Kathleen Lynne Lane

University of Kansas

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

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:

Research to Accelerate Pandemic Recovery in Special Education

Award number:

R324X220067

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:

Special Education Research Grants

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:

Research Networks Focused on Critical Problems of Education Policy and Practice in Special Education

Award number:

R324N190002

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:

Partnerships and Collaborations Focused on Problems of Practice or Policy

Award number:

R305H150018

About

2017 About Page - About IES, NCER, NCSER and Co-Chairs

FY2018

FY2018 Single-Session Peer Review Panel

FY2017

FY2017 Single-Session Peer Review Panel

FY2016

FY2016 Social and Behavioral Peer Review Panel

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:

Special Education Research Grants

Award number:

R324B060018

organization