Contact Us

green yellow and red rotary telephoneIf you have questions, comments, or would like more information about Ci3T, please feel free to contact us.

E-mail: kathleen.lane@ku.edu

E-mail: wendy.oakes@asu.edu


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.

Picture of Kathleen LaneKathleen Lynne Lane, Ph.D., BCBA-D, CF-L1 is a Professor in the Department of Special Education and Associate Vice Chancellor for Research at the University of Kansas. She earned her master's degree and doctorate in education from the University of California, Riverside. Prior to entering academia, Dr. Lane served as a classroom teacher of general and special education students for five years and a program specialist for two years. Dr. Lane served as the principal investigator (PI) for federally-funded projects including: Project WRITE, a Goal 2 grant funded through the Institute of Education Sciences (IES) focused on the impact of writing interventions for students at risk for emotional and behavioral disorders (EBD); an IES funded researcher-practitioner partnership grant; an Office of Special Education Programs (OSEP) directed project studying positive behavior support at the high school level; and an OSEP field-initiated project studying prevention of EBD at the elementary level. She is currently the PI for Project ENHANCE, an IES-funded network grant studying how to enhance Ci3T, and Project SCREEN, an IES-funded Goal 5 measurement grant on systematic screening. She is currently the president elect of the Council for Exceptional Children Division for Research (CEC-DR). She is the co-editor of Remedial and Special Education and Journal of Positive Behavior Interventions. Dr. Lane has co-authored 11 books and published 199 refereed journal articles and 42 book chapters.
E-mail: kathleen.lane@ku.edu
ResearchGate: Kathleen L. Lane

Picture of Wendy OakesWendy 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 and Behavioral Disorders. She previously served on the executive board for the Council for Children with Behavioral Disorders.
E-mail: wendy.oakes@asu.edu
ResearchGate: Wendy P. Oakes

Picture of Holy MenziesHolly M. 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 special 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.
E-mail: hmenzie@exchange.calstatela.edu
ResearchGate: Holly M. Menzies

Picture of Nelson C. BrunstingNelson C. Brunsting, Ph.D. serves as the Director of Global Research and Assessment in the Center for Global Programs and Studies and 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 The 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 (a) relationships between working conditions of special educators serving students with EBD and their burnout over time, and (b) exploring social-contextual factors associated with international students’ adjustment to U.S. universities.
Email: brunstnc@wfu.edu
ResearchGate: Nelson C. Brunsting

Picture of Mark BuckmanMark Matthew Buckman, M.S.Ed. is a doctoral student in the department of special education at the University of Kansas and project coordinator for Ci3T ENHANCE. 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.
Email: buckman@ku.edu
ResearchGate: Mark M. Buckman

Picture of Eric CommonEric Alan Common, Ph.D., BCBA-D, LBA (MI) 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.
Email: ecommon@umich.edu 
ResearchGate: Eric A. Common

Picture of Emily CantwellEmily Dawn Cantwell, M.Ed. 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 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 behavior interventions and classroom management practices.
Email: emily.cantwell@ku.edu

Picture of Katie Scarlett LaneKatie Scarlett Lane is an undergraduate student studying special education at Vanderbilt University and pursuing a minor in quantitative methodology. She currently serves on the CEC student committee and APBS 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.s.lane@vanderbilt.edu
ResearchGate: Katie S. Lane

Picture of David RoyerDavid James Royer, Ph.D., BCBA is an assistant professor at University of Hawaiʻi 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.
Email: david.royer@hawaii.edu
ResearchGate: David J. Royer

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

Picture of Sandra Monachino ChafouleasSandra Monachino Chafouleas, Ph.D. is a Board of Trustees Distinguished Professor in the Neag School of Education, University of Connecticut. She serves as Co-Director of the UConn Collaboratory on School and Child Health. She has had continued success with extramurally-funded research. She has content expertise in school mental health and behavior assessment, with additional expertise in reading intervention. She has served as PI on multiple IES projects, has authored 150+ publications, and regularly serves as a national presenter.
Email: sandra.chafouleas@uconn.edu
ResearchGate: Sandra M. Chafouleas
Faculty webpage: University of Connecticut

