Contact Us – ci3t.org

green yellow and red rotary telephone If 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

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 in the department of special education at the University of Kansas and co-primary investigator for Project Engage. 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

Eric Alan Common, Ph.D., BCBA-D, LBA (MI) is an associate 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 is currently the learning resource coordinator at a private high school in South Dakota. 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, M.A. is a doctoral student at University of Connecticut studying research methods, measurement, and evaluation. She currently serves on the CEC Division for Research board. Her primary interests include school-based measurement and intervention reserach.
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

Rebecca Lee 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.

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: allengr@uwstout.edu
ResearchGate: Grant Edmund Allen

Katherine S. Austin, Ph.D. is a clinical assistant professor at the University of Tennessee in the Department of Theory and Practice in Teacher Education. 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

Tammy J. Becker, MSE, is a Ci3T coach. She earned her bachelor's degree in elementary education with a minor in math and an English to speakers of other langauges (ESOL) endorsement, as well as her master's degree in building leadership from Fort Hays State University. She is currently a part-time student services coordinator for Lawrence Public Schools. In 2020, she retired after 20 years as an elementary school principal. Her interests include building and implementing comprehensive, integrated, three-tiered (Ci3T) models of prevention, positive behavioral interventions and supports (PBIS), low-intensity strategies, and evidence-based practices to support students who are most at risk for academic, behavior, and social challenges.
Email: tammy.becker@ku.edu

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

Carrie L. Brandon, M.A., NBCT is a doctoral student and Ci3T research project coordinator at Mary Lou Fulton Teachers College at Arizona State University. She earned her bachelor’s degree from Washington State University, master’s degree in special education from Western New Mexico University, and master’s degree in educational leadership from Northern Arizona University. Ms. Brandon is a National Board-Certified Teacher through the National Board for Professional Teaching Standards. She has worked as a secondary education Peace Corps Volunteer, general education teacher, gifted and talented teacher, special education teacher, special education coordinator, director of student services, and university instructor. Her interests include comprehensive, integrated, three-tiered (Ci3T) model of prevention, teacher preparation, in-service professional learning and coaching, evidence-based practices to support the development of safe predictable learning environments, and positive behavioral interventions and supports (PBIS).
Email: carrie.brandon@asu.edu
ResearchGate: Coming soon.

Kristina Leilani Brown, M.Ed., BCBA 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.

Amy Buffington, MSE, is a research project coordinator at University of Kansas for the Ci3T research team. She earned her bachelor's degree in elementary education from University of Iowa and her master's degree in counseling psychology from University of Kansas. She has extensive experience working in public schools, including positions as an elementary classroom teacher, middle school reading teacher, assistant to the school psychologist, and elementary school counselor.
Email: a.buffington@ku.edu
ResearchGate: Coming soon.

Howard C. Diacon Ed.S., is a retired building administrator with over 30 years of experience in leading schools through a variety of school reform and improvement programs. He has worked in rural, urban, and suburban settings. He received his bachelor’s degree from the University of Kansas in elementary education and his specialist in education degree from Wichita State University in school administration. He currently serves as a Ci3T coach working with numerous Ci3T leadership teams where he is able to share his wisdom from years of experience implementing Ci3T as an elementary school principal.
E-mail: hdiacon@ku.edu

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 committee for the Division of Emotional and Behavioral Health.
E-mail: rennis@uab.edu
ResearchGate: Robin Parks Ennis

Teshan L. 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, M.S. is research technician with the KU Ci3T research team. His interests include longitudinal data analysis, financial time series analysis, general linear models, and Bayesian methodologies.
Email: nathan.lane7@gmail.com
ResearchGate: Coming soon.

