student Travel Awards, (2014 - 2014)
• Behavioral dynamics and Precision Teaching measurement procedures combined with the use of SAFMEDS flashcards and iPad repeated reading applications for improving the identification of important course content and oral reading fluency of student in higher education and second- and third-grade students with students learning disabilities., Center for Teaching & Learning, (2014 - 2014)
• Evaluating the classwide instructional fluency related to content instruction in an university course: Using SAFMEDS combined with Precision Teaching measurement procedures. , Bitter Foundation Student Travel Awards. University of South Dakota, Vermillion, SD., (2014 - 2014)
• Evaluating the classwide instructional fluency related to content instruction in an university course: Using SAFMEDS combined with Precision Teaching measurement procedures., Center for Undergraduate Research and Creative Scholarship (i.e., CURCS) mini-grant awards. University of South Dakota, Vermillion, SD. , (2014 - 2014)
• National call for states to request CEEDAR intensive technical assistance, Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center Center, U.S. Department of Education, Office of Special Education Programs (OSEP) under a cooperative agreement to the University of Florida, South Dakota Department of Education, (2013 - 2016)
• National call for states to request CEEDAR intensive technical assistance, Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center [U.S. Department of Education, Office of Special Education Programs (OSEP) under a cooperative agreement to the University of Florida, South Dakota Department of Education, South Dakota Department of Education & the University of Florida, (2013 - 2016)
• Behavioral dynamics and Precision Teaching measurement procedures combined with the use of SAFMEDS flashcards for improving the fluency identification of musical notation, symbols, and concepts with early elementary students., MCI Teaching Improvements Grants, Center for Teaching and Learning, (2011 - Present)
• Dissemination of applied classroom research on ‘Count-Toon’ self-management procedures in an early childhood special education setting, Center for Teaching and Learning Grant, (2010 - 2010)
• Dissemination of applied classroom research for students with severe emotional and behavioral disorders, Center for Teaching and Learning, (2009 - 2009)

Citations listed below are presented in a standardized, modified format for display purposes only. They do not necessarily reflect the preferred style and conventions of the faculty member or discipline.

• Stabnow, Erin E., Rieger, Heather H., and Sweeney, William W.. Increasing Pizza Box Assembly Using Task Analysis & Least-to-Most Prompting., Editors Howard Paul, 169-191. Vol. 45, Iss. 3 Taylor & Francis Group 4 Park Square Milton Park Abingdon OX14 4RN: Child & Family Behavior Therapy, 2023. (DOI: 10.1080/07317107.2023.2170197)
• DenOtter-Conroy, Ari, and Sweeney, William W.. FAS, interventions, prevention, and cultural implications.. In International Journal of Social Policy and Education, editors Joseph M. Stevenson, Ph.D., 48-56. Vol. 4, Iss. 2 New York: International Center for Promoting Knowledge, 2022.
• Mize-Climer, Canidice C., Lukkes, Cody C., and Sweeney, William W.. Behavioral Interventions To Improve The Performance Of Collegiate Volleyball., Editors Terry S Falcomata & Henry Roane, 1 - 20. Vol. 25 https://support.springer.com/support/solutions/6000138290: Journal of Behavioral Education, 2021.
• Hazlett, Lisa, Sweeney, William, and Reins, Kevin. Using Young Adult Literature Featuring LGBTQ Adolescents With Intellectual and/or Physical Disabilities to Strengthen Classroom Inclusion. Ontario, Canada: Cited in Sexuality Education, 2020. (DOI: 10.1080/14681811.2020.1712549)
• , Sweeney, William W., and Reins, Kevin K.. Defying Expectations: Representations of Youths in Young Adult Literature, 324. Vol. 63, Iss. 3 Hoboken, NJ: Journal of Adolescent and Adult Literacy, 2019. (DOI: https://doi.org/10.1080/00405841.2011.584031)
• Hazlett, Lisa, Sweeney, William, and Reins, Kevin. Using Young Adult Literature Featuring LGBTQ Adolescents With Intellectual and/or Physical Disabilities to Strengthen Classroom Inclusion. International Literacy Association, 2019. (DOI: 10.1002/jaal.982)
• Hazlett, Lisa, and Sweeney, William. Hazlett, L., & Sweeney, W. (2017). Balancing Updating Young Adult Literature Reading Lists While Retaining Quality Titles. . In Hayn, J., Kaplan, J. & Clemmons, K.R. (Eds.). Teaching adolescent literature today. Second Edition. (XXXX). Lanham, MD: Rowman and Littlefield., editors Hayn, J.A., Kaplan, J. & Clemmons, K.R., 123-135. Iss. Second Edition Lanham, MD: Rowman and Littlefield, 2017.