Picture of Amy M. BrieschAmy M. Briesch, Ph.D. is an associate professor of school psychology at Northeastern University. Her research focuses on developing measures of student social behavior for use in tiered systems. She serves as co-PI for multiple IES-funded projects, has authored 50+ peer-reviewed articles, and published two books focused on school-based behavioral assessment. She was the 2014 winner of the Lightner Witmer Award for early career scholarship from Division 16 of the APA and is a member of the Society for the Study of School Psychology.
Email: A.Briesch@northeastern.edu
ResearchGate: Amy Briesch

Picture of Grant AllenGrant 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 building, implementing, and evaluating tiered models, including comprehensive, integrated, three-tiered (Ci3T) models of prevention, low intensity behavior support strategies, and social validity within tiered models. His specialization area in the special education doctoral program at KU is in evidence-based practices.
Email: grant.allen@ku.edu
ResearchGate: Grant Allen

Picture of Katherine Simeroth AustinKatherine S. Austin, M.Ed. is a doctoral student in the department of special education at the 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, evidence-based practices to support students in reading and writing, and positive behavioral interventions and supports (PBIS).
Email: katie.austin@ku.edu
ResearchGate: Katie Austin

Picture of Kristina Leilani BrownKristina 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.

Picture of Robin EnnisRobin 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: rennis@uab.edu
ResearchGate:
Robin P. Ennis

Picture of Jamie Sue JonesJamie Sue Jones is the Research Project Manager for the KU Ci3T research team. She earned her bachelor’s degree in Psychology at KU, and worked at KU for five years as a Grant Coordinator at the Life Span Institute prior to joining the Ci3T research team in October 2019.
Email: jamiejones@ku.edu
ResearchGate: Coming soon.

 

Picture of Nathan LaneNathan 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.

 

Picture of Paloma Perez-ClarkPaloma Pérez-Clark, Ed.S is a doctoral student in the department of special education also pursuing her Board Certified Behavior Analyst (BCBA) certification at the University of Kansas. She earned her bachelor of science degree in psychology, master's degree in psychology, and her 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 comprehensive, integrated, three-tiered (Ci3T) models of prevention, school-based behavioral interventions for students with and at risk for emotional and behavioral disorders (EBD), and validating psychometric tools​ to measure stakeholder outcomes. She is also interested in enhancing teacher and student social emotional well-being through professional learning and training support.
Email: pperez@ku.edu
ResearchGate: Coming soon.

Picture of Chris W. SchatschneiderChris W. Schatschneider, Ph.D. is a professor in the department of psychology at Florida State University and associate director of the Florida Center for Reading Research. He is a methodologist with considerable experience in directing data activities in large multi-site studies of populations.
Email: schatschneider@psy.fsu.edu
ResearchGate: Coming soon.

Picture of Rebecca Lee SherodRebecca Lee Sherod is a master’s degree student in the department of special education at the University of Kansas. She earned her bachelor’s degree in early childhood and special education from the University of Arizona where she also worked with Wendy Oakes before moving to Lawrence, Kansas. Her interests include comprehensive, integrated, three-tiered (Ci3T) models of prevention and positive behavioral interventions and supports (PBIS).
Email: rebeccasherod@ku.edu
ResearchGate: Coming soon.

Picture of Kristine Elise WheatKristine Elise Wheat, M.A., LCP is a research project specialist for Project ENHANCE and Project SCREEN. She earned her master’s degree in clinical psychology from Washburn University and is a licensed clinical psychotherapist. She earned her bachelor’s degree in psychology from the University of Kansas. Her interests include school mental health, prevention methods for students at risk for emotional and behavioral disorders, school truancy, educational needs of juvenile offenders, social emotional learning, and comprehensive, integrated, three-tiered (Ci3T) models of prevention.
Email: kswheat@ku.edu
ResearchGate: Coming soon.

