Kathleen Lynne Lane, Ph.D., BCBA-D
School of Education - Special EducationRoom 542
Summary
Kathleen Lynne Lane is a Professor in the Department of Special Education at the University of Kansas. 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), with an emphasis on systematic screenings to detect students with behavioral challenges at the earliest possible juncture. She has designed, implemented, and evaluated comprehensive, integrated, three-tiered (CI3T) models of prevention 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 133 refereed journal articles and 30 book chapters.
Dr. Lane specializes in Emotional and Behavior Disorders, Mild Disabilities, Methodology: Group and Single Case Design, and Multivariate Analysis using Statistical Analysis System (SAS) programming, School-Based Intervention Research: Nomothetic and Ideographic.
Education
Ph.D., Education , University of California, Riverside
M.A., Education, University of California, Riverside
B.A., Psychology, University of California, Riverside
Teaching Interests
- Emotional and behavior disorders
- Methodology- group and single case design
- School-based intervention research
- Comprehensive, integrated, three-tiered (CI3T) models of prevention
- Systematic screenings for behavior challenges
Research Interests
- Emotional and behavior disorders
- Methodology- group and single case design
- Multivariate analysis using SAS
- School-based intervention research
- Comprehensive, integrated, three-tiered (CI3T) models of prevention
- Systematic screenings for behavior challenges
Selected Publications
Lane, K. L., Menzies, H. M., Ennis, R. P., & Oakes, W. P. (2015). Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies, New York, NY: Guilford.
Lane, K. L., Richards-Tutor, C. Oakes, W. P., & Connor, K. (2014). Initial evidence for the reliability and validity of the student risk screening scale with elementary age English learners. Assessment and Effective Intervention, 39, 219-232. DOI:10.1177/1534508413496836
McMahon, S. Martinez, A. Espelage, D. Reddy, L. A., Rose, C. Lane, K. Anderman, E. Reynolds, C. R., Jones, A. & Brown, V. (2014). Violence directed against teachers: Results from a national survey: Violence directed against teachers. Psychology in the Schools [00333085], 51(7), 753-766. DOI: 10.1002/pits.21777
Lane, K. L., Oakes, W. P., Menzies, H. M., & Harris, P. J. (2013). Developing comprehensive, integrated, three-tiered models to prevent and manage learning and behavior problems. In T. Cole, H. Daniels, & J. Visser (Eds.), The Routledge international companion to emotional and behavioural difficulties (pp.177-183). New York, NY: Routledge.
Reddy, L. A., Espelage, D. McMahon, S. D., Anderman, E. M., Lane, K. L., Brown, V. E., Reynolds, C. R., Jones, A. & Kanrich, J. (2013). Violence against teachers: Case studies from the APA Task Force. International Journal of School & Educational Psychology, 1, 231-245. DOI:10.1080/21683603.2013.837019
All Publications
Lane, K. L., Oakes, W. P., Buckman, M. M., & Menzies, H. M. (in press). Comprehensive, integrated, three-tiered (Ci3T) models of prevention: Considerations for the field. In D. Bateman, J. Cline, & M. Yell (Eds.), Current trends and legal issues in special education. (pp. ). Corwin.
Lane, K. L., Royer, D. J., & Oakes, W. P. (in press). Literacy instruction for students with emotional and behavioral disorders: A developing knowledge base. In R. Boon, M. Burke, & L. Bowman-Perrot (Eds.), Literacy Instruction for Students with Emotional and Behavioral Disorders (EBD): Research-Based Interventions for the Classroom. (pp. ). Charlotte, NC: Information Age Publishing.
Lane, K. L., & Kettler, R. J. (in press). Literature reviews, questions, and hypotheses. In R. Kettler (Ed.), Methodologies of school psychology: Critical skills (pp. ). New York, NY: Routledge.
Lane, K. L., & Kettler, R. J. (in press). Research-related tasks: Developing technical writing skills. In R. Kettler (Ed.), Methodologies of school psychology: Critical skills (pp. ). New York, NY: Routledge.
Lane, K. L., & Kettler, R. J. (in press). Single case research designs in school psychology. In R. Kettler (Ed.), Methodologies of school psychology: Critical skills (pp. ). New York, NY: Routledge.