• Hazlett, Lisa, and Sweeney, William. Using Young Adult Literature in Implementing Common Core Literacy Standards with Inclusion Students in non-IDEA Classrooms.. In Teaching Young Adult Literature: Integrating, Implementing, and Re-Imagining the Common Core, editors J. Hayn, J.S. Kaplan, and A.L. Nolan. Lanham, MD: Roman and Littlefield, 2015.
• Hazlett, Lisa, Sweeney, William, and Reins, Kevin. Using Young Adult Literature Featuring LGBTQ, Disabled, and Disabled LGBTQ Adolescents to Strengthen Classroom Inclusion., Editors Anita Woolfolk Hoy, 206-214. Vol. 50, Iss. 3 Urbana, IL: Theory Into Practice, 2011.
• Hayn, Judith J., Hazlett, Lisa, Sweeney, William, and . Facilitating inclusion: Young adult literature as a tool., Editors Susan L. Groenke and Lisa Scherff, 8-11. Vol. 31, Iss. 4 National Council of Teachers of English, Urbana, IL: English Leadership Quarterly, 2009.
• Malanga, Paul P., and Sweeney, William. Increasing active responding in a university applied behavior analysis course: The effect of daily assessment and response cards on end of week quiz scores., Editors Brian K. Martens, 187-199. Vol. 17, Iss. 2 Springer Publshing: Journal of Behavioral Education, 2008.
• Sweeney, William, Ring, Mary, Malanga, Paul P., Lambert, Charles C., , , and . Using curriculum-based assessment and repeated practice instructional procedures combined with daily goal setting to improve elementary students oral reading fluency: A teacher training approach.., Editors Richard Kubina, 2-19. Vol. 19, Iss. 1 Penn State University, University Park, PA: Journal of Precision Teaching and Celeration, 2003.
• Hazlett, Lisa, Sweeney, William, and . Using Young Adult Literature in Implementing Common Core Literacy Standards with Inclusion Students. In Implementing Common Core Literacy Standards through Young Adult Literature. Lanham, MD: Rowman and Littlefield.
• Hazlett, Lisa, and Sweeney, William. PROPOSAL ONLY--Using Young Adult Literature in Implementing Common Core Literacy Standards with Inclusion Students. In Implementing Common Core Literacy Standards through Young Adult Literature. NY: Routledge, Taylor and Francis.

• Waltjer-Haverly, Tammi D., and Sweeney, William J., Computer assisted delivery of Discrete Trial Training to teach early literacy skills to students with significant intellectual disabilities. . Presented at the 49th Annual Convention of the Association for Behavior Analysis International, Denver, CO. (May 28, 2023)
• DeWitte, Talia E., Powers, Lauren M., and Sweeney, William J., The effectiveness of SAFMEDS flashcard instruction combined with Precision Teaching measurement approaches for improving content acquisition in an undergraduate special education course.. Presented at the Forty-eighth Annual Convention for the Association of Behavior Analysis International, Boston, MA. (May 30, 2022)
• DeWitte, Talia M., and Sweeney, William J., Using repeated reading and Precision Teaching measurement approaches to improve oral reading fluency in students enrolled in an extended school year educational program.. Presented at the Forty-eighth Annual Convention for the Association of Behavior Analysis International, Boston, MA. (May 29, 2022)
• DeWitte, Tallia E., and Sweeney, William J., Using repeated reading and Precision Teaching measurement approaches to improve oral reading fluency in students with educational disabilities. . Presented at the Upper Midwest Honors Conference, Vermillion. (April 2022)
• Barton, Amanda G., and Sweeney, William, Three-step prompting: Teaching young children with Autism to follow instructions.. Presented at the 47th Annual Convention for the Association of Behavior Analysis International. (Conference presented in a virtual environment due to COVID-19 pandemic)., San Francisco, CA.. (May 29, 2021)
• Miller, Carla J., William J., Effects of stationary stability balls on attention to task during instructional activities in the regular classroom environment for students with attention deficit hyperactivity disorders.. Presented at the 46th Annual Convention for the Association of Behavior Analysis International, Washington, DC. (conference presented in a virtual environment due to COVID-19 pandemic)., Washington, D.C.. (May 24, 2020)
