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E-mail: kathleen.lane@ku.edu

E-mail: wendy.oakes@asu.edu

Ci3T Strategic Leadership Team

Purpose: The Ci3T Strategic Leadership Team was developed to provide direction to scholarly activities pertaining to meeting students’ academic, behavioral, and social needs within tiered systems in a manner that supports teachers’ well-being and commits to evidence-based strategies, practices, and programs at each level of prevention.

Mission: The mission of the Ci3T Strategic Leadership Team is to advance understanding, implementation, evaluation, and sustainability of comprehensive, integrated, three-tiered models of prevention through rigorous scientific inquiry and respectful partnerships.

Kathleen Lynne Lane, Ph.D., BCBA-D, CF-L2 is a Roy A. Roberts Distinguished Professor in the Department of Special Education at the University of Kansas and Associate Vice Chancellor for Research. Her research interests focus on designing, implementing, and evaluating Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention to (a) prevent the development of learning and behavior challenges and (b) respond to existing instances, with an emphasis on systematic screening. She is the co-editor of Remedial and Special Education. Dr. Lane has co-authored or edited 13 books and published 226 refereed journal articles and 55 book chapters.
E-mail: kathleen.lane@ku.edu
ResearchGate: Kathleen Lynne Lane

Wendy Peia Oakes, Ph.D. is an associate 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 in-service and preservice teacher education for implementing these practices with fidelity. She serves as an associate editor for Remedial and Special Education. She currently serves in the presidential line for the CEC Division for Research and previously served on the executive board for the Council for Children with Behavioral Disorders, now the Division for Emotional and Behavioral Health.
E-mail: wendy.oakes@asu.edu
ResearchGate: Wendy Peia Oakes

Holly M. Menzies, Ph.D. is professor emeritus in the Division of Special Education and Counseling at California State University, Los Angeles. She earned her master’s degree and doctorate in special education from University of California, Riverside. She has participated in research about behavioral screening instruments to examine risk status of students with and without disabilities and the implementation of Ci3T.
E-mail: hmenzie@calstatela.edu
ResearchGate: Holly M. Menzies

Nelson Brunsting, Ph.D. serves as the Director of Center for Research on Abroad and International Student Engagement and is a Research Associate Professor of International Studies at Wake Forest University. Nelson earned his MA in Classics at Victoria University in Wellington, New Zealand, and his Ph.D. in Educational Psychology at University of North Carolina at Chapel Hill. His research is focused on understanding and enhancing social-emotional outcomes of diverse populations in educational contexts. Within Ci3T, Nelson is interested in understanding how teachers fare with respect to effectiveness, self-efficacy, and burnout while implementing Ci3T models of prevention. Other lines of inquiry include relationships between working conditions of special educators serving students with EBD and their burnout over time, and exploring social-contextual factors associated with international students’ adjustment to U.S. universities.
Email: brunstnc@wfu.edu
ResearchGate: Nelson Brunsting

Mark M. Buckman, Ph.D. is an assistant research professor at the University of Kansas. He earned his bachelor’s degree in English literature, master’s degree in early childhood education, and doctorate in special education at KU. His background in education includes five years working as a paraprofessional and three years as a special educator, during which time he received the Horizon Award for exemplary novice teachers. His research interests include identifying evidence-based practices to support academic, behavioral, and social-emotional needs of students with and at risk for emotional and behavioral disorders, assessment of intervention fidelity, systematic behavior screening, and supporting educator competencies linked to implementation of tiered prevention models like the comprehensive, integrated, three-tiered (Ci3T) model of prevention.
Email: buckman@ku.edu
ResearchGate: Mark M. Buckman

Eric Alan Common, Ph.D., BCBA-D, LBA (MI) is an assistant professor at University of Michigan-Flint. His research explores the active role schools play in whole-child development. More specifically, his research explores the delivery of academic, behavioral, and social-emotional prevention and interventions delivered through Comprehensive, Integrated, Three-tiered (Ci3T) models and school-based applied behavior analysis services.
Email: ecommon@umich.edu
ResearchGate: Eric Alan Common

Emily Cantwell, M.S.E. is former project coordinator for Ci3T training and implementation projects. She currently teaches in a private elementary school in Overland Park, Kansas. She earned her master’s degree in special education, high incidence disabilities at University of Kansas, Department of Special Education. She earned her bachelor’s degree in elementary education and middle school science from Martin Luther Collee 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 behavior interventions and classroom management practices.
Email: e.cantwell91@gmail.com

