Research-Based Strategies for Improving Outcomes in Behavior. Dieser Artikel ist nicht verfügbar.Research-Based Strategies for Improving Outcomes in Behavior

Research-Based Strategies for Improving Outcomes in Behavior, 1e is an authoritative collection of the best techniques known to work for students with disabilities.A volume unlike any other, it helps practitioners, teacher-educators, and policymakers combat the gap between research and practice by gathering the most meaningful findings regarding behavior outcomes in a single source. Written by leading authorities, chapters offer a consistent format that includes definition of strategy, theoretical underpinnings, description, fidelity checklist, and research-based summaries. . Sections show how to improve behavior outcomes by implementing Positive Behavior Supports, preventing problem behavior, improving compliance, decreasing aggressive behavior, and promoting social skills training.  

Kathleen Lynne Lane is a Professor in the School of Education at University of North Carolina – Chapel Hill. 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 provided consultation, intervention, and staff development services to five schools districts in Southern California for two years as a Program Specialist. Dr. Lane’s research interests focus on school-based interventions (academic and behavioral) with students at risk for emotional and behavioral disorders (EBD). She has designed, implemented, and evaluated multi-level prevention models in elementary, middle, and high school settings to (a) prevent the development of EBD and (b) responding to existing instances. While at Vanderbilt University, Dr. Lane served as the primary investigator of a state funded technical assistance grant, Project Support and Include (PSI). PSI provides professional development and technical assistance to schools in 17 counties, focusing on the design, implementation, and evaluation of comprehensive, integrated, three-tiered (CI3T) models of prevention. Dr. Lane also served as the PI of other federally-funded projects including: Project WRITE, a Goal Area 2 Grant funded through the Institute for Educational Sciences, focusing on impact of writing interventions for students at risk for EBD who are also poor writers; an 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 has expertise in school-based intervention and statistical analysis including multivariate analysis of longitudinal data sets. She is the co-editor of Remedial and Special Education and is an associate editor for Journal of Positive Behavior Interventions and Education and Treatment of Children. She also serves on several editorial boards including Exceptional Children, the Journal of Special Education, and Journal of Emotional and Behavioral Disorders. Dr. Lane has co-authored five books and published over 100 refereed journal articles and book chapters.  Book titles include:

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.

Bryan G. Cook is presently a Professor in the Department of Special Education at the University of Hawaii at Manoa. He earned his PhD in special education at the University of California at Santa Barbara. Dr. Cook and his colleagues have guest edited a number of special issues of journals on topics related to research-based practices in recent years, including of a 2003 special issue of Journal of Special Education, a 2008 special issue of Intervention in School and Clinic, a 2009 special issue of Exceptional Children, and a 2010 special issue of Intervention in School and Clinic. Dr. Cook is currently the chair of the Council for Exceptional Children’s Workgroup on Evidence-based Practices and President of the Council for Exceptional Children’s Division for Research, as well as Associate Editor of the journal Remedial and Special Education. He is the recipient of the Council for Exceptional Children’s Division for Research 2007 Distinguished Early Career Research Award and the 2008 James M. Kauffman Publication Award (with Melody Tankersley).

Melody Tankersley, PhD, is a professor of special education at Kent State University. After earning her doctorate degree from the University of Virginia, she was awarded a post-doctoral fellowship at Juniper Gardens Children’s Project, a program affiliated with the University of Kansas. Prior to beginning her graduate studies, Dr. Tankersley taught students with emotional and behavioral disorders, a population of students who continue to be the focus of her instructional and scholarly endeavors. Dr. Tankersley focuses her scholarship on issues related to identifying and using evidence-based practices, academic and behavioral interventions, the prevention of emotional and behavioral disorders, and parent interventions. Dr. Tankersley and her colleague from the University of Hawaii, Dr.  Bryan Cook, were recently awarded the James M. Kauffman Publication Award, presented by the University of Virginia’s Curry School of Education for a scholarly work that results in knowledge leading to exemplary special education practices.