Dr Richard May
BSc in Psychology – Reading University
MSc in Behaviour Analysis – Swansea University
PhD in Psychology – Swansea University
BCBA-D (Board Certified Behavior Analyst – Doctoral) – Behavior Analyst Certification Board
PGCLT (Higher Education) – University of South Wales
CPsychol – Chartered Psychologist
Dr May currently holds the post of Senior Lecturer in Psychology at the University of South Wales and is the Course Leader for the BSc (Hons) Psychology with Behaviour Analysis award. He teaches and provides supervision to students enrolled on the BSc Psychology, BSc Childhood Development, and the MSc Behaviour Analysis and Therapy awards. In addition he provides practicum supervision to students undertaking the Post Graduate Diploma in Behaviour Analysis Supervised Practice award. Dr May obtained his PhD on the topic of derived relational responding and verbal behaviour analysis at Swansea University under the guidance of Dr Simon Dymond.
Dr May has worked in academic and clinical settings in the areas of autism intervention and Applied Behaviour Analysis in both the U.K. and in Canada (Toronto Partnership for Autism Services). He has also served on the Board of the U.K. Society for Behaviour Analysis (2014-2017)
Course Leader, BSc Psychology with Behaviour Analysis
Markham, V., Giles, A., & May, R. J. A systematic evaluation of prompt fading methods during conditional discrimination training.
Markham, V., Giles, A., Roderique-Davies, G., Adshead, V.,Tamiaki, G., & May, R. J. Applications of within-stimulus errorless learning methods for teaching discrimination skills to individuals with intellectual and developmental disabilities: A systematic review.
May, R. J., Chick, J., Manuel, S., & Jones, R. Examining the effects of group-based instruction on emergent second-language skills in young children. Journal of Applied Behaviour Analysis
Markham, V., Giles, A., & May, R. J. (2018). Evaluating efficacy and preference for prompt type during discrete-trial teaching, Behaviour Modification. https://doi.org/10.1177/0145445518792245
Dymond, S., & May, R. J. (2018). Quantifying the empirical growth of relational frame theory research: A cautionary note. The Psychological Record. https://doi.org/10.1007/s40732-018-0278-z
May, R. J., Stewart, I., Baez, L., Freegard, G., & Dymond, S. (2017). Arbitrarily Applicable Spatial Relational Responding, Journal of the Experimental Analysis of Behavior, 107, 234-257. doi: 10.1002/jeab.250.
May, R. J., Downs, R., Marchant, A., & Dymond, S. (2016). Emergent Verbal Behavior in Preschool Children Learning a Second Language. Journal of Applied Behavior Analysis, 49, 1-6. doi: 10.1002/jaba.301
Still, K., May, R. J., Rehfeldt, R.A., Whelan, R., & Dymond, S. (2015). Facilitating Derived Requesting Skills with a Touchscreen Tablet Computer for Children with Autism Spectrum Disorder, Research in Autism Spectrum Disorders, 19, 44-58. doi: 10.1016/j.rasd.2015.04.006
Still, K., Rehfeldt, R.A., Whelan, R., May, R. J., & Dymond, S. (2014). Facilitating requesting skills using high-tech augmentative and alternative communication devices with individuals with Autism Spectrum Disorders: A systematic review. Research in Autism Spectrum Disorders. 8(9), 1184-1199.
Walsh, S., Horgan, J., May, R.J., Dymond, S., & Whelan, R. (2014). Facilitating relational framing in children and individuals with developmental delay using the Relational Completion Procedure. Journal of the Experimental Analysis of Behavior,101, 51-60.
May, R. J., & Dymond, S. (2014). Facilitating emergent verbal repertoires in individuals with autism and other developmental disorders: Insights from behaviour analysis. In J. Arciuli & J. Brock (Eds.), Trends in Language Acquisition Research: Language and Communication Impairment in Childhood Autism. Amsterdam: John Benjamins Publishing Company.
May, R. J. Hawkins, E., & Dymond, S. (2013). Effects of tact training on emergent intraverbal vocal responses in adolescents with autism. Journal of Autism and Developmental Disorders. 43, 996-1004 DOI 10.1007/s10803-012-1632-7.
May, R. J., Austin, J. L., & Dymond, S. (2011). Effects of a stimulus prompt display on therapists’ accuracy, rate, and variation of trial type delivery during discrete trial teaching. Research in Autism Spectrum Disorders, 5, 305-316.
Dymond, S., May, R. J., Munnelly, A., & Hoon, A. E. (2010). Evaluating the evidence base for relational frame theory: A citation analysis. The Behavior Analyst, 33, 97-117.
Recent Conference Presentations
Markham, V., May, R., Giles., Adshead, V., & Tamiaki, G. (2017). Applications of errorless teaching strategies for individuals with learning disabilities: An updated review, Experimental Analysis of Behaviour Group, London, U.K.
May, R. J., Chick, J., Manuel, S., & Jones, R. (2016). Equivalence in the classroom: Investigating the effects of a choral responding intervention on emergent second language skills in children. European Association for Behaviour Analysis Conference, Enna, Sicily.
May, R. J., Stewart, I., Baez, L., Freegard, G., & Dymond, S. (2016). Empirical demonstration of arbitrarily applicable spatial relational responding, European Association for Behaviour Analysis Conference, Enna, Sicily.
Keener, B., Kalogeropoulou, N., & May, R. (2015). The effects of tact training and observational learning on the emergence of second-language intraverbals in typically developing preschool children, Experimental Analysis of Behaviour Group, London, UK.
Still, K., May, R.J., Rehfeldt, R. A., Whelan, R., & Dymond, S. (2015). Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorders, Experimental Analysis of Behaviour Group, London, UK.
May, R. J., Downs, R., Richards, A., & Dymond, S. (2014). Emergent verbal behaviour in preschool children learning a second language. European Association for Behaviour Analysis Conference, Stockholm, Sweden.
Still, K., Rehfeldt, R. A., Whelan, R., May, R. J., & Dymond, S. (2014). Functional requesting skills of non-vocal children with autism facilitated by relational responding. 13th Seattle Club Conference, Cardiff, UK.
May, R.J., Whelan, R., & Dymond, S. (2013, April). Facilitating derived relational responding in children with autism: An evaluation of the relational completion procedure. Experimental Analysis of Behaviour Group, London, UK.
May, R. J., Dymond, S., & Freegard, G. (2012, September). Experimental analysis of arbitrarily applicable spatial relations: A relational frame theory approach. European Association for Behaviour Analysis Conference, Lisbon, Portugal.
Behavior Analyst Certification Board
British Psychological Society
UK Society for Behaviour Analysis
Fellow of The Higher Education Academy
Dr May’s research is primarily focused on stimulus equivalence, Relational Frame Theory, verbal behaviour, autism and the mechanisms underlying the placebo response. He has authored numerous papers on topics related to language intervention and derived relational responding in journals such as the Journal of the Experimental Analysis of Behavior, Journal of Applied Behavior Analysis, The Behaviour Analyst, Research in Autism Spectrum Disorders, and the Journal of Autism and Developmental Disorders. He has served on the Editorial Board of the Journal of Applied Behaviour Analysis and regularly presents his research findings at both national and international conferences.
Victoria Markham: Evaluating Barriers to Skill Acquisition for Children with Language Delays Receiving Behaviour Analytic Instruction: An Experimental Analysis (with Dr Gareth Roderique-Davies and Dr Jenn Austin)
Emily Groves: Extending Validation and Application of the Good Behaviour Game to Home and School Settings (with Dr Jenn Austin and Prof David Shearer)
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