Lane, K. L., & Kettler, R. J. (in press). Survey designs in school psychology. In R. Kettler (Ed.), Methodologies of school psychology: Critical skills (pp. ). New York, NY: Routledge.
Lane, K. L., Oakes, W. P., Royer, D. J., Cantwell, E. D., Menzies, H. M., & Jenkins, A. (in press). Using the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices. Remedial and Special Education, , .
Lane, K. L. (n.d.). [Review of Navigating the Behavioral Maze: The IDEA Companion Guide to Functional Assessment, by Corwin Press]..
Simonsen, B. Freeman, J. Swain-Bradway, J. George, H. Putnam, B. Lane, K. L., Sprague, J. & Hershfeldt, P. (in press). Using data to support teachers’ implementation of empirically-supported classroom practices. Education and Treatment of Children, , .
Lane, K. L., & Wehby, J. M. (2019). Classroom management. In S. G. Little & A. Akin-Little (Eds.), Handbook of behavioral interventions in schools: Evidence-based positive strategies (2nd Ed.). (pp. pp.61-76). Washington, DC: American Psychological Association. DOI://dx.doi.org/10.1037/0000126-004
Lane, K. L., Oakes, W. P., & Menzies, H. M. (2019). Comprehensive, integrated, three-tiered (Ci3T) models of prevention: The role of systematic screening to inform instruction. In P. Pullen & M. Kennedy (Eds.), Handbook of response to intervention and multi-tiered systems of support. (pp. pp.63-75). New York, NY: Routledge.
Wolery, M. Lane, K. L., & Common, C. E. (2018). Writing tasks: Literature reviews, research proposals, and final reports. In J. Ledford & D. L. Gast (Eds.), Single case research methodology: Applications in special education and behavioral sciences (3rd Ed.) (pp. ). New York, NY: Routledge.
Lane, K. L., Oakes, W. P., Cantwell, E. D., & Royer, D. J. (2018). Building and installing comprehensive, integrated, three-tiered (Ci3T) models of prevention: A practical guide to supporting school success. V1.2, Phoenix, AZ: KOI Education.
Lane, K. L., & Cantwell, C. D. (2018). School-Wide Positive Behavior Support. In B. Frey (Ed.), The SAGE encyclopedia of special education (pp. pp. 1469-1472). Thousand Oaks, CA: SAGE Publications.
Lane, K. L., & Royer, D. J. (2018). Single-Case Research. In B. Frey (Ed.), The SAGE encyclopedia of special education (pp. pp. 1525-1528). Thousand Oaks, CA: SAGE Publications.
Common, C. E., & Lane, K. L. (2018). Specificity. In B. Frey (Ed.), The SAGE encyclopedia of special education (pp. pp. 1565-1566). Thousand Oaks, CA: SAGE Publications.
Lane, K. L., Oakes, W. P., Common, E. A., Brunsting, N. Zorigian, K. Hicks, T. & Lane, N. A. (2018). A comparison between SRSS-IE and BASC-2 BESS scores at the middle school level. Behavioral Disorders. DOI:10.1177/0198742918794843
Menzies, H. M., Lane, K. L., Oakes, W. P., Ruth, K. Cantwell, E. D., & Smith-Menzies, L. (2018). Active supervision: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, , . DOI:10.1177/1074295618799343
McIntosh, K. & Lane, K. L. (2018). Advances in measurement in school-wide positive behavioral interventions and supports. Remedial and Special Education., 323-330.
