CHRISTOPHER (CHRIS) FURLOW, BCBA-D, PH.D., LBA, Director of Autism Solutions
Dr. Chris Furlow is the Director of Autism Solutions for Canopy, joining as the manager of the Canopy Children’s Solutions’ Early Intervention Autism Clinic in September 2018. Chris is responsible for client assessments and periodic reassessments used to document client progress and developmental barriers to learning. Chris is also involved with supervision of clinical staff, strategizing appropriate interventions with other Board Certified behavior Analysts (BCBAs), and guiding therapeutic innovation and research initiatives for the Autism Solutions team.
Chris has spent the better part of the last decade amassing training from many of the leading experts in autism research and treatment delivery. As a biology undergrad at Louisiana State University, Chris’ career goals of becoming a pediatrician changed to focus on a need for autism therapy in the Deep South.
After graduating from LSU in 2008, Furlow was recruited to attend the Chicago School of Professional Psychology at Los Angeles to study ABA therapy. He spent two and a half years at the Center for Autism and Related Disorders in Los Angeles working as an in-home therapist. Furlow then returned east, landing at the Marcus Autism Center at Emory University in Atlanta. Shortly thereafter, he attained his national accreditation as a BCBA.
He spent three years at Marcus before entering the School of Psychology doctoral program at the University of Southern Mississippi (USM), where he met Dr. Jim Moore who now serves as Canopy’s Director of Autism Solutions.
As part of the program at USM, Furlow spent one year as an intern at the Kennedy Krieger Institute at Johns Hopkins University School of Medicine. There he worked at the Inpatient Neurobehavioral Unit and in the Pediatric Developmental Disabilities Clinic working with both parents and children with autism. Furlow remained at Johns Hopkins for an additional one-year post-doctoral fellowship with the Neurobehavioral Unit-Outpatient program, bringing his experience with all ranges of the autism spectrum full circle.
Chris is a native of Slidell, LA, but currently resides in Madison, MS. He and his wife, Lauren, have two children and enjoy spending time as a family exploring new milestones of young parenthood.
Get to know Chris:
Warren, L.K., Moore, J.W., Barker, L.K., Furlow, C., Eikland, E., Grimmett, K.R., Foret, C., & Pledger, K. (in press). An evaluation of group training methods on treatment integrity of day treatment staff. Behavior Analysis: Research and Practice.
Furlow, C. M. (2019). What is Behavior? In Radley (Ed.), Handbook of Behavioral Interventions in Schools. Oxford University Press USA: https://www.oxfordclinicalpsych.com/view/10.1093/med-psych/9780190843229.001.0001/med-9780190843229
Radley, K.C. & Furlow, C.M. (2018). History of least restrictive environment. In Ellen Braaten (Ed.), The SAGE Encyclopedia of Intellectual and Developmental Disabilities. SAGE Publications, Inc. https://us.sagepub.com/en-us/nam/the-sage-encyclopedia-of-intellectual-and-developmental-disorders/book245681
Dart, E. H., Radley, K. C., Furlow, C. M., & Murphy, A. N. (2017) Using behavioral skills training to teach high school students to implement discrete trial training. Behavior Analysis: Research and Practice, 17(3), 237. https://psycnet.apa.org/fulltext/2017-36578-004.html
Moore J. W., Radley, K. C., Dart, E. H., Whipple, H. M., Ness, E. J., Murphy, A. N., Furlow, C. M., Wimberly, J. K., & Smith, A. (2016). The impact of stimulus presentation and size on preference. Behavior Analysis in Practice: https://link.springer.com/article/10.1007%2Fs40617-016-0148-6
Moore, J.W., Radley, K.C., Dart, E.H., Whipple, H.M., Ness, E., Murphy, A., Furlow, C., Wimberly, J., & Smith, A. (2016). The impact of stimulus size and presentation on preference. Behavior Analysis in Practice: https://link.springer.com/article/10.1007/s40617-016-0162-8
Dart, E. H., Radley, K. C., Briesch, A. M., Furlow, C. M., & Cavell, H. J. (2016). Comparing the accuracy of group observation methods: Two analyses utilizing simulated data. Behavioral Disorders, 41(3), 148 – 160. https://journals.sagepub.com/doi/10.17988/BD-15-49.1
Valentino, A.L., Conine, D.E., Delfs, C.H., Furlow, C.M. (2015). Use of a modified chaining procedure with textual prompts to establish intraverbal storytelling. The Analysis of Verbal Behavior, 31(1), 39-58. http://dx.doi.org/10.1007/s40616-014-0023-x
Radley, K. C., Dart, E.H., Furlow, C.M., Ness, E. J. (2015). Peer-mediated discrete trial training within a school setting. Research in Autism Spectrum Disorders, 9, 53-67. http://dx.doi.org/10.1016/j.rasd.2014.10.001
Dart, E. H., Furlow, C. M., Collins, T. A., Brewer, E., Gresham, F. M., & Chenier, K. H. (2015). Peer-mediated check-in/check-out for students at-risk for internalizing disorders. School Psychology Quarterly, 30(2), 229-243. http://dx.doi.org/10.1037/spq0000092
Dart, E. H., Whipple, H. M., Pasqua, J. L., & Furlow, C. M. (2016). Legal, ethical, and regulatory issues in telehealth technology. In J. K. Luiselli & A. J. Fischer (Eds.), Computer-Assisted and Web-Based Innovations in Psychology, Special Education, and Health. San Diego, CA: Elsevier https://psycnet.apa.org/record/2016-13174-013