Dr Thomas Randell BA, PhD

Senior Teaching Fellow

Dr. Tom Randell is Senior Teaching Fellow in Psychology, Academic Integrity Officer for Psychology, Faculty Academic Integrity Officer for the Faculty of Environmental and Life Sciences, and University Academic Lead for Academic Integrity. He is Module Lead for Psychology's Undergraduate Ambassadors Scheme (PSYC3052) and Classic Studies in Psychology (PSYC1015) modules and also teaches on Thinking Psychologically (PSYC1005). He has longstanding educational interests in developing students' writing, information presentation, and other key academic skills.

Education is what survives when what has been learned has been forgotten (B. F. Skinner)

I obtained my B.A. (Hons.) at the University of Wales, Cardiff (1995) and subsequently completed my Ph.D. at the University of Southampton (2000).

Research

Responsibilities

Publications

Teaching

Contact

Research interests

I have pursued two main research directions: The development and evaluation of verbally-based behavioural interventions for autism and challenging behaviour and development of interactive computer simulation software as an instructional tool for helping carers of children with autism and challenging behaviour.

I am Academic Integrity Officer in Psychology, Faculty Academic Integrity Officer (AIO) for the Faculty of Environmental and Life Sciences (FELS), and University Academic Lead for Academic Integrity. I chair the FELS AIOs' Group and am a member of Psychology's School Programme Committee and Staff-Student Liaison Committee.

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Articles

Eldevik, S., Ondire, I., Hughes, J. C., Grindle, C. F., Randell, T., & Remington, B. (2013). Effects of computer simulation training on in vivo Discrete Trial Teaching. Journal of Autism and Developmental Disorders, 43(3), 569-578. DOI: 10.1007/s10803-012-1593-x
Randell, T., Hall, M., Bizo, L., & Remington, B. (2007). DTkid: interactive simulation software for training tutors of children with autism. Journal of Autism and Developmental Disorders, 37(4), 637-647. DOI: 10.1007/s10803-006-0193-z
Randell, T., & Remington, B. (2006). Equivalence relations, contextual control, and naming. Journal of the Experimental Analysis of Behavior, 86(3), 337-354. DOI: 10.1901/jeab.2006.82-05
Meersmans, T., De Houwer, J., Baeyens, F., Randell, T., & Eelen, P. (2005). Beyond evaluative conditioning? Searching for associative transfer of nonevaluative stimulus properties (in special issue on associative learning of likes and dislikes). Cognition and Emotion, 19(2), 283-306. DOI: 10.1080/02699930441000328
De Houwer, J., & Randell, T. (2004). Robust affective priming effects in a conditional pronunciation task: evidence for the semantic representation of evaluative information. Cognition and Emotion, 18(2), 251-264. DOI: 10.1080/02699930341000022
De Houwer, J., & Randell, T. (2002). Attention to primes modulates affective priming of pronunciation responses. Experimental Psychology, 49(3), 163-170. DOI: 10.1026//1618-3169.49.3.163
Randell, T., & Remington, B. (1999). Equivalence relations between visual stimuli: the functional role of naming. Journal of the Experimental Analysis of Behavior, 71, 395-415.

Conference

Randell, T., & Remington, B. (2003). Protocol analysis of rhyming and alliterative equivalence relations. Paper presented at Association for Behavior Analysis International Annual Convention, United States.

I am module lead for PSCY3052 (The Undergraduate Ambassadors Scheme; UAS) and PSYC1015 (Classic Studies in Psychology) and also teach on PSYC1005 (Thinking Psychologically). I deliver undergraduate and postgraduate Induction events in Psychology and provide training in Academic Integrity and the use of Turnitin to students and staff across the University.

Dr Thomas Randell
Building 44 Highfield Campus University of Southampton SO17 1BJ

Room Number: 44/3016

Facsimile: (023) 8059 4597

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