Ennis, R. P., Royer, D. J., Lane, K. L., Menzies, H. M., Oakes, W. P., & Schellman, L. E. (2018). Behavior-specific praise: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, , . DOI:10.1177/1074295618798587
Lane, K. L., Menzies, H. M., Ennis, R. P., & Oakes, W. P. (2018). Effective low-intensity strategies to enhance school success: What every educator needs to know. Beyond Behavior, , . DOI:10.1177/1074295618799044
Ennis, R. P., Lane, K. L., & Oakes, W. P. (2018). Empowering teachers with low intensity strategies: Self-monitoring in an elementary resource classroom. Preventing School Failure, , . DOI:10.1080/1045988X.2017.1408055
Ennis, R. P., Lane, K. L., & Oakes, W. P. (2018). Empowering teachers with low-intensity strategies to support instruction: Implementing within-activity choices in third-grade math with null effects. Remedial and Special Education, , . DOI:10.1177/0741932517734634
Green, J. G., DeYoung, G. Wogan, M. E., Wolf, E. J., Lane, K. L., & Alder, L. A. (2018). Evidence for the reliability and preliminary validity of the Adult ADHD Self-Report Scale v1.1 (ASRS v1.1) screener in an adolescent community sample. International Journal of Methods in Psychiatric Research, , . DOI:10.1002/mpr.1751
Bross, L. A., Common, E. A., Oakes, W. P., Lane, K. L., Menzies, H. M., & Ennis, R. P. (2018). High probability request sequences: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, , . DOI://doi.org/10.1177/1074295618798615
Oakes, W. P., Schellman, L. E., Lane, K. L., Common, E. A., Powers, L. Diebold, T. & Gaskill, T. (2018). Improving educators’ knowledge, confidence, and usefulness of functional assessment-based interventions: Outcomes of professional learning. Education and Treatment of Children, 41, 533 – 565.. DOI:
Lane, K. L., Menzies, H. M., Ennis, R. P., Oakes, W. P., Royer, D. J., & Lane, K. S. (2018). Instructional choice: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, , . DOI:10.1177/1074295618786965
Oakes, W. P., Lane, K. L., Menzies, H. M., & Buckman, M. M. (2018). Instructional feedback: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, , . DOI:10.1177/1074295618799354
Ennis, R. P., Lane, K. L., Menzies, H. M., & Owens, P. P. (2018). Precorrection: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, , . DOI:10.1177/1074295618799360
Lane, K. L., Oakes, W. P., Cantwell, E. D., Common, E. A., Royer, D. Leko, M. Schatschneider, C. Menzies, H. M., Buckman, M. M., & Allen, G. E. (2018). Predictive validity of Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) scores in elementary schools. Journal of Emotional and Behavioral Disorder. DOI:10.1177/1063426618795443
Lane, K. L., Oakes, W. P., Cantwell, E. D., Royer, D. Leko, M. Schatschneider, C. & Menzies, H. M. (2018). Predictive validity of Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) scores in secondary schools. Journal of Emotional and Behavioral Disorder. DOI:10.1177/1063426617744746
Common, E. A., Bross, L. A., Oakes, W. P., Cantwell, E. Lane, K. L., & Germer, K. A. (2018). Systematic review of high probability requests in K-12 settings: Examining the evidence-base. Behavioral Disorders, , . DOI:0.1177/0198742918800029
Oakes, W. P., Lane, K. L., Common, E. A., & Buckman, M. M. (2018). Systematic screening for behavior in early childhood settings: Early identification and intervention within a tiered prevention framework. Perspectives on Early Childhood Psychology and Education. , 3, 10-38..
Anderman, E. Espelage, E. Reddy, L. McMahon, S. D., Martinez, A. Lane, K. L., Reynolds, C. & Paul, N. (2018). Teachers’ reactions to experiences of violence: An attributional analysis. Social Psychology of Education, 21(3), 621-653. DOI:
Lane, K. L., & Lane, K. S. (2018). Applied behavior analysis and CrossFit – Our two great loves! Council for Children with Behavior Disorders (CCBD) Newsletter.
Lane, K. L., Oakes, W. P., Buckman, M. M., & Lane, K. S. (2018). Supporting school success: Engaging lessons to meet students’ multiple needs. Council for Children with Behavior Disorders (CCBD) Newsletter.
Royer, D. J., Lane, K. L., Dunlap, K. D., & Ennis, R. P. (2018). A systematic review of teacher-delivered behavior-specific praise on k-12 student performance. Remedial and Special Education., , . DOI:10.1177/0741932517751054
Oakes, W. P., Lane, K. L., & Hirsch, S. E. (2018). Functional assessment-based interventions: Focusing on the environment and considering function. Preventing School Failure, 62, 25-36.. DOI:10.1080/1045988X.2017.1326799
Shogren, K. A., Wehmeyer, M. L., Lane, K. L., & Quirk, C. (2017). Multitiered systems of support. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 185-198). New York, NY: Routledge.
