Cheryl Wyatt Fielding

Cheryl Wyatt Fielding
Professor of Educational Psychology
Department of Educational Psychology
College of Education
Office Phone: (956) 665-3404
Cell Phone: (956) 821-3601

Fluency in language(s) other than English

  • Conversational Spanish


  • Work centers on the behavioral treatment of children and adults with challenging behavior.
  • Served as content area expertise on Behavior Breakthroughs, an iPhone/iPad application created to train parents of children with challenging behavior.
  • Provides professional development for teachers, speech language pathologists, and occupational therapists who work with children with autism.

Curriculum Vitae site:


Dr.Cheryl Fielding earned her Ph.D. in Special Education from Texas Woman’s University in 2000. She is currently a Professor and the Educational Diagnostician Program Coordinator at the Department of Educational Psychology at The University of Texas-Pan American. Dr. Fielding teaches courses that prepare special education teachers, educational diagnosticians, school psychologists, and counselors to work with children who display challenging behavior. Her lastest research includes her participation with Southwest Research Institute in the creation of an iPhone/iPad application developed to train parents and caregivers of children with challenging behavior called Behavior Breakthroughs. Dr. Fielding also provides professional development, parent training workshops, and behavioral consultations through Special Workshops & Consulting, LLC in her local area of the Rio Grande Valley in South Texas. She is the winner of t 2012 UTPA Faculty Excellence Award in Teaching.

Recent publications:

  • Fielding, C., Lanier, L., Fannin, A., Schkade, J., Rose, C., Simpson, C., Lowdermilk, J. Applied behavior analysis: Current myths and issues in public education. Accepted for publication Journal of the American Academy of Special Education Professionals. Spring/Summer 2013.
  • Becerra, L., Lowdermilk, J., Fielding, C., Pecina, J. (2011). Oh brave new screen, that has such apps in it: Using the iPad to foster educational learning environments. Early Years, 32(1), 13-18.
  • Lowdermilk, J., Fielding, C., Flores-Torres, L., Andrews, A., & Beccera, L. (2010). Communication and collaboration among providers. Academic Exchange Quarterly, 14(4), 25-30.
  • Cavazos, J., Johnson, M. B., Fielding, C. F., Cavazos, A. G., Castro, V., & Vela, L. (2010). A qualitative study of resilient Latina/o college students. Journal of Latinos and Education, 9(2), 172-188.
  • Lowdermilk, J., Fielding, C, Beccera, L. & Pecina, J. (2009). Piecing together the future of virtual training: Second life and training professionals to work with children with emotional disorders. International Association for Development of the Information Society, 2, 433-437.
  • Vela-Gude, L., Cavazos, J., Johnson, M. B., Fielding, C., Cavazos, A. G., Campos, L. (2009). My counselors were never there: Perceptions from Latina/o college students. Professional School Counseling Journal, 12(4).
  • Lowdermilk, J., Fielding, C., & Lowdermilk, C. (2009). Building learner-focused collaborative relationships. In V. Spencer & C. Simpson (Eds.) Teaching Children with Autism in the General Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Overton, T., Fielding, C., & Garcia de Alba, R. (2008). Brief report: Exploratory analysis of the ADOS revised algorithm: Specificity and predictive value with Hispanic children referred for autism spectrum disorders. Journal of Autism and Developmental Disabilities, 38(6), 1166-1169.
  • Lowdermilk, J., Fielding, C., Mendoza, R., Garcia de Alba, R., Simpson, C. (2008). Selecting English language acquisition technology. Technology in Action 3(2), 1-4.

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