Katie Scarlett Lane, B.S. is a Ph.D. student at University of Connecticut studying research methods, measurement, and evaluation. She graduated from Vanderbilt University with a bachelor's of science in special education and a minor in quantitative methods in May 2021. She has served on the Council for Exceptional Children student and early career committee as well as the Association for Positive Behavior Support student network advisory board. Her target interests include math education, behavior screening, behavioral supports, treatment integrity, and comprehensive, integrated, three-tiered (Ci3T) models of prevention.
Email: katie.lane@uconn.edu
ResearchGate: Katie Scarlett Lane

David James Royer, Ph.D., BCBA is an assistant professor at University of Louisville with the College of Education and Human Development's department of Special Education, Early Childhood, and Prevention Science. He earned his master’s degree in special education at California State University, Long Beach and his doctorate in special education at University of Kansas. Dr. Royer taught high school for eight years 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 via comprehensive, integrated, three-tiered (Ci3T) models of prevention for academic, behavioral, and social success of all students. Additional interests include validating 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. Dr. Royer also advocates for student-directed individualized education programs (IEPs) and created My IEP^®, a curriculum for teaching students to lead their full IEP meeting.
Email: david.royer@louisville.edu
ResearchGate: David James Royer

Ci3T Research Team

The Ci3T Research Team includes those who research or support the research of Ci3T.

Sandra M. Chafouleas, Ph.D. is a Board of Trustees Distinguished Professor and Neag Endowed Professor in the Department of Educational Psychology within the Neag School of Education at University of Connecticut. She also serves as the founder and Co-Director of the UConn Collaboratory on School and Child Health (CSCH). Dr. Chafouleas received her Ph.D. in psychology (school) from Syracuse University and has been a licensed psychologist in Connecticut since 2001. Dr. Chafouleas has demonstrated continued success with extramurally funded research since 2006, with work focused on supporting school system implementation of evidence-informed practices and expertise in areas of integrated health and learning (whole child), school mental health, and behavior assessment. She has authored over 150 publications, and regularly serves as a national presenter and invited speaker. She is a fellow in both the American Psychological Association and Association for Psychological Science, and is an Invited Member and Past-President of the Society for the Study of School Psychology. She received the 2018 Edward C. Marth Graduate Mentorship award from the University of Connecticut AAUP; the 2018 UConn Alumni Foundation award for Faculty Excellence in Research and Creativity Award in the Humanities, Arts and Social Sciences; the 2016 APA Division 16 Oakland Mid-Career Scholar Award; the 2009 UConn Alumni Association award for Excellence in Graduate Teaching; and previously served as associate dean for The Graduate School (2012-2014) and then the associate dean for research in the Neag School (2014-2016). Prior to becoming a university trainer, she worked as a school psychologist and school administrator in a variety of settings supporting the needs of children with behavior disorders.
Email: sandra.chafouleas@uconn.edu
ResearchGate: Sandra M. Chafouleas
Faculty webpage: University of Connecticut

Amy M. Briesch, Ph.D. is a professor of school psychology in the Department of Applied Psychology at Northeastern University. Her primary research interests involve the development of feasible and psychometrically sound measures for the assessment of student behavior in a multi-tiered system of supports. Dr. Briesch has authored over 90 peer-reviewed articles and three books focused on school-based behavioral assessment and intervention.
Email: A.Briesch@northeastern.edu
ResearchGate: Amy M. Briesch

Grant Edmund Allen, Ph.D. is an assistant professor of special education at University of Wisconsin-Stout in Menomonie, Wisconsin. He earned his bachelor’s degree in social science education from Saint Cloud State University in Saint Cloud, Minnesota, his master’s degree in special education from Fort Hays State University in Hays, Kansas, and his doctorate in special education from University of 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 building, implementing, and evaluating tiered models, including comprehensive, integrated, three-tiered (Ci3T) models of prevention, low-intensity behavior support strategies, and social validity of Tier 1 practices within tiered models.
Email: grant.allen@ku.edu
ResearchGate: Grant Edmund Allen

Katherine S. Austin, M.Ed. is a doctoral student in the department of special education at University of Kansas. She earned her bachelor of arts degree in communication with a minor in international studies from Auburn University. She then moved to Nashville, Tennessee where she received her master's degree in instructional practice in education with an endorsement in English language learners from Lipscomb University. She taught third and fourth grade general education for seven years and also served as an administrator for one year. Her interests include comprehensive, integrated, three-tiered (Ci3T) models of prevention, teacher preparation and in-service professional learning and coaching, low-intensity strategies and evidence-based practices to support students in reading and writing, and positive behavioral interventions and supports (PBIS).
Email: katie.austin@ku.edu
ResearchGate: Katie S. Austin

