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Grant Edmond Allen, M.S.Ed. is a doctoral student at the University of Kansas. He earned his bachelor’s degree in social science education from Saint Cloud State University in Saint Cloud, Minnesota, and his master’s degree in special education from Fort Hays State University in Hays, Kansas. He taught for five years in southwest Kansas as an inclusive special education teacher in math, English, social studies, and science classrooms. His interests include tiered models, including comprehensive, integrated three-tiered (Ci3T) models of prevention, and teacher preparation. His specialization area in the special education doctoral program at KU is in evidence-based practices.
ResearchGate: Grant Allen
Cassie N. S. Barnett, M.S.Ed. is a doctoral student at the University of Kansas, Department of Special Education. Cassie is a lifelong Jayhawk, earning her bachelor’s degree in Unified Early Childhood Education and her master’s degree in High Incidence Special Education both at the University of Kansas. She worked as an early childhood special education teacher in Kansas City, Kansas and also as an elementary resource teacher in Olathe, Kansas before returning to KU for her Ph.D. Her specialization area is in evidence-based practices: supporting students with intensive interventions needs in tiered systems and her research interests include comprehensive, integrated, three-tiered (Ci3T) models of prevention, implementation of evidence-based behavioral interventions and classroom management practices, and working with general education teachers and parents to improve support for students with emotional and behavioral disorders.
ResearchGate: Cassie Barnett
Mark Matthew Buckman, M.S.Ed. is a doctoral student in the Department of Special Education at the University of Kansas. He earned his bachelor’s degree in English literature and master’s degree in early childhood education, both at KU. He worked as a paraeducator for five years and special education teacher for three years prior to beginning the doctoral program in the Department of Special Education. His interests include social and emotional learning, positive behavioral interventions and supports, behavior screening, and comprehensive, integrated, three-tiered (Ci3T) models of prevention.
ResearchGate: Mark Buckman
Emily Dawn Cantwell, M.Ed. is a project coordinator for Ci3T training and implementation projects. She earned her master’s degree in special education- high incidence disabilities at the University of Kansas, Department of Special Education. She earned her bachelor’s degree in elementary education and middle school science from Martin Luther College in New Ulm, Minnesota. Her interests include comprehensive, integrated, three-tiered (Ci3T) models of prevention, early prevention for students at risk using behavioral screening instruments, and implementation of evidence-based behavioral interventions and classroom management practices.
Eric Alan Common, M.A., BCaBA, is a doctoral student of Special Education at University of Kansas. He earned his master’s degree in early childhood special education and literacy from the University of North Carolina at Chapel Hill. Eric is originally from the San Francisco Bay Area where he worked for eight years as a therapist/supervisor in applied behavior analysis supporting individuals with disabilities in residential, clinical, and school settings. His research interests revolve around the active role schools play in child development, which he approaches from behavior analytic and developmental systems perspectives. More specifically, his research explores the design, implementation, and evaluation of school-wide systems of support, classroom management, and Tier 2 and 3 socio-emotional and behavioral interventions, with a particular passion for better understanding socio-emotional and behavioral development during the school years.
ResearchGate: Eric A. Common
Robin Parks Ennis, Ph.D., BCBA-D is an assistant professor in the special education program of the Curriculum and Instruction Department in the School of Education, University of Alabama at Birmingham. She earned her doctorate in special education from Georgia State University. Her interests include three-tiered models of positive behavior interventions and supports, particularly Tier 2 academic and behavioral interventions for students with and at-risk for emotional and behavioral disorders. She serves as an associate editor for Remedial and Special Education and on the editorial boards of the Journal of Positive Behavior Interventions and Behavioral Disorders and on the executive board for the Council for Children with Behavioral Disorders.
ResearchGate: Robin P. Ennis
Kathleen Lynne Lane, Ph.D., BCBA-D is a professor in the Department of Special Education at the University of Kansas. She earned her master’s degree and doctorate in education from the University of California, Riverside. Her research interests focus on academic and behavioral school-based interventions with students at risk for emotional and behavioral disorders (EBD), with an emphasis on systematic screenings to detect students with behavioral challenges at the earliest possible juncture. She has designed, implemented, and evaluated comprehensive, integrated, three-tiered (Ci3T) models of prevention in elementary, middle, and high school settings to (a) prevent the development of learning and behavior challenges and (b) respond to existing instances. She has served as primary investigator on state and nationally funded grant projects, including Project Support and Include (Ci3T models of prevention), Project WRITE (writing interventions for students at risk for EBD), and Office of Special Education Programs projects studying positive behavior support at the high school level and prevention of EBD at the elementary school level. She is the co-editor of Remedial and Special Educationand the Journal of Positive Behavior Interventions. She has co-authored seven books, 26 book chapters, and published over 128 refereed journal articles.
ResearchGate: Kathleen L. Lane
Holly Mariah Menzies, Ph.D. is a professor in the Division of Special Education and Counseling at California State University, Los Angeles. She earned her master’s degree and doctorate in education from the University of California, Riverside. She has participated in research that uses behavioral screening instruments to examine risk status of students with and without disabilities. Her areas of interest include student learning outcomes assessment at the university level and she is active in institution-wide assessment of student achievement.
ResearchGate: Holly M. Menzies
Wendy Peia Oakes, Ph.D. is an assistant professor in Mary Lou Fulton Teachers College at Arizona State University. She is interested in practices that improve the educational outcomes for young children with emotional and behavioral disorders. Her areas of research focus on school-wide systems for supporting students with and at risk for emotional and behavioral disorders from a prevention perspective, the implementation of evidence-based academic and behavioral interventions, and professional development for classroom teachers and school administrators in implementing these practices with fidelity. She serves as an associate editor for Remedial and Special Education and the Journal of Positive Behavior Interventions and the executive board for the Council for Children with Behavioral Disorders. She is a core team member of the Arizona School-based mental health Community of Practice.
ResearchGate: Wendy P. Oakes
David James Royer, M.S. is a fourth-year doctoral student at the University of Kansas, Department of Special Education. He earned his master’s degree in special education at California State University, Long Beach where he later was a part-time lecturer. Before moving to Kansas, David taught for eight years with Long Beach Unified School District in California, including general education English and reading (9th and 10th grades), Strategies for Success (resource specialist program, grades 9-12), and an intensive reading clinic using Lindamood-Bell curricula. His research interests center on systems change at the secondary level for academic, behavioral, and social success of all students and prevention of emotional and behavioral disorders and learning disabilities. David also promotes the use of low-intensity teacher-delivered strategies as part of daily teacher practice for primary (Tier 1) plan prevention and core instruction, and as secondary (Tier 2) interventions. Additionally, he is an advocate for student-directed individualized education programs (IEPs) and created My IEP™, a curriculum for teaching students to lead their full IEP meeting.
ResearchGate: David J. Royer