Common, C. E., & Lane, K. L. (2017). Social validity assessment. In J. Luiselli (Ed.), Applied Behavior Analysis Advanced Guidebook: A Manual for Professional Practice (pp. 73-92). London: Elsevier.
Sprague, J. & Lane, K. L. (2017). Systematic screening for challenging behaviors in tiered support systems. In . (Ed.), The Wiley handbook of violence and aggression. (pp. ). John Wiley & Sons. DOI://doi.org/10.1002/9781119057574.whbva053
Lane, K. L., Oakes, W. P., & Butler, C. E. (2017). Tiered models of behavioral and instructional support. In M. C. Holbrook, T. McCarthy, & C. Kamei-Hannan (Eds.), Foundations of education (3rd Edition). Volume I: History and theory of teaching children and youths with visual impairments. (pp. 185-198). New York, NY: American Foundation for the Blind.
Weist, M. D., Garbacz, S. A., Lane, K. L., & Kincaid, D. (Eds.). (2017). Aligning and integrating family engagement in Positive Behavioral Interventions and Supports (PBIS): Concepts and strategies for families and schools in key contexts. Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education) (M. D. Weist, S. A. Garbacz, K. L. Lane, & D. Kincaid, Eds.). Eugene, Oregon: University of Oregon Press.
Ennis, R. P., Royer, D. J., Lane, K. L., & Griffith, C. E. (2017). A systematic review of precorrection in PK-12 settings. Education and Treatment of Children, 40, 465-496..
Royer, D. J., Lane, K. L., Cantwell, E. D., & Messenger, M. (2017). A systematic review of the evidence base for instructional choice in k-12 settings. Behavior Disorders, 42, 89-107.. doi:10.1177/0198742916688655
Lane, K. L., Oakes, W. P., Crocker, J. & Weist, M. D. (2017). Building strong partnerships: Education and mental health systems working together to advance behavioral health screening in schools. Emotional and Behavioral Disorders in Youth, 17, 93-101.
Lane, K. L. (2017). Building strong partnerships: Responsible inquiry to learn and grow together TECBD-CCBD keynote address. Education and Treatment of Children, 40, 597-617.
Splett, J. W., Raborn, A. Lane, K. L., Binney, A. & Chafouleas, S. M. (2017). Factor analytic replication and model comparison of the BASC-2 Behavioral and Emotional Screening System. Psychological Assessment. DOI://dx.doi.org/10.1037/pas0000458
Common, E. A., Lane, K. L., Pustejovsky, J. E., Johnson, A. H., & Johl, L. E. (2017). Functional assessment-based interventions for students with or at-risk for high incidence disabilities: Field-testing single-case syntheses. Remedial and Special Education., 38, 331-352. DOI: 10.1177/07419325176933
Messenger, M. Common, E. Lane, K. L., Oakes, W. P., Menzies, H. M., Cantwell, E. D., & Ennis, R. (2017). Increasing opportunities to respond for students with internalizing behaviors: Balancing methodological and practical considerations. Behavioral Disorders ,(42), 170-184. DOI: 10.1177/0198742917712968
Menzies, H. M., Lane, K. L., Oakes, W. P., & Ennis, R. (2017). Increasing students’ opportunities to respond: An effective, efficient low-intensity strategy for support engagement. Intervention in School and Clinic, 52, 204-209.. DOI: 10.1177/1053451216659467
Maggin, D. M., Lane, K. L., & Pustejovsky, J. E. (2017). Introduction to the special issue on single-case systematic reviews and meta-analyses. Remedial and Special Education., 38, 323-330.
