Susan U Marks

Professor
COE:  Educational Specialties
Office:  202-F
Phone:  +1 928 523-8570
Email:  susan.marks@nau.edu 
B.A.: California State University, Fresno

M.A.: California State University, Fresno

Ph.D.: University of Oregon
Board Certified Behavior Analyst (BCBA-D)
Arizona Licensed Behavior Analyst

Areas of Teaching

Special Education

Research Interests

Teacher development, cognition, and professional practice; School reform and restructuring; Positive Behavioral Supports for students with challenging behaviors; Practices for students with Autism Spectrum Disorders; Curriculum planning and teaching strategies for inclusive schools; Instructional planning and teaching strategies for culturally and linguistically diverse exceptional students; Assessment practices;Qualitative and collaborative research methodologies; Evaluation Research.

Professional/Honorary Affiliations

  • Council for Exceptional Children (CEC)
    • Division for Research
    • Division on Autism and Developmental Disabilities
  • The Association for Persons with Severe Disabilities (TASH)
  • Arizona TASH (board member)
  • American Association on Intellectual and Developmental Disabilities (AAIDD)
  • Arizona Autism Coalition
  • Applied Behavior Analysis International (ABAI)
  • Association for Positive Behavior Support (APBS)

Select Publications 

  • Marks, S. U., Kurth, J., & Pirtle, J. (2013). The effect of "measurable and rigorous" state performance goals for addressing "free and appropriate public education within the least restrictive environment". Inclusion, 1, 209-217.
  • Marks, S. U., & Kurth, J. (2013). Examination of disproportionality of autism in the U.S. Journal of the International Association for Special Education, 13, 9-21.
  • Marks, S. U. (2011). Special education: More about social justice, less about caring.  Phi Delta Kappan, 93, 80.
  • Marks, S. U. (2010). Social justice themes from a preservice fieldwork experience to include students with severe disabilities. Journal of the International Society for Teacher Education, 14(2).
  • Marks, S. U., Lemley, C. K., & Wood, G. K. (2010). The persistent issue of disproportionality in special education and why it still hasn't gone away. PowerPlay: A Journal of Educational Justice, 1, 4-19.
  • Marks, S. U. (2009). Nature vs. nurture and special education. Phi Delta Kappan, 91, 80.
  • Schaffer, J., & Marks, S. U. (2008). Self-determination through a movie project. Teaching Exceptional Children-Plus, 3-12.
  • Marks, S. U. (2008). Self-determination for students with intellectual disabilities: What I want every educator to know. Phi Delta Kappan, 90, 55-58.
  • Van-Belle, J., Marks, S. U., Martin, R., & Chun, M. (2006). Voicing one's dreams: High school students with developmental disabilities learn about self-advocacy. Teaching Exceptional Children, 38, 40-46. 
  • Marks, S. U., Matson, A., & Barraza, L. (2006). The impact of siblings with disabilities on individuals pursuing a career in the special education field. Research and Practice in Severe Disabilities, 30, 205-218.
  • Marks, S. U., Hudson, J., Schrader, C., & Levine, M. (2006). Reconsidering Behavior Management for Students with Autism Spectrum Disorders.  Beyond Behavior, 7-12.
  • Marks, S. U., & Long, P. (2004). The student with Asperger's syndrome: A case of being misunderstood .  Beyond Behavior, 27-28.
  • Marks, S. U., Shaw-Hegwer, J., Schrader, C., Longaker, T., Peters, I., & Levine, M. (2003). Instructional management tips for teachers of students with Autism Spectrum Disorder (ASD).  Teaching Exceptional Children, 35, 50-55.
  • Marks, S. U., Schrader, C., Longaker, T., & Levine, M. (2000). Portraits of three adolescent students with Asperger's syndrome: Personal stories and how they can inform practice. Research and Practice in Severe Disabilities, 25, 3-17.
  • Marks, S. U., Schrader, C., Levine, M., Hagie, C., Longaker, T., Morales, M., & Peters, I. (1999). Social skills for social ills: Supporting the social skills development of adolescent students with Asperger's syndrome. Teaching Exceptional Children, 32, 56-61.
  • Marks, S. U., Schrader, C., & Levine, M. (1999). Paraeducators in inclusive settings: Helping, hovering, or holding their own? Exceptional Children, 65, 329-337.
  • Gersten, R., Baker, S., & Marks, S. U. (1998). Teaching English-Language Learners with learning difficulties: Guiding principles and examples from research-based practice. Reston, VA: Council for Exceptional Children. 

Media:

Producer of Vectors of Autism: A documentary about Laura Nagle (2012)  http://lauranagle.net/Film