Doreen Ferko, Ph.D.

ECH 340, 350, 365, 375, 385, 525
EDU 341, 411, 511, 541, 525,
SPE 520, 546, 550, 551, 555, 558
HED 520
LDR 725, 735

Dr. Ferko's research interests are in the following areas:

* the use of Applied Behavior Analysis to address challenging/violent behaviors
* cultural influences on behavior
* science instruction for individuals with disabilities
* service provision for individuals with disabilities in correctional settings

* California State University at Fullerton, 2001-2008
* Purdue University, 1995-2001
* Dubnoff Center for Child Development, 1990-1995
* Ulysses S. Grant High School, 1993

Lee, D. Therrien, B., Hosp, J., Ferko, D., Hua, Y., Lee, S. (2022). Reading the room: Using contextual information across behavioral, academic, and social (BASE) domains to develop effective supports for students with EBD. Presented at the 45th Annual Teacher Educators for Children with Behavior Disorders Conference, Tempe, AZ.
Hosp, J., Lee, D., Therrin, W., Ferko, D. (2021, November). Maintaining mental health during a global pandemic: Personal and professional adjustments. Presented at the 44th Annual Teacher Educators for Children with Behavior Disorders Conference, Tempe, AZ.
Lee, D., Therrin, W., Ferko, D. (2020, November). The three "m"s of behavior analysis: Using matching, momentum, and motivating operations to modify classroom contexts for students with EBD. Virtual Presentation for the 43rd Annual Teacher Educators for Children with Behavior Disorders Conference, Tempe, AZ.
Lee, D., Therrin, W., Ferko, D., Banda, D., Taylor, J. (2019, October). Using a BASE model to support science instruction for students with EBD. Presented at the 42nd Annual Teacher Educators for Children with Behavior Disorders Conference, Tempe, AZ.
Sylva, J, Ferko, D., & Geronimo, C., (2018, May). The Roles of the Board Certified Behavior Analyst in Public Schools: Implications for Preparation and Ethical Practice. 44th Annual Convention of the Association for Behavior Analysis International, San Diego, CA.
Lee, D., Farmer, T., Rizzo, K., Sterret, B., & Ferko, D. (2017). Supporting early adolescent learning and social success: Project Seals. 40th Annual Conference Severe Behavior Disorders of Children and Youth, Tempe, AZ/
Therrin, B., Lee, D., Ferko, D., Hua, Y., Hosp, J. (2015, October). Evidence based academic and behavioral supports for students with EBD in inquiry science classrooms. 39th Annual Conference Severe Behavior Disorders of Children and Youth, Tempe, AZ.
Woods-Groves, S. & Ferko, D. (2014, May). An investigation of an editing strategy with postsecondary students with developmental disabilities. 38th Annual Convention of the Association for Behavior Analysis International, Chicago, IL.
Hua, Y., Vogelgesang, K., Ferko, D. (2013, May). The effects of a paraphrasing strategy on expository reading comprehension of young adults with intellectual disabilities," 39th Annual Convention of the Association for Behavior Analysis International, Minneapolis, MN.
Therrin, B., Lee, D., Hughes, C., Hosp, J., Ferko, D., Hua, Y. (2013, October). Increasing on-task behavior in secondary science classrooms, 37th Annual Conference on Sever Behavior Disorders of Children and Youth, Tempe, AZ.
Lee, D. L., Therrin, W., Hua, Y., Ferko, D. J. K., & Hoodak, G. (2012, October). Accepted. “Setting neutral” solutions for modifying content area instruction for students with EBD. To be presented at the 36th Annual TECBD Conference On Severe Behavior Disorders of Children and Youth, Tempe, Arizona.
Lee, D. L. & Ferko, D. J. K. (2011, October). Why students with EBD don’t do homework. Presented at the 35th Annual TECBD Conference On Severe Behavior Disorders of Children and Youth, Tempe, Arizona.
Ferko, D. J. K. (2011, May). The effect of student teacher rapport on student shoice of academic behaviors. Presented at the 37th Annual Convention of the Association of behavior Analysis International, Denver, Colorado.
Ferko. D. J. K. & Ferko, T. (2011, February). Teaching science by linking inquiry-based activities to current events. Presented at the 48th Annual International Conference of the Learning Disabilities Association of America, Jacksonville, FL.
Lee, D. L., Hua, Y. & Ferko, D. J. K. (2010, October). Some contributions of Applied Behavior Analysis to Teaching Students with Emotional and Behavioral Disorders. Presented at the 34th Annual TECBD Conference On Severe Behavior Disorders of Children and Youth, Tempe, Arizona.
Sylva, J., Ferko, D. J. K., & Robinson, S. (2010, May). Beyond "I Got It": Moving from Acquisition to Adaptation. Presented at the 36th Annual Convention of the Association of Behavior Analysis International, San Antonio, Texas.
Ferko. D. J. K., Prins, B., & Ferko, T. (2010, February). Living Science Activities for Teachers, Parents, and Students Presented at the 47th Annual International Conference of the Learning Disabilities Association of America, Baltimore, MD.
Ferko, D. J. K., & Jung, W. S. (2009, April). Korean Parent’s Participation in the IEP Process. Presented at the Annual Convention for the Council for Exceptional Children, Seattle, WA.
Ferko, D. J., K., & Jung. W. S. (2009, April). Korean's Perceptions of Disabilities and Appropriate Education for People with Disabilities. Presented at the 2009 Association for Educational Research Annual Meeting, San Diego, CA.
Publications:
Jung, W., Stang, K., Ferko, D. J. K., & Han, S. (submitted). Cultural influences on the ratings of behavioral problems, emotional problems and school adjustment, for Korean and Korean American adolescents. Journal of Comparative Education
Jung, W. S., Stang, K., Ferko, D. J. K., & Han, S. (2011). A commentary on cultural influence impacting the education of Korean American adolescents. American Secondary Education, 40,31-38.
Ferko, D. J. K., Jung, W., & Kim, S. S. (2010). Korean Americans’ perceptions and attitudes toward people with disabilities: Determination of inclusion issues. Journal of International Special Needs Education,13, 23-31.
Ferko, D. J. K., Jung, W. S., & Huang, S. (2008). Beliefs about early intervention services for students with disabilities among Taiwanese and Taiwanese Americans. Journal of International Special Needs Education, 4, 1-32.
Ferko, D., & Jung, W. (2007). A qualitative study of Korean Immigrant parents’ participation in the IEP process: Their perceptions and barriers. The Asia-Pacific Journal of Inclusive Education,4, 1-32.
Presentations:
Ferko, T., & Ferko, D. J. K. (2009, February). Doing Science: Science Activities for Teachers, Parents, and Students Related Science Standards. Presented at the 46th Annual International Conference of the Learning Disabilities Association of America, Salt Lake City, UT.
Ferko, D. J., K. (2009, January). 20 Ways to Address Challenging Behavior. Presented at the Joni and Friends Disabilities Ministry Summit, Pasadena, CA.

