Stu Mullins earned a B.S. in Human Exceptionality from Idaho State University in 2008 and a M.S. in Applied Behavior Analysis from Montana State Billings in 2013. Stu received his postgraduate certification in Multi-Tiered Systems of Support from Portland State University in 2017. He has been working with children and adults with different abilities since 2001. Stu started as a developmental technician working with children in the home and community setting under the supervision of behavior analyst’s. Stu had the fortune of learning how to apply behavior analysis in classroom and school settings in his undergraduate program.

Following his bachelors, Stu worked on Dr. Stephanie Peterson’s IES research grant on functional communication training for children with autism that displayed escape maintained behavior. Following this experience, Stu spent eight years in the school setting as a special education teacher at the elementary and secondary levels. He then spent three years as a district level BCBA. During this time, Stu had the opportunity to consult and train with state department agencies and implemented state-wide initiatives on Multi-Tiered Systems of Support (MTSS) throughout the state of Wyoming. For the past three years, Stu has consulted in schools throughout the country providing Functional Behavior Assessment and Behavior Intervention Planning support, district and school-wide MTSS training and coaching and administrative support. Stu’s interest’s outside of school services include the utilization of the principles of behavior analysis and organizational behavior management in sports and organizations. This includes Acceptance and Commitment Therapy (ACT) for coaches and players. Stu has coached high school basketball for 16 years. Stu resides in Lander, Wyoming with his wife and two sons. They enjoy getting outdoors and camping, stand up paddle boarding, and skiing.

Quigley, S. P., Peterson, S. M., Frieder, J. E., Brower-Breitwieser, Mullins, S.M., C., Ivers, H., & Acker, N. (2013). Example of a function-based choice assessment for a student with “passive” problem behavior. Journal of Evidence-Based Practices for Schools, 14, 81–102.

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