Oakes, W. P., Lane, K. L., Cantwell, E. D., & Royer, J. D. (2017). Systematic screening for behavior in K-12 settings as regular school practice: Practical considerations and recommendations. Journal of Applied School Psychology. DOI: 10.1080/15377903.2017.1345813
Cantwell, E. D., Menzies, H. M., Lane, K. L., Oakes, W. P., Ennis, R. P., & Smith, L. (2017). Low-intensity strategies: A look at active supervision. A comprehensive, integrated, three-tiered model of prevention professional learning module. . http://www.ci3t.org/pl
Common, E. A., Lane, K. L., Oakes, W. P., Barnett, C. S., Ennis, R. P., & Menzies, H. M. (2017). Low-intensity strategies: Using high probability request sequence to support instruction. A comprehensive, integrated, three-tiered model of prevention professional learning module. http://www.ci3t.org/pl
Swain-Bradway, J. Putman, R. Freeman, J. Simonsen, B. George, H. Goodman, S. Yanek, K. Lane, K. L., & Sprague, J. (2017). PBIS technical guide on classroom data: Using data to support implementation of positive classroom behavior support practices and systems. Positive Behavior Interventions & Support OSEP Technical Assistance Center http://www.pbis.org/school/pbis-in-the-classroom. http://www.pbis.org/school/pbis-in-the-classroom
Cantwell, E. D., Lane, K. L., Buckman, M. M., & Oakes, W. P. (2017). Tier 2 strategies: A look at check-in check-out. http://www.ci3t.org/pl
Klingner, J. Brownell, M. Mason, L. H., Sindelar, P. T., Benedict, A. Griffin, C. Lane, K. Israel, M. Oakes, W. P., Menzies, H. M., Germer, K. & Park, Y. (2016). Teaching students with special needs in the new mellinnium. (pp. pp. 639-716). Washington, DC: American Education Research Association.
Algozzine, B. Sweeney, H. M., Choi, J. H., Horner, R. Sailor, W. McCart, A. B., Satter, A. & Lane, K. L. (2016). Development and preliminary technical adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool. Journal of Psychoeducational Assessment., 1-21. DOI:10.1177/0734282915626303
Shogren, K. A., Wehmeyer, M. L., & Lane, K. L. (2016). Embedding interventions to promote self-determination within multi-tiered systems of supports. Exceptionality. DOI: 10.1080/09362835.2015.1064421
Lane, K. L., Oakes, W. P., Cantwell, E. D., Menzies, H. M., Schatschneider, C. Lambert, W. & Common, E. A. (2016). Psychometric evidence of SRSS-IE scores in middle and high schools. Journal of Emotional and Behavioral Disorders, . DOI: 10.1177/1063426616670862
Lane, K. L., Oakes, W. P., Lusk, M. E., Cantwell, E. D., & Schatschneider, C. (2016). Screening for intensive intervention needs at the secondary level: Directions for the future. Journal of Emotional and Behavioral Disorder, 24, 159-172. DOI:10.1177/1063426615618624
Lane, K. L., Oakes, W. P., Cantwell, E. D., Schatschneider, C. Menzies, H. M., Crittenden, M. & Messenger, M. (2016). Student Risk Screening Scale for Internalizing and Externalizing Behaviors: Preliminary cut scores to support data-informed decision making in middle and high schools. Behavioral Disorders, 42, 271-284.
Oakes, W. P., Lane, K. L., & Ennis, R. P. (2016). Systematic screening at the elementary level: Considerations for exploring and installing universal behavior screening. Journal of Applied School Psychology, 32, 214-233.
