Kathleen Lynne Lane
About
Kathleen Lynne Lane is a Professor in the Department of Special Education at the University of Kansas. Dr. Lane’s research interests are 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 challenges, with an emphasis on systematic screening. Dr. Lane serves as the primary investigator (PI) for an Institute of Education Sciences (IES) Researcher-Practitioner Partnership grant. She has also served as PI for other federally funded projects, including: Project WRITE, a Goal 2 Grant funded through IES, focusing on the impact of writing interventions for students at risk for EBD who are also poor writers; an OSEP-directed project that examined positive behavior support at the high school level; and an OSEP field-initiated project that studied the prevention of EBD at the elementary level. She is currently President of the Council for Children with Behavior Disorders (CCBD). She is the co-editor of Remedial and Special Education and Journal of Positive Behavior Intervention. Dr. Lane has co-authored seven books and published over 150 refereed journal articles and 30 book chapters.
Associated IES Content
About
2017 About Page - About IES, NCER, NCSER and Co-Chairs
Grant
Project ENGAGE: Enhancing Student Engagement to Facilitate Learning and Well-Being
This project aims to (1) analyze existing data to determine how internalizing and externalizing behavior patterns, as well as referrals for special education eligibility, may have shifted over time with the pandemic, and (2) test Recognize. Relax. Record. (RRR). RRR is an intervention designed to reduce symptoms of anxiety, increase engagement, maximize learning recovery, and improve academic outcomes for students with and at risk for emotional and behavioral disorders (EBD). Due to the COVI...
Federal funding program:
Award number:
R324X220067
Grant
Enhancing Engagement: Investigating Adaptations to Commonly Used Interventions for Elementary Students with Challenging Behavior
The Principal Investigator (PI) will conduct a program of research designed to improve intervention and outcomes for students with or at risk for emotional and behavioral disorders (EBD) as well as participate in career development activities to expand knowledge and skills related to research methods, project management, and behavioral interventions. Challenging behavior significantly limits student access to ongoing instruction in general education, leading to negative long-term outcomes. B...
Federal funding program:
Award number:
R324B210007
Grant
Project SCREEN: Validation of a Free-Access Screening Tool for K-12 Educators to Screen Students for Internalizing and Externalizing Behavior Patterns
The purpose of this project is to validate the Student Risk Screening Scale for Internalizing and Externalizing Behaviors (SRSS-IE) for identifying K-12 students who are at risk for internalizing and/or externalizing behavior patterns. To prevent students with and at risk for emotional and behavioral disorders (EBD) from developing long-term negative consequences such as school failure and dropout, it is essential that students be identified early to facilitate the identification, implementa...
Federal funding program:
Award number:
R324A190013
Grant
Enhancing Ci3T: Building Professional Capacity for High Fidelity Implementation to Support Students' Educational Outcomes (Project ENHANCE)
The purpose of this project is to conduct an efficacy trial of the Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention for elementary schools that integrates academic, behavioral, and social learning supports. In addition, the research team will further identify and develop systems-level professional learning modules necessary for moving the Ci3T model to scale, including (1) Leadership Skills and Structures Needed to Support Ci3T, (2) Capacity of Ci3T Leadership Teams to Supp...
Federal funding program:
Award number:
R324N190002
FY2018
FY2018 Single-Session Peer Review Panel
FY2017
FY2017 Single-Session Peer Review Panel
Grant
The Self-Determined Learning Model of Instruction: Examining the Impact of Implementation Supports on Teacher and Student Outcomes
This study will test the efficacy of varied levels of support for teachers implementing the Self-Determined Learning Model of Instruction (SDLMI). SDLMI is a research-based program designed to promote positive transition outcomes for high school students with disabilities. Previous research indicates that students whose teachers participate in professional development (PD) around SDLMI experience improved access to the general education curriculum and self-determination outcomes (e.g., inc...
Federal funding program:
Award number:
R324A170008
FY2016
FY2016 Social and Behavioral Peer Review Panel
Grant
Empowering Teachers with Low-Intensity Strategies to Support Instruction II
The Principal Investigator (PI) will conduct a program of research for improving outcomes for students with emotional disturbance (ED) while developing skills related to this research, including establishing partnerships with schools and districts, analyzing data using multi-level modeling and other advanced statistical techniques, and writing competitive grant proposals. The PI intends to develop a training model for teachers to implement a classroom-based, low-intensity strategy called Ins...
Federal funding program:
Award number:
R324B150028
Grant
Implementing Comprehensive, Integrated, Three-tiered Models to Meet Students' Academic, Behavior, and Social Needs: A Researcher-Practitioner Partnership
This project focused on continued implementation and testing of the Comprehensive, Integrated, Three-tiered (Ci3T) Prevention Research Project in LPS. The Ci3T model of prevention blends the principles of response to intervention and positive behavior interventions and supports with a validated program focused on developing students' social skillsets. The partners worked together to examine newly installed district- and school-level system changes designed to create positive learning environ...
Federal funding program:
Award number:
R305H150018
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
Grant
The Effects of Strategy and Self-Regulation Instruction on Students' Writing Performance and Behavior: A Preventative Approach (Project WRITE)
The purpose of Project WRITE was to further develop and examine the impact of a modified Self-Regulated Strategy Development (SRSD) on the writing and classroom behavior of elementary school students at high risk for serious behavior disorders (SBD). Prior research demonstrated SRSD improved the writing performance of students with learning disabilities and other struggling writers, but its impact on the writing performance, as well as behavior, of students with challenging behaviors was not...
Federal funding program:
Award number:
R324B060018
organization
University of Kansas
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