Allison M. Bernard, M.ED. is a doctoral student in the department of special education at University of Kansas. She earned her bachelor's degree in secondary social studies education, as well as her master's degree in special education diagnostics, from University of Louisiana at Lafayette. She taught middle and high school as a general education and special education teacher for eight years in Louisiana. Her interests include comprehensive, integrated, three-tiered (Ci3T) models of prevention, low- and high-intensity strategies, collaborative practices & partnerships, and evidence-based practices to support students with academic, social, and behavioral concerns.
Email: allison.bernard@ku.edu
ResearchGate: Allison M. Bernard

Kristina Leilani Brown is a dual licensed teacher in elementary and special education. She is a master's degree graduate student studying special education with a BCBA focus at the University of Hawaiʻi at Mānoa. She has been a part of the Ci3T research team since fall 2018, managing Hawaiʻi-based Ci3T professional learning series including Train the Trainers. Her interests include intensive behavior supports, Ci3T, and organizational behavior management focused on environmental sustainability.
Email: kristina.brown@hawaii.edu
ResearchGate: Coming soon.

Robin Parks Ennis, Ph.D., BCBA-D is an associate professor of special education at the 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. Dr. Ennis is currently working with school in Alabama to develop and implement Ci3T frameworks through the Alabama Aware grant funded by the Substance Abuse and Mental Health Services Alliance. Dr. Ennis also works with Alabama schools to implement systematic screening as a part of comprehensive, school- based mental services. She serves as an associate editor for Remedial and Special Education and Behavioral Disorders, on the editorial boards of Beyond Behavior, Education and Treatment of Children, Intervention in School and Clinic, the Journal of Positive Behavior Interventions, and on the executive board for the Council for Children with Behavioral Disorders..
E-mail: r ennis@uab.edu
ResearchGate: Robin Parks Ennis

Teshan Henry, B.S. is a graduate assistant for the College of Education and Human Development's department of Special Education, Early Childhood, and Prevention Science at the University of Louisville. She earned her bachelor’s degree in elementary education with a track in math in December 2021. She is currently working on her master’s degree in clinical and mental health counseling to become a school-based therapist. Her interest include math, social and emotional well-being, behavior disorders, trauma sensitivity, and inclusiveness and diversity.
Email: teshan.henry@louisville.edu

Emily A. Iovino, Ph.D., NCSP is a postdoctoral scholar in the Department of Educational Psychology and at the Collaboratory on School and Child Health at University of Connecticut. Dr. Iovino has presented nationally and published on topics such as family caregiver health and well-being, school-based behavior screening, and supporting district and school implementation of policies and practices related to the Centers for Disease Control and Prevention’s Whole School, Whole Community, Whole Child model. Her primary research interests involve social-emotional and behavioral assessment and intervention that support positive outcomes for children and their caregivers.
Email: emily.iovino@uconn.edu
ResearchGate: Emily A. Iovino

Nathan Allen lane is a graduate student at Florida State University, currently pursuing a master's degree in statistical data science. His interests include longitudinal data analysis, financial time series analysis, general linear models, and Bayesian methodologies.
Email: nal18d@my.fsu.edu
ResearchGate: Coming soon.

Daniel M. McCarthy, B.A. is graduate research assistant pursuing a master's degree in counseling and personnel services with a concentration in school counseling at the University of Louisville. Daniel earned his bachelor's degree in psychology from Transylvania University and has spent several years working with mental health and inclusion programs at the Trager Family JCC in Louisville, KY. He is currently serving as a counseling intern at Atherton High School in Louisville, KY.
Email: daniel.mccarthy@louisville.edu

Paloma Pérez-Clark, Ed.S is a doctoral candidate in the Department of Special Education also pursuing her Board Certified Behavior Analyst (BCBA) certification in the Department of Applied Behavioral Science at University of Kansas. She earned a bachelor of science degree in developmental psychology, master's degree in psychology, and specialist in education degree in school psychology at Pittsburg State University. Paloma worked as a school psychologist in elementary, middle, and high school settings in Kansas and California. Her interests include evaluating models of risk prevention, developing effective and feasible interventions for adolescents with and at risk for emotional and behavioral disorders, and validating psychometric tools measuring student outcomes. Her main interest is in disseminating evidence-based practices into diverse global learning communities..
Email: pperez@ku.edu
ResearchGate: Paloma Pérez-Clark

Elise Sarasin, MSE. is a doctoral student in the department of special education at University of Kansas. She earned her bachelor’s degree in childhood education and bilingual education from the College of Saint Rose and her master’s degree in special education – high-incidence disabilities from University of Kansas. She has worked as a kindergarten teacher, teacher coach, and director of special education. Her interests include comprehensive, integrated, three-tiered (Ci3T) models of prevention, teacher preparation and support, and integration of evidence-based practices across all tiers.
Email: elise.sarasin@ku.edu