Oakes, W. P., Lane, K. L., & Ennis, R. E. (2016). Systematic screening at the elementary level: Considerations for exploring and installing universal behavior screening. Journal of Applied School Psychology, 23, 214-233. DOI:10.1080/15377903.2016.1165325
Common, E. A., Lane, K. L., Johl, L. E., & Oakes, W. P. (2016). Behavior dimension and measurement systems. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. http://www.ci3t.org/fabi
Common, E. A., Lane, K. L., Johl, L. E., & Oakes, W. P. (2016). FABI planning form and behavior intervention plan. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. . http://www.ci3t.org/fabi
Common, E. A., Lane, K. L., Johl, L. E., & Oakes, W. P. (2016). Function matrix. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. . http://www.ci3t.org/fabi
Common, E. A., Lane, K. L., Johl, L. E., & Oakes, W. P. (2016). Function-based intervention decision model. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. . http://www.ci3t.org/fabi
Common, E. A., Lane, K. L., Johl, L. E., & Oakes, W. P. (2016). Functional assessment-based interventions. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. http://www.ci3t.org/fabi
Common, E. A., Lane, K. L., Johl, L. E., & Oakes, W. P. (2016). Operationally defining behavior: target and replacement behaviors. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. http://www.ci3t.org/fabi
Common, E. A., Lane, K. L., Johl, L. E., & Oakes, W. P. (2016). Overview of FABI step 5: Testing the intervention. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. http://www.ci3t.org/fabi
Common, E. A., Lane, K. L., Johl, L. E., & Oakes, W. P. (2016). Overview of step 1: Identifying students who need a FABI. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. . http://www.ci3t.org/fabi
Common, E. A., Lane, K. L., Johl, L. E., & Oakes, W. P. (2016). Overview of step 2: Conducting the functional assessment. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. http://www.ci3t.org/fabi
Common, E. A., Lane, K. L., Johl, L. E., & Oakes, W. P. (2016). Overview of step 3: Collecting baseline data. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. . http://www.ci3t.org/fabi
Common, E. A., Lane, K. L., Johl, L. E., Oakes, W. P., & Royer, D. J. (2016). Overview of step 4: Designing the intervention. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. . http://www.ci3t.org/fabi
Common, E. A., Lane, K. L., Johl, L. E., & Oakes, W. P. (2016). Overview of step 4: Designing the intervention. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. http://www.ci3t.org/fabi
Common, E. A., Lane, K. L., Johl, L. E., Oakes, W. P., & Royer, D. J. (2016). Phase change decision making. A comprehensive, integrated, three-tiered model of prevention professional learning video modules. http://www.ci3t.org/fabi
Ciullo, S. Al Otaiba, S. Ortiz, M. & Lane, K. L. (2016). Advanced reading comprehension expectations in secondary schools: Considerations for students with emotional or behavioral disorders. Journal of Disabilities and Policy Studies, 27, 54-64. DOI:10.1177/1044207315604365
Lane, K. L., & Menzies, H. M. (2015). Classroom management in inclusive settings. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management(2ndnd ed.) (pp. 205-219.). Taylor and Francis.
Lane, K. L., & Walker, H. M. (2015). The connection between assessment and intervention: How does screening lead to better interventions? In B. Bateman, M. Tankersley, & J. Lloyd (Eds.), Enduring issues in special education: Personal perspectives. (pp. 283-301). New York, NY: Routledge.
Lane, K. L., Menzies, H. M., Ennis, R. P., & Oakes, W. P. (2015). Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies, New York, NY: Guilford.
Wood, B. & Lane, K. L. (2015). Functional Behavioral Assessment. In . (Ed.), The SAGE encyclopedia of classroom management. (pp. 345-347). Thousand Oaks, CA: Sage Publications. DOI://dx.doi.org/10.4135/9781483346243
Menzies, H. M., & Lane, K. L. (2015). Proactive Classroom Management. In W. G. Scarlett (Ed.), The SAGE encyclopedia of classroom management (pp. 612-614). Thousand Oaks, CA: Sage Publications.
Oakes, W. P., & Lane, K. L. (2015). Screening and Classroom Management. In W. G. Scarlett (Ed.), The SAGE encyclopedia of classroom management. (pp. 712-714). Thousand Oaks, CA: Sage Publications.
Lane, K. L., & Fettig, A. (2015). Special Needs Learners and Classroom Management. In W. G. Scarlett (Ed.), The SAGE encyclopedia of classroom management(666-668th ed.). Thousand Oaks, CA: Sage Publications.
Ennis, R. P., & Lane, K. L. (2015). Story Writing. In W. G. Scarlett (Ed.), The SAGE encyclopedia of classroom management. (pp. 780-781). Thousand Oaks, CA: Sage Publications.
Lane, K. L., Oakes, W. P., Common, E. A., Zorigian, K. Brunsting, N. & Schatschneider, C. (2015). A comparison between SRSS-IE and SSiS-PSG Scores: A Look at convergent validity. Assessment and Effective Intervention, 40, 114-126.. DOI:10.1177/1534508414560346
Wood, B. K., Oakes, W. P., Fettig, A. & Lane, K. L. (2015). A review of the evidence base of functional assessment-based interventions for young students using one systematic approach. Behavior Disorders, 40, 230-250.
