Dr. Ning Jin is an Assistant Professor of Special Education in the College of Education at Wenzhou-Kean University (WKU). She earned her Ph.D. in Educational Studies, with a specialization in Special Education and Applied Behavior Analysis, from The Ohio State University. She is also a Board Certified Behavior Analyst-Doctoral (BCBA-D). Her research focuses on applied behavior analysis, teacher professional development, and interventions that support the academic, behavioral, social, and adaptive development of children with special needs. Her research is informed by extensive practical experience working with children with special needs, educators, and service providers across educational and applied settings. Her long-term research agenda aims to develop effective, scalable, and sustainable practices that strengthen the capacity of educators and families and improve meaningful outcomes and quality of life for children with special needs across school, home, and community settings.

Ph.D. in special education. The Ohio State University, USA, 2026

MA in special education. Beijing Normal University, China, 2020

BA in special education. Beijing Normal University, China, 2017

Special education

Educational Strategies for Students with Disabilities

Applied Behavior analysis

Basic Principles of Behavior

Behavior Assessment for Learners with Autism and Other Developmental Disabilities

Behavior Intervention for Learners with Autism and Other Developmental Disabilities

Single-Subject Experimental Design

Jiang, Y., Jin, N., Chen, X., Hao, J., Hwang, X. J., & Hu, X. (2026). The effects of LEGO play on young children’s construction complexity and spatial language. Early Childhood Education Journal. https://doi.org/10.1007/s10643-026-02227-3

Hu, X., Hu, X., & Jin, N. (2023). A review of empirical studies on multiple exemplar training applied to the interventions for children with autism. Chinese Journal of Special Education, (1), 45-53

Goddard, Y. L., Ammirante, L., & Jin, N. (2022). A thematic review of current literature examining evidence-based practices and inclusion. Education Sciences, 13(1), 38. MDPI AG. http://dx.doi.org/10.3390/educsci13010038

Lee, G. T., Hu, X., & Jin, N. (2021). Brief report: Using computer-assisted multiple exemplar instruction to facilitate the development of bidirectional naming for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 51(12), 4717–4722. https://doi.org/10.1007/s10803-021-04901-4

Association for Behavior Analysis International 52nd Annual Convention, San Francisco, CA, USA,05/2026

Using Online Behavioral Skills Training to Help In-Service Special Education Teachers Learn Group Contingencies

Council for Exceptional Children, Salt Lake City, Utah, USA,03/2026

Supporting Special Educational Teachers Learn Group Contingencies