About Scott Dueker
Dr. Scott Dueker is an associate professor of Special Education and Applied Behavior Analysis. He is also a Board-Certified Behavior Analyst - Doctoral Level. His interests include early numeracy mathematics instruction and language development for learners with moderate to severe intellectual and developmental disabilities. He focuses on using technology for instruction in both clinical and classroom settings.
Professional Experience
He has experience providing ABA services in clinical, home, institutional, and classroom settings. Dr. Dueker uses a verbal behavior approach to behavior change and has been successful in both teaching new behavior and reducing unwanted behavior by increasing a learner’s communication ability. He often works with learners exhibiting more intense behavioral needs. When focusing on mathematics instruction, Dr. Dueker favors a direct instruction approach, paired with a concrete-representational-abstract framework for understanding. He also focuses on bringing a Universal Design for Learning approach to his work.
Education
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PhD in Special Education and Applied Behavior Analysis
Ohio State University
- MA in Applied Behavior Analysis
Ball State University
- BA in Psychology and Telecommunications
Indiana University
Selected Publications
Hansford, N., Dueker, S.A., Garforth, K., Grande, J. D., King, J., & McGlynn, S. (2025). An exploratory quantitative analysis of research on balanced literacy and structured literacy. Discover Education, 4(488). https://doi.org/10.1007/s44217-025-00922-8
Powell, S. R., Barnes, M. A., Root, J. R., Hughes, E. M., Ketterlin-Geller, L. R., Nelson, G., Allsopp, D. H., Witzel, B. S., Myers, J. A., Flores, M. M., Lembke, E. S., Burns, M. K., Namkung, J. M., Poncy, B. C., Ennis, R. P., Morin, L. L., Arsenault, T. L., Doabler, C. T., Hinton, V. M., Satsangi, R., Kong, J. H., Jimenez, B. A., Bundock, K., Codding, R. S., King, S. G., Dueker, S. A., Arizmendi, G. D., Gilley, D., Brafford, T., Stevens, E. A., Clarke, B., Riccomini, P. J., Peltier, C., Mulcahy, C. A., Watt, S. J., Cool, S. C. (2025). The NCTM/CEC Position Statement on teaching mathematics to students with disabilities: What’s in it and what’s not. Research in Special Education, 2. https://riseopenjournal.org/article/id/2796/
Hansford, N., Dueker, S. A., King, J., Grande, J. D., McGlynn, S., & Garforth, K. C. (2024). Reading Recovery: A large-scale meta-analysis. Discover Education, 3(261). https://doi-org.proxy.bsu.edu/10.1007/s44217-024-00353-x
Peltier, C. and Dueker, S. A. (2024). Quality Mathematics Interventions for Elementary Students. In P. Willamson and B. Hott (Eds.), Quality Instruction and Intervention: Strategies for Elementary Educators: Rowman & Littlefield. (October 2024)
Dueker, S. A. & Grande, J. D. (2024). Diagnosis, remediation, and error correction for mathematics: How to teach pre-service teachers. Journal of Special Education Preparation.
Dueker, S. A. & Desai, V. (2023). Assessing the use of treatment fidelity checks in clinical practice: a survey and analysis. Education and Treatment of Children. https://doi.org/10.1007/s43494-023-00098-6
Dueker, S. A. & Chitiyo, A. (2022). Creating culturally relevant mathematics word problems across the MTSS spectrum. In W. C. Hunter, J. C. Taylor, and L. A. Scott (Eds.), The Mixtape Volume 1: Culturally Sustaining Practices within MTSS featuring the Everlasting Mission of Student Engagement. (Ch. 15). Council for Exceptional Children: Reston, VA.
Dueker, S. A. and Day, J. M. (2022) Using standardized assessment to identify and teach prerequisite numeracy skills to learners with disabilities using video modeling. Psychology in the Schools. 59(5), 1001–1014. https://doi.org/10.1002/pits.22473
Dueker, S. A. & Desai, V. (2021). Considerations for using virtual manipulatives and an explicit instruction format in a virtual learning environment. Thresholds in Education. 45(1). 87–104.