Kimberly Crosland

This project aims to develop the Stepped Care Approach for Addressing Youth-Motivated School Refusal Behaviors (STAY), an intervention to address school refusal behaviors for students with or at risk for disabilities in grades 3 through 8. Public schools report that chronic absenteeism (missing at least 15 days of a school year) has increased after the COVID-19 pandemic and is a particular concern for children with or at risk for disabilities. For example, previous research has found that st...

The purpose of this project is to develop and evaluate the potential efficacy of a virtual Prevent-Teach-Reinforce (PTR) coaching model, ePTR Coach, to improve behavioral outcomes for students in grades K-5 who need intensive behavior interventions. Persistent problem behavior displayed by students with or at risk for disabilities is repeatedly identified as a major concern for parents, educators, and other stakeholders. Because persistent behavioral challenges result in personal, social, ac...

The purpose of this project is to develop MOTIVATED, a modular-based consultation coaching framework to help elementary school teachers select and implement evidence based, class-wide behavior interventions for students with emotional and behavioral disorders (EBD) who are placed in self-contained classrooms. The number of students who are found eligible for special education services under the eligibility of emotional disturbance (ED) has been steadily increasing over the past 40 years. Unf...

Children and youth with or at risk for disabilities in foster care are at increased risk for school failure due in part to a high frequency of running away from their residential placements in the child welfare system (e.g., foster home). When children and youth run away they are missing school, which leads to poor educational outcomes. The purpose of this project is to develop and pilot test an intervention package that includes a functional assessment process and a menu of assessment-based...