담당과목

행동진단과중재, 행동재활현장실습

학력사항

2015. 08. 미국 Texas A&M University-College Station 교육심리학과 졸업(박사 / 전공: 자폐스펙트럼장애 및 응용행동분석)

경력사항

2015.03 ～ 2019.03 / 일본 츠쿠바대학교 장애과학류 조교수

2023.03 ～ 현재 / 백석대학교 사범학부 특수교육과 조교수

Board Certified Behavior Analyst-D® Certificate #1-13-14237

행동분석전문가 #KABA-20-36

연구실적

https://www.researchgate.net/profile/Ee-Rea-Hong-2

<국내 외 저서>

이성봉, 이영지, 조성하, & 홍이레. (2025). 응용행동분석의 이해. 학지사.

Hong, E. R., Ganz, J. B., Wattanawongwan, S., & Ura, S. (2019). Communication and e-x-p-r-e-s-s-i-o-n. In B. A. Jimenez, J. C. Shurr, & E. C. Bouck (Eds.), Educating students with intellectual disability and autism spectrum disorder, Book 3: Essential skills and frameworks (pp. 5–31). Council for Exceptional Children.

Ganz, J. B., Hong, E. R., & Liao, C.-Y. (2019). Overview of evidence-based practices for individuals with autism spectrum disorder and complex communication needs. In J. B. Ganz & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 47–60). Paul H. Brookes Publishing.

Ganz, J. B., & Hong, E. R. (2014a). AAC intervention mediated by natural communication partners. In J. B. Ganz (Ed.), Aided augmentative communication for individuals with autism spectrum disorders (pp. 77–93). Springer. https://doi.org/10.1007/978-1-4939-0814-1_6

Ganz, J. B., & Hong, E. R. (2014b). Functional communication training with aided AAC. In J. B. Ganz (Ed.), Aided augmentative communication for individuals with autism spectrum disorders (pp. 95–111). Springer. https://doi.org/10.1007/978-1-4939-0814-1_7

Ganz, J. B., & Hong, E. R. (2014c). Naturalistic aided AAC instruction. In J. B. Ganz (Ed.), Aided augmentative communication for individuals with autism spectrum disorders (pp. 55–75). Springer. https://doi.org/10.1007/978-1-4939-0814-1_5

<국내 외 학술지>

Simacek, J., Wattanawongwan, S., Reichle, J., Cakir-Dilek, B., Ganz, J. B., Elmquist, M., Hong, E. R., & Pierson, L. (2026). Telepractice-supported augmentative and alternative communication intervention: A systematic review. Focus on Autism and Other Developmental Disabilities, 41(2), 102–116. https://doi.org/10.1177/10883576251376319

Elmquist, M., Crowe, B., Wattanawongwan, S., Reichle, J., Pierson, L., Simacek, J., Hong, E. R., Liao, C.-Y., & Ganz, J. B. (2025). Caregiver-implemented AAC interventions for children with intellectual or developmental disabilities: A systematic review. Review Journal of Autism and Developmental Disorders, 12(2), 290–310. https://doi.org/10.1007/s40489-023-00394-2

Morin, K. L., Lindström, E. R., Kratochwill, T. R., Levin, J. R., Blasko, A., Weir, A., Nielsen-Pheiffer, C. M., Kelly, S., Janunts, D., & Hong, E. R. (2024). Nonconcurrent multiple-baseline and multiple-probe designs in special education: A systematic review of current practice and future directions. Exceptional Children, 90(2), 126–147. https://doi.org/10.1177/00144029231165506

Wattanawongwan, S., Ganz, J. B., Hong, E. R., Dunn, C., Yllades, V., Pierson, L. M., Baek, E., & Foster, M. (2023). Interventions for improving social-communication skills for adolescents and adults with ASD: A meta-analysis. Review Journal of Autism and Developmental Disorders, 10(3), 391–405. https://doi.org/10.1007/s40489-021-00300-8

Ganz, J. B., Liew, J., Yllades, V., Liao, C.-Y., Luo, W., Hong, E. R., Yoro, A. J., Rodriguez, D., Clark, S., Stein, K., & Ura, S. K. (2022). Communication and affective synchrony between parents and their children with autism during a multimodal communication parent-coaching intervention. Child & Family Behavior Therapy, 44(2), 113–134. https://doi.org/10.1080/07317107.2022.2043683