• Sweeney, William J., A Comparison Between the Use of Traditional Precision Teaching Celeration Charting with an Electronic Version of the Standard Behavior Chart: Classwide & Individual Data on SAFMEDS Instruction Combined with Precision Teaching Measurement. . Presented at the 45th Annual Convention for the Association of Behavior Analysis International, Chicago, IL. (May 27, 2019)
• Sweeney, William, Iverson, Monica K., and , SAFMEDS Instruction Combined With Precision Teaching Measurement, An Alternative To Traditional Content Quizzes In Higher Education: Modeling & Practicing Data Collection & Analysis. Presented at the Association for Behavior Analysis International (ABAI) National Conference, San Diego, CA. (May 28, 2018)
• Sweeney, William J., and Iverson, Monica K., SAFMEDS instruction combined with Precision Teaching, an alternative to traditional classroom quizzes: Modeling data collection and analysis. Presented at the 44th Annual Convention for the Association of Behavior Analysis International, San Diego, California. (May 26, 2018)
• Sweeney, William J., Iverson, Monica, Wiebers, Abigail C., and Jorgensen, Jennifer L., Using SAFMEDS instruction combined with Precision Teaching measurement as an alternative formative assessment approach for building content fluency in university coursework: Three years of class wide data. . Presented at the 43rd Annual Convention for the Association of Behavior Analysis International, Denver, Colorado. (May 27, 2017)
• Sweeney, William J., The omnipotent god of shoes and the importance of individualization. . Presented at the South Dakota ED Talks Dean’s Luncheon, Vermillion, South Dakota. (December 09, 2016)
• Sweeney, William, and Stabnow, Erin F., Increasing Pizza Box Assembly Using Task Analysis And A Least-to-Most Prompting Hierarchy. Presented at the 42nd Annual Convention of the Association for Behavior Analysis International, Chicago, IL. (May 30, 2016)
• Sweeney, William J., and Climer, Candice K., Using Goal-Setting, Public Posting, and Feedback to Improve the Performance of Collegiate Volleyball Players. Presented at the 41st Annual Convention for the Association for Behavior Analysis International, San Antonio, Texas. (May 24, 2015)
• Sweeney, William J., and Johnson, Matthew D., An Evaluation of the Effectiveness of the Good Behavior Game in a Tier 2 High School Special Education Classroom.. Presented at the 41st Annual Convention for the Association of Behavior Analysis International, San Antonio, Texas. (May 23, 2015)
• Sweeney, William J., Jansen, Emily A., Lombard, Tara J., Timmer, Emily R., , and , Evaluating the classwide instructional fluency related to content instruction in an university course: Using SAFMEDS with Precision Teaching measurement procedures. Presented at the 40th Annual Convention for the Association for Behavior Analysis International, Chicago, IL. (May 26, 2014)
• Sweeney, William J., and Carlson, Krislyn J., Incorporating iPad technology within repeated reading interventions for students with learning disabilities. Presented at the 40th Annual Convention for the Association for Behavior Analysis International, Chicago, IL. (May 25, 2014)
• Sweeney, William, Sweeney, Susan, Sweeney, Twila, Sweeney, Joseph, and Sweeney, Britney, Panel Discussion Related to Family Consideration in Foster & Adoptive Care Settings. Presented at the PRIDE Training for Parents Considering Foster & Adoptive Care, Vermillion, SD. (October 15, 2013)
• Sweeney, William, and Malanga, Paul, A case against percentages as a primary dependent measure. Presented at the 39th Annual Convention for the Association for Behavior Analysis International, Minneapolis. (May 25, 2013)
• Mayrose, Ronda, Sweeney, William, and , Combining the use of repeated practice through the use of SAFMEDS with Precision Teaching measurement procedures to build fluency in music notation recognition with elementary students.. Presented at the 37th Annual Convention for the Association for Behavior Analysis International, Denver, CO. (May 30, 2011)
• Malanga, Paul, Chambers, Mark R., Sweeney, William, and , The relationship between functional assessment and behavioral support plans. Presented at the 37th Annual Convention for the Association for Behavior Analysis International, Denver, CO. (May 29, 2011)
• Mayrose, Ronda, Sweeney, William, and , Preliminary results of combining the use of repeated practice through the use of SAFMEDS with Precision Teaching measurement procedures to build fluency in music notation recognition with elementary students. Presented at the IdEA Fest 2011, Vermillion, SD. (April 14, 2011)