Member of Cornerstone Bible Church, Fullerton, CA
2002-2008 Pebbles ministry servant (birth to age 5).
2008 - Current Children’s ministry (pre-school to 6thgrade) 2nd and 3rd grade teacher.
2018 - Current Care Group/Life Group co-leader
2016 - Current Women of the Word Leadership Team servant.

Memberships:
American Education Research Association
Council for Exceptional Children
Association for Behavior Analysis
California Association for Behavior Analysis

Community Service
* Liaison to Stokoe Elementary
* Board Member for the Access Center, Riverside

Interests/Hobbies:
Camping, hiking/backpacking, sports, crafting

Contries visited:
Canada
Mexico
Korea
Japan
Taiwan
England
France
Germany
Spain
Portugal
Czech Republic
Slovakia
Aruba
Panama

Family
Married with two children

Quotes:
"He is no fool who gives what he cannot keep to gain what he cannot lose." Jim Elliot
“Education is not the filling of a pail but the lighting of a fire” W. B. Yeats

Scripture:
Colossians 2:8 "See to it that no one takes you captive through philosophy and empty deception, according to the tradition of men, according to the elementary principles of the world, rather than according to Christ."
1 Peter 1:3 "seeing that His divine power has granted to us everything pertaining to life and godliness, through the full knowledge of Him who called us by His own glory and excellence."
Ps. 73:25 "Whom have I in heaven but You? And besides You, I desire nothing on earth."

Philosophy of Education
According to the Westminster Shorter Catechism “Man's chief end is to glorify God, [a] and to enjoy him forever” (http://www.creeds.net/Westminster/shorter_catechism.html). If we are to glorify God and enjoy Him, we must know Him and knowing Him provides the foundation upon which my philosophy of education stands. In light of this, my philosophy stands on three “chief or aims.” The first chief aim is developing effective teacher learners. To do this I need to first be a learner myself. I need to first be current in my own professional discipline. I need to assess where students are at, then use the assessment data to inform how I facilitate their pursuit of where they need to be. The second aim of my philosophy of teaching involves developing teacher scholars. Scholars are seekers/learners who are critical consumers and users of the literature related to their field. As a result they stay informed of current and validated practices so that they are on the cutting edge of their fields. Scholars are also masters of their discipline and contributors to their field. Whether it is a parent conference, school site in-service, conference presentation or journal publication, scholars are experts who people can turn to. The third pillar of my philosophy is developing the teacher leader. Leaders are a diverse group of individuals and leadership may be formal or informal however, the development of teacher leaders begins with the attitude that change can be teacher-driven. Teacher leaders are individuals who accept the responsibilities available for improving the educational success of students. This may begin within one’s direct sphere of influence but as one takes the initiative to lead, one’s sphere of influence grows. Whether this influence is formal, by way of leading a group or writing an important document, or informal, by way of the day to day interactions teacher has with others. Teacher leaders are also individuals who are grounded, influenced by a stable source of truth that helps them to understand the people and situations that they encounter.