Ci3T Trainers have completed a series of three competencies:
  1. Completion of R01 Recommended Readings and attendance at a Ci3T Train the Trainers professional learning series
  2. Demonstration of content knowledge
    • Successful completion of the Knowledge, Confidence, and Use survey
      Successful completion of the Ci3T Checks for Understanding
  3. 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 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.

Picture of Grant AllenGrant 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 building, implementing, and evaluating tiered models, including comprehensive, integrated, three-tiered (Ci3T) models of prevention, low intensity behavior support strategies, and social validity within tiered models. His specialization area in the special education doctoral program at KU is in evidence-based practices.
Email: grant.allen@ku.edu
ResearchGate: Grant Allen

Picture of Katherine Simeroth AustinKatherine S. Austin, M.Ed. is a doctoral student in the department of special education at the 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, evidence-based practices to support students in reading and writing, and positive behavioral interventions and supports (PBIS).
Email: katie.austin@ku.edu
ResearchGate: Katie Austin

Picture of Amy M. BrieschAmy M. Briesch, Ph.D. is an associate professor of school psychology at Northeastern University. Her research focuses on developing measures of student social behavior for use in tiered systems. She serves as co-PI for multiple IES-funded projects, has authored 50+ peer-reviewed articles, and published two books focused on school-based behavioral assessment. She was the 2014 winner of the Lightner Witmer Award for early career scholarship from Division 16 of the APA and is a member of the Society for the Study of School Psychology.
Email: A.Briesch@northeastern.edu
ResearchGate: Amy Briesch

Picture of Kristina Leilani BrownKristina 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.

Picture of Nelson C. BrunstingNelson C. Brunsting, Ph.D. serves as the Director of Global Research and Assessment in the Center for Global Programs and Studies and 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 The 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 (a) relationships between working conditions of special educators serving students with EBD and their burnout over time, and (b) exploring social-contextual factors associated with international students’ adjustment to U.S. universities.
Email: brunstnc@wfu.edu
ResearchGate: Nelson C. Brunsting

Picture of Mark BuckmanMark Matthew Buckman, M.S.Ed. is a doctoral student in the department of special education at the University of Kansas and project coordinator for Ci3T ENHANCE. 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.
Email: buckman@ku.edu
ResearchGate: Mark M. Buckman

Picture of Emily CantwellEmily Dawn Cantwell, M.Ed. 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 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 behavior interventions and classroom management practices.
Email: emily.cantwell@ku.edu

Picture of Sandra Monachino ChafouleasSandra Monachino Chafouleas, Ph.D. is a Board of Trustees Distinguished Professor in the Neag School of Education, University of Connecticut. She serves as Co-Director of the UConn Collaboratory on School and Child Health. She has had continued success with extramurally-funded research. She has content expertise in school mental health and behavior assessment, with additional expertise in reading intervention. She has served as PI on multiple IES projects, has authored 150+ publications, and regularly serves as a national presenter.
Email: sandra.chafouleas@uconn.edu
ResearchGate: Sandra M. Chafouleas
Faculty webpage: University of Connecticut

Picture of Eric CommonEric Alan Common, Ph.D., BCBA-D, LBA (MI) 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.
Email: ecommon@umich.edu
ResearchGate: Eric A. Common

Picture of Robin EnnisRobin 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: rennis@uab.edu
ResearchGate:
Robin P. Ennis

Picture of Jamie Sue JonesJamie Sue Jones is the Research Project Manager for the KU Ci3T research team. She earned her bachelor’s degree in Psychology at KU, and worked at KU for five years as a Grant Coordinator at the Life Span Institute prior to joining the Ci3T research team in October 2019.
Email: jamiejones@ku.edu
ResearchGate: Coming soon.