Gong, L., Hong, E. R., Morin, K., & Noro, F. (2022). Script-fading procedures for the acquisition of wh-question skills in children with autism spectrum disorder. Journal of Special Education Research, 11(1), 1–10. https://doi.org/10.6033/specialeducation.11.1

Wattanawongwan, S., Ganz, J. B., Hong, E. R., Dunn, C., Pierson, L. M., Yllades, V., & Foster, M. (2022). Quality review of social-communication interventions for adolescents and adults with ASD: Maintenance, generalization, and social validity. Education and Training in Autism and Developmental Disabilities, 57(1), 67–91. https://doi.org/10.1177/215416472205700106

Morin, K. L., Vannest, K. J., Hong, E. R., Haas, A., Nagro, S. A., Ganz, J. B., & Lavadia, C. (2020). Using remote delivery to train parents in video analysis procedures. Journal of Behavioral Education, 29(2), 354–381. https://doi.org/10.1007/s10864-019-09361-6

Neely, L., Castro-Villarreal, F., Hong, E. R., Ponce, K., & Gerow, S. (2020). Clinic-based behavioral skills training to teach caregivers adaptive skill interventions for children with autism. Advances in Neurodevelopmental Disorders, 4(3), 295–307. https://doi.org/10.1007/s41252-020-00166-7

Neely, L., Hong, E. R., Kawamini, S., Umaña, I., & Kurz, I. (2020). Intercontinental telehealth to train Japanese interventionists in incidental teaching for children with autism. Journal of Behavioral Education, 29(2), 433–448. https://doi.org/10.1007/s10864-020-09377-3

Boles, M. B., Ganz, J. B., Hagan-Burke, S., Hong, E. R., Neely, L. C., Davis, J. L., & Zhang, D. (2019). Effective interventions in teaching employment skills to individuals with developmental disabilities: A single-case meta-analysis. Review Journal of Autism and Developmental Disorders, 6(2), 200–215. https://doi.org/10.1007/s40489-019-00163-0

Carnett, A., Neely, L., Hong, E. R., & Escobar, J. (2019). Choosing a response topography for individuals with autism during functional communication training: A critically appraised topic. Evidence-Based Communication Assessment and Intervention, 13(1–2), 85–105. https://doi.org/10.1080/17489539.2019.1602298

Ganz, J. B., Hong, E. R., Leuthold, E., & Yllades, V. (2019). Naturalistic augmentative and alternative communication instruction for practitioners and individuals with autism. Intervention in School and Clinic, 55(1), 58–64. https://doi.org/10.1177/1053451219833012

Hong, E. R., Fujiwara, A., & Sonoyama, S. (2019). School refusal behavior in students with intellectual disabilities and comorbid disorders in Japan: A brief review. Journal of Special Education Research, 8(1), 31–40. https://doi.org/10.6033/specialeducation.8.31

Hong, E. R., Morin, K., Ganz, J. B., Genc-Tosun, D., Gregori, E. V., Svenkerud-Hale, N., & Boles, M. B. (2019). Caregiver-implemented intervention for an adult with autism spectrum disorder and complex communication needs. International Journal of Therapy and Rehabilitation, 26(1), 1–12. https://doi.org/10.12968/ijtr.2017.0163

Hong, E. R., Gong, L., Ganz, J. B., & Neely, L. (2018). Self-paced and video-based learning: Parent training and language skills in Japanese children with ASD. Exceptionality Education International, 28(2), 1–19. https://doi.org/10.5206/eei.v28i2.7762

Hong, E. R., Kawaminami, S., Neely, L., Morin, K., Davis, J. L., & Gong, L.-Y. (2018). Tablet-based interventions for individuals with ASD: Evidence of generalization and maintenance effects. Research in Developmental Disabilities, 79, 130–141. https://doi.org/10.1016/j.ridd.2018.01.014

Hong, E. R., Neely, L., Gerow, S., & Gann, C. (2018). The effect of caregiver-delivered social-communication interventions on skill generalization and maintenance in ASD. Research in Developmental Disabilities, 74, 57–71. https://doi.org/10.1016/j.ridd.2018.01.006

Morin, K. L., Ganz, J. B., Gregori, E. V., Foster, M. J., Gerow, S. L., Genç-Tosun, D., & Hong, E. R. (2018). A systematic quality review of high-tech AAC interventions as an evidence-based practice. Augmentative and Alternative Communication, 34(2), 104–117. https://doi.org/10.1080/07434618.2018.1458900