Paloma Pérez, Ed.S., Ph.D. is a post-doctoral research associate at the University of Virginia. She is 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

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

Joni L. Weiss, M.S.Ed. received her master's degree in special education from the University of Kansas and is a research assistant with the KU Ci3T Research Team. She also received licensure to teach students with English as a second or other language from KU. She earned her B.A. in special education from the University of Northern Iowa, with licensure to teach students with emotional and/or behavioral disabilities or functional or adaptive intellectual disability. She taught special education in Topeka, Kansas for five years and in Lawrence, Kansas for 32 years. She was a member of her school’s Comprehensive, Integrated, Three-Tiered (Ci3T) leadership team for nine years and continues her interest in tiered models of prevention and low-intensity strategies by coaching administrators, faculty, and staff to support students, of all ability levels, in the areas of academics, behavior, and social skills.
Email: joni.weiss@ku.edu

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

Kathleen M. Williamson, Ph.D., NCSP is a postdoctoral research associate at the University of Connecticut’s Collaboratory on School and Child Health (CSCH). She is a nationally certified school psychologist and previously worked as a school psychologist at the high school level. She is interested in cost analysis research of multi-tiered interventions and frameworks; evidence-based classroom management practices; adolescent mental health; and implementation of the Whole School, Whole Community, Whole Child (WSCC) model. She also teaches graduate courses in school psychology and special education in UConn’s Neag School of Education.
Email: kathleen.williamson@uconn.edu
ResearchGate: Coming soon.

Ci3T Trainers

Beth Bourque, SSP, is currently an Assistant Director of Special Education with the North Kitsap School District in Poulsbo, Washington. Previous positions held include Director of MTSS, Assistant Principal, Academic/Behavior Intervention Coach, and School Psychologist. Since beginning her career in 2005, her interests have always focused on reconstructing systems to provide equitable and inclusive access for all students. She has provided coaching at the classroom, school, and district level since 2005, including topics specific to PBIS, integration of SEL and mental health, using RtI as eligibility for specific learning disabilities, and building district capacity for MTSS. Since 2018, she has been involved with learning about and becoming a trainer of the Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention and has since supported over 20 schools across five districts to build and implement their Ci3T model.
E-mail: bbourque@nkschools.org

Sandy Gessner-Crabtree, M.Ed., Executive Leadership Certification, is currently serving as the Senior Strategy Officer for Educational Equity at Olympic Education Service District 114 in Bremerton, Washington. She has served as a teacher, mentor, instructional coach, reading interventionist, director of curriculum and assessment, executive director of professional learning, assistant superintendent, and superintendent. She is currently part of OSPI’s State MTSS Team working with school district leadership teams on the installation of tiered and integrated systems of student support. She has been partnering with Ci3T since 2018 and led over 20 school teams through building their Ci3T plan and supporting Ci3T implementation.
E-mail: sgessner@oesd114.org

Amber L. Smith, M.Ed., is currently the director of academic intervention for Fort Mill School District in Fort Mill, South Carolina. For the last 25 years, her career has centered around ensuring equitable access to high-quality instruction for all students, both as a classroom teacher and interventionist and later as a district-level administrator. She began her work with Ci3T in 2020, and has since led over 20 K-12 schools through building and implementing their comprehensive, integrated, three-tiered (Ci3T) model of prevention. This work has included connecting Ci3T implementation with the professional learning community practices and strategies designed to improve outcomes for students.
Email: smitha@fortmillschools.org

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
  - a. Provide overview of Ci3T using select slides
  - b. Demonstrate knowledge of all six professional learning series session content using sample of slides
  - c. 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

Amy 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

Nelson 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

Mark Matthew Buckman, Ph.D. is an assistant research professor in the department of special education at the University of Kansas and co-primary investigator for Project Engage. 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

Emily Dawn Cantwell, M.Ed. is former project coordinator for Ci3T training and implementation projects. She is currently the learning resource coordinator at a private high school in South Dakota. 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

Sandra 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

Eric Alan Common, Ph.D., BCBA-D, LBA (MI) is an associate 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

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 P. Ennis

Jamie Sue Jones has served as 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.

Kathleen Lynne Lane, Ph.D., BCBA-D, CF-L2 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

Nathan Allen lane is research technician with the KU Ci3T research team. His interests include longitudinal data analysis, financial time series analysis, general linear models, and Bayesian methodologies.
Email: nathan.lane7@gmail.com
ResearchGate: Coming soon.

Holly 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

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 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

Paloma Pérez, Ed.S, Ph.D. is a post-doctoral research associate at the University of Virginia. She is 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: Coming soon.

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 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@louisville.edu
ResearchGate: David J. Royer

Rebecca Lee Sherod, M.S. is project coordinator for Ci3T research team. 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