Lane, K. L., Oakes, W. P., Ennis, R. P., & Royer, D. J. (2015). Additional evidence of convergent validity between SRSS-IE and SSiS-PSG scores. Behavior Disorders, 40, 213-229.
Carter, E. W., Lane, K. L., Jenkins, A. Magill, L. M., Germer, K. & Greiner, S. (2015). Administrator views on providing self-determination instruction in elementary and secondary schools. Journal of Special Education, 49, 52-64.. DOI:10.1177/0022466913502865
Lane, K. L., Royer, D. J., Messenger, M. Common, E. A., Ennis, R. P., & Swogger, E. D. (2015). Empowering teachers with low-intensity strategies to support academic engagement: The effects of instructional choice for elementary students in inclusive settings. Education and Treatment of Children, 38, 473-504..
Lane, K. L., & Carter, E. W. (2015). Framing the future: Visions from senior scholars committed to issues involving the education of persons for whom typical instruction is not effective. Remedial and Special Education, 36, 3-4. DOI:10.1177/0741932514560026
Kincaid, D. Dunlap, G. Kern, L. Lane, K. L., Bambara, L. Brown, F. Fox, L. & Knoster, T. (2015). Positive behavior support: A proposal for updating and refining the definition. Journal of Positive Behavior Support., . DOI:10.1177/1098300715604826
Lane, K. L., Oakes, W. P., Swogger, E. D., Schatschneider, C. Menzies, H. M., & Sanchez, J. (2015). Student risk screening scale for internalizing and externalizing behaviors: Preliminary cut scores to support data-informed decision making. Behavioral Disorders, 40, 159-170.. DOI:10.1177/1534508414560346
Lane, K. L., Carter, E. W., Jenkins, A. Magill, L. M., & Germer, K. (2015). Supporting comprehensive, integrated, three-tiered models of prevention in schools: Administrators perspectives. Journal of Positive Behavior Interventions, 17,, 209-222.. DOI:10.1177/1098300715578916
Lane, K. L., Oakes, W. P., Menzies, H. M., Major, R. Allegra, L. Powers, L. & Schatschneider, C. (2015). The Student Risk Screening Scale for Early Childhood: An initial validation study. Topics in Early Childhood Special Education , 34, 234-259. DOI:10.1177/0271121414542416
Lane, K. L. (2015). CEC-DR Recognition of Karen Harris and Steve Graham for the 2015 Hallahan and Kauffman Award. CEC-DR Newsletter.
Johl, L. E., Oakes, W. P., & Lane, K. L. (2015). A Look at repeated readings. A comprehensive, integrated, three-tiered model of prevention professional learning module. http://www.ci3t.org/pl
Royer, D. J., Lane, K. L., Ennis, R. P., Menzies, H. M., & Oakes, W. P. (2015). Low-intensity strategies: A look at behavior specific praise. A comprehensive, integrated, three-tiered model of prevention professional learning module. . http://www.ci3t.org/pl
Johl, L. E., Lane, K. L., Menzies, H. M., Ennis, R. P., & Oakes, W. P. (2015). Low-intensity strategies: A look at instructional choice. A comprehensive, integrated, three-tiered model of prevention professional learning module. . http://www.ci3t.org/pl
Royer, D. J., Lane, K. L., Oakes, W. P., Menzies, H. M., & Ennis, R. P. (2015). Low-intensity strategies: A look at instructional feedback. A comprehensive, integrated, three-tiered model of prevention professional learning module. . http://www.ci3t.org/pl
Royer, D. J., Lane, K. L., Cantwell, E. D., Ennis, R. P., Oakes, W. P., & Menzies, H. M. (2015). Low-intensity strategies: A look at precorrection. A comprehensive, integrated, three-tiered model of prevention professional learning module. http://www.ci3t.org/pl
Common, E. A., Lane, K. L., Menzies, H. M., Oakes, W. P., & Ennis, R. P. (2015). Low-intensity strategies: Using opportunities to respond to support instruction. A comprehensive, integrated, three-tiered model of prevention professional learning module. . http://www.ci3t.org/pl