Hong, E. R., Ganz, J. B., Morin, K., Davis, J. L., Ninci, J., Neely, L., & Boles, M. B. (2017). Functional living skills and adolescents and adults with autism spectrum disorder: A meta-analysis. Education and Training in Autism and Developmental Disabilities, 52(3), 268–279. https://doi.org/10.1177/215416471705200305

Hong, E. R., Gong, L.-Y., Ninci, J., Morin, K., Davis, J. L., Kawaminami, S., Shi, Y.-Q., & Noro, F. (2017). A meta-analysis of single-case research on the use of tablet-mediated interventions for persons with ASD. Research in Developmental Disabilities, 70, 198–214. https://doi.org/10.1016/j.ridd.2017.09.013

Hong, E. R., Tsai, S.-P., Chen, P.-Y., Gong, L.-Y., & Ganz, J. B. (2017). The quality of single-case research for individuals with autism spectrum disorders in Japan and Taiwan: An investigation of inter-rater reliability and treatment fidelity. Contemporary Educational Research Quarterly, 25(4), 207–231. https://doi.org/10.6151/CERQ.2017.2504.06

Neely, L., Rispoli, M., Gerow, S., Hong, E. R., & Hagan-Burke, S. (2017). Fidelity outcomes for autism-focused interventionists coached via telepractice: A systematic literature review. Journal of Developmental and Physical Disabilities, 29(6), 849–874. https://doi.org/10.1007/s10882-017-9550-4

Camargo, S. P. H., Rispoli, M., Ganz, J. B., Hong, E. R., Davis, H., & Mason, R. (2016). Behaviorally based interventions for teaching social interaction skills to children with ASD in inclusive settings: A meta-analysis. Journal of Behavioral Education, 25(2), 223–248. https://doi.org/10.1007/s10864-015-9240-1

Hong, E. R., Ganz, J. B., Mason, R., Morin, K., Davis, J. L., Ninci, J., Neely, L. C., Boles, M. B., & Gilliland, W. D. (2016). The effects of video modeling in teaching functional living skills to persons with ASD: A meta-analysis of single-case studies. Research in Developmental Disabilities, 57, 158–169. https://doi.org/10.1016/j.ridd.2016.07.001

Hong, E. R., Ganz, J. B., Neely, L., Boles, M. B., Gerow, S., & Davis, J. L. (2016). A meta-analytic review of family-implemented social and communication interventions for individuals with developmental disabilities. Review Journal of Autism and Developmental Disorders, 3(2), 125–136. https://doi.org/10.1007/s40489-016-0071-3

Hong, E. R., Ganz, J. B., Neely, L., Gerow, S., & Ninci, J. (2016). A review of the quality of primary caregiver-implemented communication intervention research for children with ASD. Research in Autism Spectrum Disorders, 25, 122–136. https://doi.org/10.1016/j.rasd.2016.02.005

Neely, L., Rispoli, M., Gerow, S., & Hong, E. R. (2016). Preparing interventionists via telepractice in incidental teaching for children with autism. Journal of Behavioral Education, 25(4), 393–416. https://doi.org/10.1007/s10864-016-9250-7

Neely, L. C., Ganz, J. B., Davis, J. L., Boles, M. B., Hong, E. R., Ninci, J., & Gilliland, W. D. (2016). Generalization and maintenance of functional living skills for individuals with autism spectrum disorder: A review and meta-analysis. Review Journal of Autism and Developmental Disorders, 3(1), 37–47. https://doi.org/10.1007/s40489-015-0064-7

Ganz, J. B., Hong, E. R., Gilliland, W., Morin, K., & Svenkerud, N. (2015). Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD. Research in Autism Spectrum Disorders, 11, 27–41. https://doi.org/10.1016/j.rasd.2014.11.005

Ganz, J. B., Hong, E. R., Goodwyn, F. D., Kite, E., & Gilliland, W. (2015). Impact of PECS tablet computer app on receptive identification of pictures given a verbal stimulus. Developmental Neurorehabilitation, 18(2), 82–87. https://doi.org/10.3109/17518423.2013.821539

