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Grant Edmund 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
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, Ph.D., BCaBA, LaBA (KS) is an Assistant Professor at University of Michigan-Flint. He earned his master’s degree in early childhood special education and literacy from the University of North Carolina at Chapel Hill and his doctorate in special education at University of Kansas. Eric is originally from the San Francisco Bay Area where he worked for eight years as a behavior therapist and supervisor providing applied behavior analytic services in adult residential, pediatric clinic, and school settings. His research interests revolve around the active role schools play in child development to promote better understandings of socio-emotional and behavioral development during the school years, which he approaches from behavior analytic and developmental systems perspectives. More specifically, his research explores prevention science and applied research methodology with an emphasis in social-emotional and behavioral supports using comprehensive, integrated, three-tiered models of prevention.
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
Paloma Pérez-Clark, Ed.S is a doctoral student in the Department of Special Education at the University of Kansas. She earned her Bachelor of Science degree in Psychology with an emphasis in developmental disabilities at Pittsburg State University. She earned her master’s degree in General Psychology and her Specialist in Education degree with an emphasis in School Psychology, both at Pittsburg State University. She worked as a school psychologist in elementary, middle school, and high school settings for seven years in Kansas and California. Her interests include comprehensive, integrated, three-tiered (Ci3T) models of prevention, school-based interventions with students at risk for emotional and behavioral disorders (EBD), social and emotional learning (SEL), and Positive Behavioral Intervention and Supports (PBIS).
David James Royer, Ph.D. is an assistant professor at University of Hawai’i at Mānoa with the College of Education’s Department of Special Education. He earned his master’s degree in special education at California State University, Long Beach and his doctorate at University of 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 via comprehensive, integrated, three-tiered (Ci3T) models of prevention for academic, behavioral, and social success of all students. Additional interests include 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) and tertiary (Tier 3) interventions. David is also 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