Austin Johnson

Dr. Austin H. Johnson specializes in behavior support for equitable student outcomes and serves as an Associate Professor and Associate Dean of Undergraduate Education in the School of Education at the University of California, Riverside. With a Ph.D. in Educational Psychology, concentrating on School Psychology from the University of Connecticut, Dr. Johnson brings a wealth of knowledge and expertise to his field. His research delves into critical areas such as gender identity, single-case design, and the ethics of research, aiming to foster environments where all students can thrive. As a licensed psychologist in California, Dr. Johnson combines his practical experience with academic rigor, contributing significantly to the discourse on school psychology and behavior support. Dr. Johnson's scholarly work is well-recognized, with numerous publications in esteemed journals like the Journal of School Psychology and Remedial and Special Education. His research not only advances theoretical understanding but also informs practical applications in educational settings, making a tangible impact on student outcomes. In addition to his journal articles, Dr. Johnson has co-authored the influential book "School-Based Behavioral Assessment: Informing Prevention and Intervention," which serves as a vital resource for educators and psychologists alike. This work underscores his commitment to bridging the gap between research and practice, providing tools and strategies for effective behavioral assessment and intervention in schools. Beyond his research and publications, Dr. Johnson is deeply committed to teaching and mentoring the next generation of educators and psychologists. His role as Associate Dean of Undergraduate Education reflects his dedication to enhancing educational experiences and outcomes for students at the University of California, Riverside. Through his multifaceted contributions to the field, Dr. Johnson continues to shape the landscape of school psychology, advocating for practices that promote equity and inclusion in educational settings. His work not only enriches academic discourse but also empowers educators to implement evidence-based strategies that support diverse student populations.