Mark Wildmon

Department / Division

  • School Psychology Faculty


  • Assistant Professor




  • 544 Allen Hall


  • B.S., Mississippi College
  • M.S., Mississippi State University
  • Ph.D., Mississippi State University, Educational Psychology with a concentration in School Psychology
  • Pre-doctoral Internship, Johns Hopkins School of Medicine/Kennedy Krieger Institute, Neurobehavioral Unit, Pediatric Developmental Disabilities Clinic

Research Interests

  • Autism and Developmental Disabilities
  • Parental involvement and family engagement in the schools
  • Functional communication training for students with language impairments 
  • Academic and behavioral interventions

Courses Taught

  • Introduction to School Psychology
  • Legal and Ethical Issues Related to School Psychology
  • Infant/Toddler Assessment
  • Social Aspects of Psychology
  • Psychological Testing in Ed Related Settings
  • History and Systems of Psychology
  • Advanced Psychological Consultation and Supervision
  • School Psychology Practicum
  • Social-Emotional and Behavior Assessment 


  • Anthony, K.V. and Wildmon, M.E., (2023, in press). Broadening the concept of parent involvement: Home school families as a pattern for traditional school involvement. Journal of Unschooling and Alternative Education, 17 (33). 
  • Anthony, K.V. and Wildmon, M.E. (2021). Life after homeschool. In Lee Teufel-Prida (Ed.) Home schooling and mental health (Chapter 6). Cognella Publishing.
  • Wildmon, M. E., Skinner, C.H., Watson, T.S., Garrett, L.S. (2004). Enhancing assignment perception in students with mathematics learning disabilities by including more work: An extension of interspersal research.  School Psychology Quarterly, 19, 106-120.
  • Sterling, H. E., Watson, T. S., Wildmon, M.E., Watkins, C. E. & Little, E. C. (2001). Treatment acceptability, direct training, and treatment integrity: Applications to consultation.  School Psychology Quarterly, 16, 56-67.
  • Wildmon, M.E., Skinner, C. H., McCurdy, M., & Sims, S. (1999).  Improving secondary students’ perception of the “dreaded mathematics word problem assignment” by giving them more word problems.  Psychology in the Schools, 36, 319-325.
  • Wildmon, M.E., Watson, T. S., & Hicks, E. (1999). Compliance training: graduated guidance, contingent reinforcement, and extinction procedures.  Proven Practice: Prevention and Remediation Solutions for Schools, (2)1, 24-27.
  • Wildmon, M.E., Skinner, C. H., & McDade, A.  (1998) Interspersing additional brief, easy problems to increase assignment preference on mathematics reading problems.  Journal of Behavioral Education, 8, 337-346.
  • Skinner, C. H., Fletcher, P. A., Wildmon, M. E., & Belfiore, P. J. (1996). Improving assignment preference through interspersing additional problems: Brief versus easy problems.  Journal of Behavioral Education, 6, 427-437.

Certifications and Licensures

  • Board Certified Behavior Analyst – Doctoral (BCBA-D)
  • AAAA Licensed School Psychologist – State of Mississippi