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Tara Moore

Tara Moore, PhD, BCBA-D

Associate Professor, Special Education


Tara Moore is an assistant professor in special education in the Department of Theory and Practice in Teacher Education (TPTE) at the University of Tennessee, Knoxville.

She is the director of the Tennessee Behavior Supports Project at the University of Tennessee (, a technical assistance project funded by the Tennessee Department of Education with the mission to provide training and consultation to personnel in East Tennessee public schools and districts to assist them in developing, implementing, and sustaining continuums of positive behavioral interventions and supports within a multi-tiered system of supports framework.

Moore is the program coordinator for the Behavior Analyst Certification Board, Inc.®: Verified Course Sequence at the University of Tennessee. The Verified Course Sequence is a partnership between the Special Education and School Psychology programs.

Moore is a Board Certified Behavior Analyst.

The primary focus of her teaching and mentorship is to prepare future and early-career educators, behavior analysts, and researchers who are highly skilled and knowledgeable in identifying, implementing, and evaluating research-based practices to promote students’ academic and behavioral successes.


Professional Background


Moore’s research focuses on school- and classroom-based prevention and intervention practices to prevent and reduce students’ problem behaviors and to promote academic engagement. This includes research related to supporting teachers’ implementation of research-based classroom and behavior management practices and research to identify and develop teacher-centered prevention and intervention practices which are readily implemented and sustained to address academic or behavioral needs.


Doctorate of Philosophy in Special Education, Peabody College of Vanderbilt University, Nashville

Master of Education in Special Education, Peabody College of Vanderbilt University, Nashville

Bachelor of Arts in Sociology, University of Tennessee, Knoxville


Professional Service

Institutional Service

Faculty Advisor, the Association for Applied Behavior Analysis at the University of Tennessee, Student organization from the Department of Theory and Practice in Teacher Education and the Department of Educational Psychology and Counseling (2016 – Present)

Coordinator, Special Education Doctoral Studies (2018 - Present)

Committee Member, Advanced Programs Ad Hoc Committee (2018 –Present)

Committee Member, Awards Committee (2017 – Present)

Disciplinary Service

Editorial Board Member, Journal of Positive Behavior Interventions (2015 – Present)

Reviewer for scholarly journals and professional conferences in the discipline.

Awards and Recognitions

Dean’s Service Award, College of Education, Health, and Human Services, The University of Tennessee, Knoxville (2018)

Collaboration in the Field Award, Department of Theory and Practice in Education, The University of Tennessee, Knoxville (2015)


Select Articles Published in Refereed Journals: University of Tennessee Student Collaborators in Bold

Moore, T.C., Maggin, D. M., Thompson, K. M., Gordon, J. R., Lang, L. E., & Daniels, S. (2018). Evidence review for teacher praise to improve students’ classroom behavior. Journal of Positive Behavior Interventions, 21, 3-18.

Moore, T. C., Alpers, A. J., Rhyne, R., Coleman, M. B., Gordon, J. R., Daniels, S., Skinner, C. H., & Park, Y. (2018). Brief prompting to improve classroom behavior: A first-pass intervention option. Journal of Positive Behavior Interventions, 21, 30-41.

Scott, K. C., Skinner, C. H., Moore, T. C., McCurdy, M., Ciancio, D., & Cihak, D. (2017). Evaluating and comparing the effects of group contingencies on mathematics accuracy in a first-grade classroom: Class average criteria versus unknown small-group average criteria. School Psychology Review, 46, 262-271.         

Moore, T. C., Wehby, J. H., Oliver, R. M., Chow, J. C., Gordon, J. R., & Mahany, L. A. (2017). Teachers’ reported knowledge and implementation of research-based classroom and behavior management strategies. Remedial and Special Education, 38, 222-232.

Park, Y., Ambrose, G., Coleman, M. B., Moore, T. (2017). The effects of teacher-directed writing instruction combined with SOLO Literacy Suite. Journal of Computer Assisted Learning, 33, 20-34.

Watson, T. L., Skinner, C. H., Skinner, A. L., Cazzell, S., Aspiranti, K., Moore, T., & Coleman, M. (2016). Preventing disruptive behavior via classroom management: Validating the color wheel system in kindergarten classrooms. Behavior Modification, 40, 518-540.

Moore, T. C., Robinson, C., Coleman, M. B., Cihak, D. F., & Park, Y. (2016). Noncontingent reinforcement to improve classroom behavior of a student with developmental disability. Behavior Modification, 40, 640-657.

Coleman, M. B., Cherry, R., Moore, T. C., Park, Y., & Cihak, D. F. (2015). Teaching sight words to elementary students with moderate intellectual disabilities: A comparison of teacher-directed vs. computer-assisted simultaneous prompting. Intellectual and Developmental Disabilities, 53, 196-210.

Johnson, L. D., Wehby, J. H., Symons, F. J., Moore, T. C., Maggin, D. M., & Sutherland, K. S. (2014). An analysis of preference relative to teacher implementation of intervention. Journal of Special Education, 48, 214-224.

Moore, T. C., Wehby, J. H., Hollo, A., Robertson, R. E., & Maggin, D. M. (2014). Teacher reports of student health and its influence on students’ school performance. Journal of Positive Behavior Interventions, 16, 112-122.

External Grants: Funded and in Progress

Moore, T. M. (2015 – 2020). Tennessee Behavior Supports Project at The University of Tennessee. Tennessee Department of Education, Division of Special Populations and Student Support. Award: $3,750,000

Tara Moore

Contact Information

  • A409 Jane & David Bailey Education Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996
  • Phone: 865-974-6459
  • E-mail: