Faculty

Curriculum Vitae (PDF)

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Overview

Kathleen Lane has an active research agenda focusing on exploring the relation between academic achievement and behavior patterns of children and youth with social/behavioral concerns. She has designed and evaluated comprehensive, integrated, three-tiered (CI3T) models of prevention across the K-12 continuum to support all students, including those with emotional and behavioral disorders.

Lane is a recipient of numerous research and training grants from the Institute for Educational Sciences and the U.S. Department of Education. She has had numerous publications in such journals as Journal of Emotional and Behavioral Disorders, Behavior Disorders, Journal of Special Education, and Exceptional Children. Lane has served on several editorial boards and as associate editor for several journals. She and Erik Carter are co-editors for Remedial and Special Education. She has coauthored five books and published over 120 journal articles and book chapters.

She teaches undergraduate and graduate students, addressing areas such as the characteristics of emotional and behavioral disorders, characteristics of students with high incidence disabilities, and managing academic and social behavior using a three tiered model of prevention.

Lane received her Ph. D. in Special Education at the University of California at Riverside in 1997. Prior to coming to Carolina, she was a faculty member at the University of Arizona; California State University, Los Angeles; and most recently Peabody College of Vanderbilt University.

Prior to entering academia, she served as a classroom teacher of general and special education students for five years. Also, for two years she provided consultation, intervention, and staff development services to five school districts in Southern California.

Educational Background

  • Ph.D. 1997 – University of California, Riverside, Education (Focus: Special Education)
  • M.A. 1992 – University of California, Riverside, Education (Focus: Special Education)
  • B.A. 1988 – University of California, Riverside, Psychology

Research Interests

  • Emotional and behavior disorders
  • Mild disabilities
  • School-based intervention research

Teaching Areas

  • Managing Academic, Behavioral, and Social Change
  • Characteristics of Students with Emotional and Behavioral Disorders

Courses

  • EDUC 466 Planning for Teaching the Middle Grades (3 hours)]
  • EDUC 699 Teacher as Researcher Internship

 

Honors & Awards

  • 2010 Outstanding Educator, Outstanding Leadership Honoree of Peabody College
  • 2008 Outstanding Educator, Outstanding Leadership Honoree of Peabody College
  • 2008 Shining Apple Award, a service award from Williamson County Schools
  • 2006 Outstanding Educator, Outstanding Leadership Honoree of Peabody College
  • 2005 Council for Exceptional Children, Early Career Research Award
  • 2004 Outstanding Educator, Outstanding Leadership Honoree of Peabody College
  • 2003 Outstanding Educator, Outstanding Leadership Honoree of Peabody College

Selected Professional Affiliations

  • Association for Applied Behavior Analysis
  • Tennessee Association of Applied Behavior Analysis
  • Council for Exceptional Children
    • Division for Research
    • Council for Children with Behavior Disorders

Selected Publications

Books

Lane, K. L., Menzies, H. M, Oakes, W. P., & Kalberg, J. R. (in press). Systematic screenings of behavior to support instruction: From preschool to high school. New York, N.Y.: Guilford Press.

Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, N.Y.: Guilford Press.

Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York, N.Y.: Guilford Press.

Umbreit, J., Ferro, J., Liaupsin, C., & Lane, K. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, N. J.: Prentice-Hall.

Lane, K. L., & Beebe-Frankenberger, M. E. (2004). School-based interventions: The tools you need to succeed. Boston, MA: Allyn & Bacon.

Lane, K. L., Gresham, F. M., & O’Shaughnessy, T. E. (Eds.) (2002). Interventions for children with or at risk for emotional and behavioral disorders. Boston, MA: Allyn & Bacon.

Journal Articles

Lane, K. L., Bruhn, A. L., Eisner, S. L., & Kalberg, J. R. (2010). Score reliability and validity of the Student Risk Screening Scale: A psychometrically-sound, feasible tool for use in urban middle schools. Journal of Emotional and Behavioral Disorders, 18, 211-224.

Kalberg, J. R., Lane, K. L., & Menzies, H. M. (2010). Using systematic screening procedures to identify students who are nonresponsive to primary prevention efforts: Integrating academic and behavioral measures.  Education and Treatment of Children, 33, 561-584.

Oakes, W. P. Wilder, K., Lane, K. L., Powers, L., Yokoyama, L., O’Hare, M. E., Jenkins, A. B. (2010). Psychometric properties of the Student Risk Screening Scale: An effective tool for use in diverse urban elementary schools. Assessment for Effective Intervention, 35, 231-239.

Lane, K. L., Little, A. L., Menzies, H. M., Lambert, W., & Wehby, J. H. (2010). A comparison of students with behavioral challenges educated in suburban and rural settings: Academic, social and behavioral outcomes. Journal of Emotional and Behavioral Disorders, 18, 131-148.

