Sara Baillie

Assistant Professor of Special Education; Director of the Graduate Program in Special Education-Behavior Intervention Specialist

Education

Ed.D., Gwynedd Mercy University, Philadelphia, Pennsylvania, 2017
M.A., Saint Xavier University, Chicago, Illinois, 2007
B.S., University of Illinois at Urbana-Champaign, Champaign, Illinois, 2005

Associated Academic Programs

Special Education Education

“Behavioral analysis is currently being used and applied in a variety of fields. Students from all disciplines would benefit from learning evidence-based methods for self-management strategies, goal setting, measuring success of goals, and managing others. This science helps individuals from all fields learn how to be a leader of change.”

Sara Baillie wants all her students to come away from her courses with the experience of how to think through a situation in an ethical manner. “Many of the courses that I teach are about behavior analysis ethics and special education law. With that, I am lucky enough to push students to see a situation from a different perspective. I get to examine, explore, and ponder with students about how to deal with difficult situations.”

Baillie’s academic interests began when she worked with a child with autism at a summer day camp program. “I did not care that sometimes when he was mad I would get a bruise or two making sure he did not hurt himself. What meant the most was that every single day he made me smile. Every single day I looked forward to going to work because of him. From the moment I met him, I knew that I belonged in the field of special education.”

What drew her to Trinity:

Baillie was drawn to Trinity because of the feeling of family. “Everyone — students, staff, and faculty — all build up one strong community together. I get to really know each and every student. Each of these students has touched my life in a different way — and for that I am blessed.”

Research interests:

Baillie’s research interest include functional behavior assessments and function-based behavior intervention plans in schools; special education laws; and applications of the laws

When she’s not teaching:

Baillie lives in Chicago near Lake Michigan. “My favorite time each and every day is to walk my dog along the lake in the morning while drinking a cup of coffee. I also really enjoy photography. Although I am not that talented, I enjoy taking pictures of people, places, and experiences in my life.”

Courses

Applied Behavior Analysis 1
Behavioral, Social, Problem-Solving and Performance Supports
Concepts and Principles of Applied Behavior Analysis
Critical Issues in Special Education
Introduction to Exceptional Children

Remediation of Language and Communication Disorders
Strategies, Methods, Interventions and Approaches to Teaching
Teaching Students with High Incidence Disabilities
Teaching Students with Low Incidence Disabilities

Papers Published and/or Presented

Maggin, D. M., Zurheide, J. L., Pickett, K., & Baillie, S. J. (2015). A systematic review of the Check In Check Out intervention program. Journal of Positive Behavior Interventions.

Baillie, S. (2011, August). 10 steps to understanding and writing a functional behavior assessment. The Oaracle. http://www.researchautism.org/resources/newsletters/2011/August_2011.asp#six

Burke, L. & Baillie, S. (2011). Literacy Centers- a way to increase reading development. Academic Leadership Journal. 9 (3).

+ Expertise

Sara Baillie wants all her students to come away from her courses with the experience of how to think through a situation in an ethical manner. “Many of the courses that I teach are about behavior analysis ethics and special education law. With that, I am lucky enough to push students to see a situation from a different perspective. I get to examine, explore, and ponder with students about how to deal with difficult situations.”

Baillie’s academic interests began when she worked with a child with autism at a summer day camp program. “I did not care that sometimes when he was mad I would get a bruise or two making sure he did not hurt himself. What meant the most was that every single day he made me smile. Every single day I looked forward to going to work because of him. From the moment I met him, I knew that I belonged in the field of special education.”

What drew her to Trinity:

Baillie was drawn to Trinity because of the feeling of family. “Everyone — students, staff, and faculty — all build up one strong community together. I get to really know each and every student. Each of these students has touched my life in a different way — and for that I am blessed.”

Research interests:

Baillie’s research interest include functional behavior assessments and function-based behavior intervention plans in schools; special education laws; and applications of the laws

When she’s not teaching:

Baillie lives in Chicago near Lake Michigan. “My favorite time each and every day is to walk my dog along the lake in the morning while drinking a cup of coffee. I also really enjoy photography. Although I am not that talented, I enjoy taking pictures of people, places, and experiences in my life.”

+ Courses, Publications & Research

Courses

Applied Behavior Analysis 1
Behavioral, Social, Problem-Solving and Performance Supports
Concepts and Principles of Applied Behavior Analysis
Critical Issues in Special Education
Introduction to Exceptional Children

Remediation of Language and Communication Disorders
Strategies, Methods, Interventions and Approaches to Teaching
Teaching Students with High Incidence Disabilities
Teaching Students with Low Incidence Disabilities

Papers Published and/or Presented

Maggin, D. M., Zurheide, J. L., Pickett, K., & Baillie, S. J. (2015). A systematic review of the Check In Check Out intervention program. Journal of Positive Behavior Interventions.

Baillie, S. (2011, August). 10 steps to understanding and writing a functional behavior assessment. The Oaracle. http://www.researchautism.org/resources/newsletters/2011/August_2011.asp#six

Burke, L. & Baillie, S. (2011). Literacy Centers- a way to increase reading development. Academic Leadership Journal. 9 (3).