• Puhrmann, Melissa K., and Sweeney, William, The effects of using the Countoon behavior management strategy with young children in an early childhood special education setting. Presented at the 36th Annual Convention for the Association for Behavior Analysis International, San Antonio, TX. (May 30, 2010)
• Heath, Jennifer S., and Sweeney, William, Improving oral reading fluency in elementary students of American Indian heritage with learning disabilities using the repeated reading instructional approach. Presented at the 35th Annual Convention of the Association for Behavior Analysis International, Phoenix, AR. (May 26, 2009)
• Sweeney, William, Iverson, Monica K., and Malanga, Paul R., Evaluation of a token economy’s effectiveness in a self-contained classroom in a psychiatric rehabilitation facility with secondary students diagnosed with emotional and behavioral disabilities. Presented at the 35th Annual Convention of the Association for Behavior Analysis International, Phoenix, AR. (May 25, 2009)
• Kristi, Oskar, and Sweeney, William, ), using repeated practice and error correction procedures combined with Precision Teaching measurement approaches to improve math calculation fluency of middle school students with emotional and behavioral disorders.. Presented at the 34th Annual Convention of the Association for Behavior Analysis International, Chicago, IL. (May 28, 2008)
• Ward-Maguire, Patricia, Sweeney, William, and Malanga, Paul R., Increasing on-task behavior and assignment completion of high school students with emotional and behavioral disorders. Presented at the 34th Annual Convention of the Association for Behavior Analysis International, Chicago, IL. (May 27, 2008)
• Sweeney, William, Malanga, Paul R., and Tutt, Nichole M., Using Precision Teaching measurement procedures and repeated reading practice procedures to build oral reading fluency with academically at-risk fourth-grade students: Teaching teachers how to teach. Presented at the 33rd Annual Convention of the Association for Behavior Analysis International, San Diego, CA. (May 28, 2007)
• Sweeney, William, and Perrine, Kristel, Teaching preservice teachers to use repeated reading practice procedures combined with Precision Teaching measurement approaches to improve the oral reading fluency and retelling comprehension of fourth-grade students considered academically at-risk. Presented at the 33rd Annual Convention of the Association for Behavior Analysis International, San Diego, CA. (May 26, 2007)
• Sweeney, William, Schreurs, Brittany S., and Malanga, Paul R., Improving oral reading fluency and retelling comprehension of students with Native American heritage through the use of repeated readings and Precision Teaching measurement approaches. Presented at the 33rd Annual Convention of the Association for Behavior Analysis International, San Diego, CA. (May 23, 2007)
• Sweeney, William, Special education update including the status of IDEA reauthorization (i.e., Individuals with Disabilities Educational Improvement Act of 2004.. Presented at the Second Annual South Dakota School Law Institute, Sioux Falls, SD. (June 10, 2006)
• Pierce, Carla L., and Sweeney, William, Building oral reading fluency and retelling comprehension with fourth-grade students in a highly diverse elementary school.. Presented at the 32nd Annual Convention of the Association for Behavior Analysis International, Atlanta, GA. (May 29, 2006)
• Berlinger, Robert W., Sweeney, William, and Malanga, Paul R., Using repeated readings to build oral reading fluency and retelling comprehension of fourth-grade students considered academically at-risk. Presented at the 32nd Annual Convention of the Association for Behavior Analysis International, Atlanta, GA. (May 29, 2006)
• Sweeney, William, Wetz, Jenny, Powell, Lauri, Tracy, Rise, Sweeney, Susan R., and , Using repeated readings procedures and Precision Teaching evaluation procedures with fourth-grade general education students to improve oral reading fluency and retelling comprehension in an era of “No Child Left Behind.”. Presented at the 32nd Annual Convention of the Association for Behavior Analysis International, Atlanta, GA. (May 27, 2006)