Lane, K. L., Graham, S., Harris, K. R., Little, M. A., Sandmel, K., & Brindle, M. (2010). Story writing: The effects of self-regulated strategy development for second grade students with writing and behavioral difficulties. Journal of Special Education, 44, 107-128.

Lane, K. L., Pierson, M., Stang, K., & Carter, E. W. (2010). Teacher expectations students’ classroom behavior: Do expectations vary as a function of school risk? Remedial and Special Education, 31, 163-174.

Lane, K. L, Kalberg, J. R., Lambert, W., Crnobori, M., & Bruhn, A. (2010). A comparison of systematic screening tools for emotional and behavioral disorders: A replication. Journal of Emotional and Behavioral Disorders, 18, 100-112.

Little, M. A., Lane, K. L., Harris, K., Graham, S., Brindle, M., & Sandmel, K. (2010). Self-regulated strategies development for persuasive writing in tandem with schoolwide positive behavioral support: Effects for second grade students with behavioral and writing difficulties. Behavioral Disorders, 35, 157-179.

Lane, K. L., Eisner, S. L., Kretzer, J. M., Bruhn, A. L., Crnobori, M. E., Funke, L. M., Lerner, T. J., & Casey, A. M. (2009) Outcomes of functional assessment-based interventions for students with and at risk for emotional and behavioral disorders in a job-share setting. Education and Treatment of Children, 32, 573-604.

Stang, K. K., Carter, E. W., Lane, K. L., & Pierson, M. R. (2009). Perspectives of general and special educators on fostering self-determination in elementary and middle schools. Journal of Special Education, 43, 94-106.

Lane, K. L., Little, M. A., Casey, A. M., Lambert, W., Wehby, J. H., Weisenbach, J. L., & Phillips, A., (2009). A comparison of systematic screening tools for emotional and behavioral disorders: How do they compare? Journal of Emotional and Behavioral Disorders, 17, 93-105.

Lane, K. L., Kalberg, J. R., Bruhn, A. L., Driscoll, S. A., Wehby, J. H., & Elliott, S. (2009). Assessing social validity of school-wide positive behavior support plans: Evidence for the reliability and structure of the Primary Intervention Rating Scale. School Psychology Review, 38, 135-144.

Lane, K. L., Kalberg, J. R., & Shepcaro, J. C. (2009). An examination of quality indicators of function-based interventions for students with emotional or behavioral disorders attending middle and high schools. Exceptional Children, 75, 321-340.

Lane, K. L., Robertson, E. J., Mofield, E., Wehby, J. H., & Parks, R. J. (2008). Preparing students for college entrance exams: Findings of a secondary intervention conducted within a three-tiered model of support. Remedial and Special Education.

Carter, E. W., Lane, K. L., Pierson, M. R., & Stang, K. K. (2008). Promoting self-determination for transition-age youth: Views of high school general and special educators. Exceptional Children, 75, 55-70.

Lane, K. L., Kalberg, J. R., Parks, R. J., & Carter, E. W. (2008). Student Risks Screening Scale: Initial evidence for score reliability and validity at the high school level. Journal of Emotional and Behavioral Disorders, 16, 178-190.

Robertson, E. J., & Lane, K. L. (2007). Supporting middle school students with academic and behavioral concerns within the context of a three-tiered model of support: Findings of a secondary prevention program. Behavioral Disorders, 33, 5-22.

Lane, K. L., Parks, R. J., Kalberg, J. R., & Carter, E. W. (2007). Systematic screening at the middle school level: Score reliability and validity of the students risk screening scale. Journal of Emotional and Behavioral Disorders, 15, 209-222.

Lane, K. L., Stanton-Chapman, T. L., Roorbach, K. A., & Phillips, A. (2007). Teacher and parent expectations of preschoolers’ behavior: Social skills necessary for success. Topics in Early Childhood, 27, 86-97.

Lane, K. L., Weisenbach, J. L., Phillips, A., & Wehby, J. (2007). Designing, implementing, and evaluating function-based interventions using a systematic, feasible approach. Behavioral Disorders, 32, 122-139.

Lane, K. L., Little, M. A., Rhodes, J. R., Phillips, A., & Welsh, M. T. (2007). Outcomes of a teacher-led reading intervention for elementary students at-risk for behavioral disorders. Exceptional Children, 74, 47-70.

Lane, K. L. (2007). Identifying and supporting students at risk for emotional and behavioral disorders within multi-level models: Data driven approaches to conducting secondary interventions with an academic emphasis. Education and Treatment of Children, 30, 135-164.

Lane, K. L., Rogers, L. A., Parks, R. J., Weisenbach, J. L., Mau, A. C., Merwin, M. T., & Bergman, W. A. (2007). Function-based interventions for students nonresponsive to primary and secondary prevention efforts: Illustrations at the elementary and middle school levels. Journal of Emotional and Behavioral Disorders, 15, 169-183.

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