Hong, E. R., Ganz, J. B., Ninci, J., Neely, L., Gilliland, W., & Boles, M. B. (2015). An evaluation of the quality of research on evidence-based practices for daily living skills for individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(9), 2792–2815. https://doi.org/10.1007/s10803-015-2444-3

Hong, E. R., Neely, L., & Lund, E. M. (2015). Addressing bullying of students with autism: Suggestions for families and educators. Intervention in School and Clinic, 50(3), 157–162. https://doi.org/10.1177/1053451214542047

Hong, E. R., Neely, L., Rispoli, M. J., Trepinski, T. M., Gregori, E., & Davis, T. (2015). A comparison of general and explicit delay cues to reinforcement for tangible-maintained challenging behaviour. Developmental Neurorehabilitation, 18(6), 395–401. https://doi.org/10.3109/17518423.2013.874378

Ninci, J., Neely, L. C., Hong, E. R., Boles, M. B., Gilliland, W. D., Ganz, J. B., Davis, J. L., & Vannest, K. J. (2015). Meta-analysis of single-case research on teaching functional living skills to individuals with ASD. Review Journal of Autism and Developmental Disorders, 2(2), 184–198. https://doi.org/10.1007/s40489-014-0046-1

Camargo, S. P. H., Rispoli, M., Ganz, J. B., Hong, E. R., Davis, H., & Mason, R. (2014). A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Developmental Disorders, 44(9), 2096–2116. https://doi.org/10.1007/s10803-014-2060-7

Ganz, J. B., Rispoli, M. J., Mason, R. A., & Hong, E. R. (2014). Moderation of effects of AAC based on setting and types of aided AAC on outcome variables: An aggregate study of single-case research with individuals with ASD. Developmental Neurorehabilitation, 17(3), 184–192. https://doi.org/10.3109/17518423.2012.748097

Hong, E. R., & Ganz, J. B. (2014). The finding that teaching joint control may increase listener responses in children with autism spectrum disorder (ASD) and other developmental disabilities (DD) is considered inconclusive due to a lack of supporting evidence and generalizability. Evidence-Based Communication Assessment and Intervention, 8(1), 18–23. https://doi.org/10.1080/17489539.2014.925273

Hong, E. R., Ganz, J. B., Gilliland, W., & Ninci, J. (2014). Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD. Research in Autism Spectrum Disorders, 8(5), 570–580. https://doi.org/10.1016/j.rasd.2014.01.012

Ganz, J. B., Goodwyn, F. D., Boles, M. M., Hong, E. R., Rispoli, M. J., Lund, E. M., & Kite, E. (2013). Impacts of a PECS instructional coaching intervention on practitioners and children with autism. Augmentative and Alternative Communication, 29(3), 210–221. https://doi.org/10.3109/07434618.2013.818058

Ganz, J. B., Hong, E. R., & Goodwyn, F. D. (2013). Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD. Research in Autism Spectrum Disorders, 7(8), 973–983. https://doi.org/10.1016/j.rasd.2013.04.003

<국내 학술지>

홍이레. (2011). 자폐성 장애 아동의 언어와 의사소통 기술 향상을 위한 중심축반응훈련의 효과. 자폐성장애연구, 11(3), 1–14.

홍이레, & Lund, E. M. (2013). In-vivo 모델링이 자폐아동의 언어 모방에 미치는 효과. 자폐성장애연구, 13(1), 1–19.

Lund, E. M., & Hong, E. R. (2014). Increasing task engagement and decreasing challenging behavior via a work-reinforcement contingency. Journal of Behavior Analysis and Support, 1(1), 21–39.https://doi.org/10.22874/kaba.2014.1.1.21

이선희, & 홍이레. (2022). 원격교사훈련을 통한 긍정적 행동중재와 지원 전략이 지적장애 아동의 공격행동과 집착행동에 미치는 영향. 정서·행동장애연구, 38(4), 1–26. https://doi.org/10.33770/JEBD.38.4.1

강정애, & 홍이레. (2023). Evaluation of the implementation fidelity of a special education teacher’s use of modified dialogic reading: A case study. 행동분석·지원연구, 10(1), 23–45. https://doi.org/10.22874/kaba.2023.10.1.23

박계신, 최진혁, 홍이레, & 백종남. (2023). 한국 행동분석전문가의 윤리 규정 개발을 위한 델파이 기반 기초 연구. 행동분석·지원연구, 10(2), 49–78. https://doi.org/10.22874/kaba.2023.10.2.49