Kantodeia Caeli Schnabel, MSE. is the research project manager for Project ENGAGE. She received her bachelor’s degree (magna cum laude) from Middlebury College and her master’s degree in special education from the University of Kansas. Kantodeia was awarded a Fulbright research grant – which she conducted in Wuhan, China – regarding the region’s special education system. She lived in China and Mongolia, working as an early childhood 3rd and 5th grade teacher at several international schools, through which she became familiar with implementing positive behavioral interventions and supports (PBIS). Kantodeia has over ten years’ experience in the field of self-awareness. During her time in Mongolia, she started a non-government organization (NGO) that offers special education and self-awareness services to children and families. In all of her work, Kantodeia’s primary goal is to create an inclusive world in which all people feel empowered to learn, to live their true selves, and to share themselves with the world around them.
Email: kantodeia@ku.edu
ResearchGate: Kantodeia Caeli Schnabel

Sarah Jane D. Schonour, M.A., NBCT is an academic associate at Arizona State University and a doctoral student at Marymount University. She earned her bachelor’s degree from College of William and Mary and her master’s degree from George Washington University. Ms. Schonour is certified by the National Board for Professional Teaching Standards, and has worked as an instructional assistant, special education teacher, curriculum resource teacher, behavior intervention teacher, assistant curriculum director, and university instructor. Her interests include comprehensive, integrated, three-tiered (Ci3T) models of prevention, systematic screening, teacher preparation, in-service professional learning and coaching, oral reading fluency, evidence-based practices to support students in reading and writing, and positive behavioral interventions and supports (PBIS).
Email: sarahjane.schonour@asu.edu

Rebecca Sherod, MSE is a research project director at University of Kansas. She earned her bachelor’s degree in early childhood and special education from Arizona State University and her master’s degree in special education – high incidence disabilities from University of Kansas while working on the Ci3T research team. Her interests include comprehensive, integrated, three-tiered (Ci3T) models of prevention, positive behavioral interventions and supports (PBIS), and systematic screening.
Email: rebeccasherod@ku.edu
ResearchGate: Coming soon.

Stacie Williams, B.S. is a research project coordinator at the University of Kansas for the Ci3T Research Team. Prior to joining, she worked as an undergraduate research assistant for the Adolescent Stress and Emotion research lab at Arizona State University. She earned her bachelor’s degree in Psychology from Arizona State University in December of 2021.
Email: stacie.w@ku.edu

Ci3T Trainers

Ci3T Trainers have completed a series of three competencies:

Completion of R01 Recommended Readings and attendance at a Ci3T Train the Trainers professional learning series
Demonstration of content knowledge
- Successful completion of the Knowledge, Confidence, and Use survey
  
  Successful completion of the Ci3T Checks for Understanding
Completion of performance assessment
- Brief video-recording of training simulation
  - Provide overview of Ci3T using select slides
  - Demonstrate knowledge of all six professional learning series session content using sample of slides
  - Session surveys (summary data by session and item; reflection on pacing guides)
- Ci3T Implementation Manual feedback
  - Provide feedback to an example school on each blueprint using the Ci3T Implementation Manual Feedback Form
- Provide training support for FAQs
  - Choice of modality: video, audio recording, written

Feedback will be provided with opportunities to resubmit.

Ci3T Partners

Ci3T Partners include districts, schools, and other education leaders who implement, train, or support the training and implementation of Ci3T. Due to the confidential nature of research activities, most cannot be listed here publicly.

Ci3T Crew by Alpha

Nelson C. Brunsting, Ph.D. serves as the Director of Center for Research on Abroad and International Student Engagement and is a Research Associate Professor of International Studies at Wake Forest University. Nelson earned his MA in Classics at Victoria University in Wellington, New Zealand, and his Ph.D. in Educational Psychology at University of North Carolina at Chapel Hill. His research is focused on understanding and enhancing social-emotional outcomes of diverse populations in educational contexts. Within Ci3T, Nelson is interested in understanding how teachers fare with respect to effectiveness, self-efficacy, and burnout while implementing Ci3T models of prevention. Other lines of inquiry include relationships between working conditions of special educators serving students with EBD and their burnout over time, and exploring social-contextual factors associated with international students’ adjustment to U.S. universities.
Email: brunstnc@wfu.edu
ResearchGate: Nelson C. Brunsting

Emily D. Cantwell, M.S.E. is former project coordinator for Ci3T training and implementation projects. She currently teaches in a private elementary school in Overland Park, Kansas. She earned her master’s degree in special education, high incidence disabilities at 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 behavior interventions and classroom management practices.
Email: e.cantwell91@gmail.com