 

Picture of Kathleen LaneKathleen Lynne Lane, Ph.D., BCBA-D, CF-L1 is a Professor in the Department of Special Education and Associate Vice Chancellor for Research at the University of Kansas. She earned her master's degree and doctorate in education from the University of California, Riverside. Prior to entering academia, Dr. Lane served as a classroom teacher of general and special education students for five years and a program specialist for two years. Dr. Lane served as the principal investigator (PI) for federally-funded projects including: Project WRITE, a Goal 2 grant funded through the Institute of Education Sciences (IES) focused on the impact of writing interventions for students at risk for emotional and behavioral disorders (EBD); an IES funded researcher-practitioner partnership grant; an Office of Special Education Programs (OSEP) directed project studying positive behavior support at the high school level; and an OSEP field-initiated project studying prevention of EBD at the elementary level. She is currently the PI for Project ENHANCE, an IES-funded network grant studying how to enhance Ci3T, and Project SCREEN, an IES-funded Goal 5 measurement grant on systematic screening. She is currently the president elect of the Council for Exceptional Children Division for Research (CEC-DR). She is the co-editor of Remedial and Special Education and Journal of Positive Behavior Interventions. Dr. Lane has co-authored 11 books and published 199 refereed journal articles and 42 book chapters.
E-mail: kathleen.lane@ku.edu
ResearchGate: Kathleen L. Lane

Picture of Katie Scarlett LaneKatie Scarlett Lane is an undergraduate student studying special education at Vanderbilt University and pursuing a minor in quantitative methodology. She currently serves on the CEC student committee and APBS 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.s.lane@vanderbilt.edu
ResearchGate: Katie S. Lane

Picture of Nathan LaneNathan 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.

 

Picture of Holy MenziesHolly M. 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 special 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.
E-mail: hmenzie@exchange.calstatela.edu
ResearchGate: Holly M. Menzies

Picture of Wendy OakesWendy 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 and Behavioral Disorders. She previously served on the executive board for the Council for Children with Behavioral Disorders.
E-mail: wendy.oakes@asu.edu
ResearchGate: Wendy P. Oakes

Picture of Paloma Perez-ClarkPaloma Pérez-Clark, Ed.S is a doctoral student in the department of special education also pursuing her Board Certified Behavior Analyst (BCBA) certification at the University of Kansas. She earned her bachelor of science degree in psychology, master's degree in psychology, and her 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 comprehensive, integrated, three-tiered (Ci3T) models of prevention, school-based behavioral interventions for students with and at risk for emotional and behavioral disorders (EBD), and validating psychometric tools​ to measure stakeholder outcomes. She is also interested in enhancing teacher and student social emotional well-being through professional learning and training support.
Email: pperez@ku.edu
ResearchGate: Coming soon.

Picture of David RoyerDavid James Royer, Ph.D., BCBA is an assistant professor at University of Hawaiʻi 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.
Email: david.royer@hawaii.edu
ResearchGate: David J. Royer

Picture of Chris W. SchatschneiderChris W. Schatschneider, Ph.D. is a professor in the department of psychology at Florida State University and associate director of the Florida Center for Reading Research. He is a methodologist with considerable experience in directing data activities in large multi-site studies of populations.
Email: schatschneider@psy.fsu.edu
ResearchGate: Coming soon.

Picture of Rebecca Lee SherodRebecca Lee Sherod is a master’s degree student in the department of special education at the University of Kansas. She earned her bachelor’s degree in early childhood and special education from the University of Arizona where she also worked with Wendy Oakes before moving to Lawrence, Kansas. Her interests include comprehensive, integrated, three-tiered (Ci3T) models of prevention and positive behavioral interventions and supports (PBIS).
Email: rebeccasherod@ku.edu
ResearchGate: Coming soon.

Picture of Kristine Elise WheatKristine Elise Wheat, M.A., LCP is a research project specialist for Project ENHANCE and Project SCREEN. She earned her master’s degree in clinical psychology from Washburn University and is a licensed clinical psychotherapist. She earned her bachelor’s degree in psychology from the University of Kansas. Her interests include school mental health, prevention methods for students at risk for emotional and behavioral disorders, school truancy, educational needs of juvenile offenders, social emotional learning, and comprehensive, integrated, three-tiered (Ci3T) models of prevention.
Email: kswheat@ku.edu
ResearchGate: Coming soon.