Argnue Chitiyo
Associate Professor of Applied Behavior Analysis
Curriculum Vitae
About Argnue Chitiyo
Dr. Argnue Chitiyo Holds a PhD in Applied Behavior Analysis from Tennessee Technological University. He has 7 years of experience in this field as a tenure track faculty of ABA in the Special Education Department. His research interests focus on special education teacher preparation, international special education policy and practice, and evidence-based interventions for students with emotional disorders.
Professional Experience
Prior to joining Ball State University, Argnue worked as a high school teacher in Zimbabwe. He took up a career in applied behavior analysis when he transitioned to the United State in 20014. Since then, he did consultation work with clinics and school in Tennessee, helping teacher to conduct functional behavior assessments, collect data, and plan for behavioral interventions. Argnue also did consultation work with residential facilities in Indiana, working with adults with autism and other developmental disabilities. His research focuses on special education teacher preparation, international special education policy and practice, and evidence-based interventions for students with emotional disorders.
Education
- BSc. Economic, University of Zimbabwe
- M.A. Curriculum and Instruction, Tennessee Technological University
- PhD. Exceptional Learning, Tennessee Technological University
Select Publications and Research
Riden, B. S., Ruiz, S., Markelz, A. M., Sturmey, P., Ward-Horner, J., Fowkes, C. L., Wikel, K., Chitiyo, A., & Williams, M. (2024; in press). The component analysis experimental method: A mapping of the literature base. European Journal of Applied Behavior Analysis
Chitiyo, A., King, S., Wojton, J., & Dzenga, G. (2023). Evidence-based reading interventions for students with EBD: A Systematic review and quality evaluation of research methods. Learning Disabilities: A Contemporary Journal
Dzenga, N., Dzenga, C. G., Mandebvu, K., & Chitiyo, A. (2023). Training elementary teachers to foster inclusive education for students with autism spectrum disorders: A focus on the INCLUDE program planning model. International Journal of Disability and Human Development, 23(4)
Pietrantoni, Z., Chitiyo, J., Chitiyo, A., Pena, J., & Fernandez, K. (2023). Perceived preparedness of school practitioners to identify and report child maltreatment. Social Development Issues, 45(3), 2023.
Chitiyo, A., & Chitiyo, G. (2022). An Assessment of the Mediation Effect of Hopelessness on the Relationship Between Bullying Experiences and Suicidal Ideation Among Adolescents. Journal of Education and Social Policy, 9(3), 51 – 60. https://doi:10.30845/jesp.v9n3p
Chitiyo, A., & Weiss, M. P. (2022). How to review for Journal of Special Education Preparation. Journal of Special Education Preparation, 2(1), 14–18. https://doi.org/10.33043/JOSEP.2.1.14-18
Chitiyo, A., Chitiyo, J., & Pietrantoni, Z. (2022). Rights-based education programming: A complimentary approach for addressing poverty, education inequality, and development in Zimbabwe. Journal of International Education and Practice, 5(1), 29-39. doi: https://doi.org/10.30564/jiep.v5i1.4770
Chitiyo, M., Kumedzro, F., Taukeni, G., Chitiyo, A., Ahmed, S., Alzayyat, L., & Green, B. (2021). Exploring the perceived causes and management of challenging behavior in Namibian and Ghanaian schools. Journal of International Special Education, 25(1), 2–13.https://doi.org/10.9782/JISNE-D-20-00044
Chitiyo, A., & Dzenga, C. G. (2021). Special and inclusive education practice in Southern Africa. Journal of Special Education Preparation, 1(1), 55–65. https://doi.org/10.33043/JOSEP.1.1.55-66