임은숙, 정연서, & 홍이레. (2024). 타행동차별강화(DRO) 기반 토큰경제시스템이 특수학교 전공과 발달장애학생의 사회적 의사소통 기술 습득에 미치는 영향. 긍정적행동지원연구, 1(2), 1–18. https://doi.org/10.23288/JisTaP.2024.1.2.1

홍이레, 박계신, 권준헌, 안선주, & 최민형. (2024). 『행동분석·지원연구』학술지 단일대상연구설계 논문의 응용행동분석 7가지 차원 특성 분석. 행동분석·지원연구, 11(3), 63–89. https://doi.org/10.22874/kaba.2024.11.3.4

김성은, & 홍이레. (2025). 증강현실(AR) 기반 어플리케이션 중재가 자폐스펙트럼장애 아동의 동사 어휘 습득에 미치는 영향. 행동분석·지원연구, 12(2), 17–40. https://doi.org/10.22874/kaba.2025.12.2.2

김우겸, & 홍이레. (2025). 비디오 또래 모델링 중재가 발달장애아동의 일상생활 기술 습득에 미치는 영향. 행동분석·지원연구, 12(1), 17–34. https://doi.org/10.22874/kaba.2025.12.1.2

박세민, & 홍이레. (2025). 사진카드를 활용한 자기관리 중재가 자폐스펙트럼장애 유아의 활동참여행동에 미치는 영향. 유아특수교육연구, 25(3), 37–63. https://doi.org/10.21214/kecse.2025.25.3.37

백종남, 홍이레, 최진혁, & 박계신. (2025). 한국 행동분석전문가 윤리 규정의 쟁점 사항에 대한 중요도-실행가능성 차이 분석. 행동분석·지원연구, 12(1), 197–208. https://doi.org/10.22874/kaba.2025.12.1.10

장성규, & 홍이레. (2025). 개별작업시스템이 발달장애 아동의 독립적 과제수행에 미치는 영향. 정서·행동장애연구, 41(3), 365–381. https://doi.org/10.33770/JEBD.41.3.17

홍이레, 김범중, 김은경, 이성은, 오희정, & 장성규. (2025). 부모주도 중재가 발달장애 아동의 사회적 의사소통기술 습득의 일반화와 유지에 미치는 영향. 행동분석·지원연구, 12(2), 1–15. https://doi.org/10.22874/kaba.2025.12.2.1

권순호, & 홍이레. (2026). 소거 없는 차별적 정적 강화가 자폐스펙트럼장애 초등학생의 과제 회피 행동과 과제 수행률에 미치는 영향. 행동분석·지원연구, 13(1), 1–19. https://doi.org/10.22874/kaba.2026.13.1.1

문준혁, & 홍이레. (2026). 비디오 모델링 중재가 자폐성장애 초등학생의 지진 대피 안전 기술 습득에 미치는 영향. 특수교육교과교육연구, 19(1), 101–128. https://doi.org/10.24005/seci.2026.19.1.101

유서현, 유윤경, & 홍이레. (2026). 트라우마 이해 기반 긍정적 행동지원 적용 과정과 효과: 지적장애 초등학생 단일대상 사례연구. 정서·행동장애연구, 42(2), 29–60.

이한정, & 홍이레. (2026a). 비디오 자기관찰을 활용한 자기점검 전략이 행동분석가의 연민적 돌봄에 미치는 효과. 정서·행동장애연구, 42(2), 559–587.

이한정, & 홍이레. (2026b). 한국 행동분석가의 연민·공감·치료적 관계 형성에 관한 설문: 탐색적 연구. 행동분석·지원연구, 13(1), 67–81. https://doi.org/10.22874/kaba.2026.13.1.4

이한정, 김소정, 임근홍, 양송이, & 홍이레. (2026). 그림책을 활용한 행동연쇄 기법이 발달지체 유아의 이야기 회상에 미치는 영향. 행동분석·지원연구, 13(2), 1–19. https://doi.org/10.22874/kaba.2026.13.2.1

정지민, & 홍이레. (2026). 발달장애 아동의 독립적 맨드에 대한 택트-맨드 전이 기반 중재 패키지의 효과. 행동분석·지원연구, 13(2), 87–102. https://doi.org/10.22874/kaba.2026.13.2.5