Common, E. A., Lane, K. L., Cantwell, E. D., Menzies, H. M., & Oakes, W. P. (2015). Taking a look at behavior contracts. A comprehensive, integrated, three-tiered model of prevention professional learning module. http://www.ci3t.org/pl
Common, E. A., Lane, K. L., & Cantwell, E. D. (2015). Taking a look at self-regulated strategy development for writing. A comprehensive, integrated, three-tiered model of prevention professional learning module. http://www.ci3t.org/pl
Cantwell, E. D., Lane, K. L., Common, E. A., Menzies, H. M., & Oakes, W. P. (2015). Tier 2 Strategies: A look at self-monitoring. A comprehensive, integrated, three-tiered model of prevention professional learning module. http://www.ci3t.org/pl
Cantwell, E. D., Lane, K. L., & Oakes, W. P. (2015). Tier 3: Individualized de-escalation support plan for managing the acting out cycle. A comprehensive, integrated, three-tiered model of prevention professional learning module. http://www.ci3t.org/pl
Codding, R. & Lane, K. (2015). Spotlight on treatment intensity: An important and often overlooked component of intervention inquiry. Journal of Behavioral Education, 24, 1-10.. DOI:10.1007/s10864-014-9210-z
Lane, K. L., Oakes, W. P., Powers, L. Diebold, T. Germer, K. Common, E. & Brunsting, N. (2015). Improving teachers’ knowledge of functional assessment-based interventions: Outcomes of a professional development series. Education and Treatment of Children, 38, 93-120. DOI:
Walker, H. M., Forness, S. R., & Lane, K. L. (2014). Design and management of scientific research in applied school settings. In B. Cook, M. Tankersley, & T. Landrum (Eds.), Advances in learning and behavioral disabilities (Vol. 27, pp. 141-169). Bingley, UK: Emerald.
Lane, K. L., Oakes, W. P., Menzies, H. M., & Germer, K. (2014). Increasing instructional efficacy: A focus on teacher variables. In S. G. Little & A. Akin-Little (Eds.), Academic assessment and intervention (pp. 300-315). New York, NY: Routledge.
Lane, K. L., Menzies, H. M., Oakes, W. P., Zorigian, K. & Germer, K. A. (2014). Professional development in EBD: What is most effective in supporting teachers. In P. Garner, J. Kauffman, & J. Elliott (Eds.), The Handbook of Emotional & Behavioural Difficulties(2ndnd ed.) (Vol. 24, pp. 251–293). Thousand Oakes, CA: Sage.
Lane, K. L., Oakes, W. P., Menzies, H. M., & Germer, K. A. (2014). Screening and identification approaches for detecting students at-risk. In H. Walker & M. Gresham (Eds.), A Handbook evidence-based practices for addressing school-related behavior disorders. (pp. 129-151). New York: Guilford Press.
Odom, S. L., & Lane, K. L. (2014). The applied science of special education: Quantitative approaches, the questions they address, and how they inform practice. In L. Florian (Ed.), The SAGE Handbook of Special Education(2ndnd ed.) (Vol. 1, pp. 369-388). Los Angeles, CA: SAGE.
Wolery, M. & Lane, K. (2014). Writing tasks: Literature reviews, research proposals, and final reports. (pp. pp. 50 – 84)). New York, NY: Routledge.
Sreckovic, M. Common, E. A., Knowles, M. & Lane, K. L. (2014). A Review of Self-Regulated Strategy Development for Writing for Students with EBD. Journal of Emotional and Behavior Disorders, 39, 56-77.
Bruhn, A. B., Lane, K. L., & Hirsch, S. (2014). A review of tier 2 interventions conducted within multi-tiered models of prevention evidencing a primary behavioral plan. Journal of Emotional and Behavioral Disorders, 22, 171-189. DOI:10.1177/1063426613476092.
Lane, K. L., Oakes, W. P., Jenkins, A. Menzies, H. M., & Kalberg, J. R. (2014). A team-based process for designing Comprehensive, Integrated, Three-Tiered (CI3T) Models of Prevention: How does my school-site leadership team design a CI3T model? Preventing School Failure, 58, 129-142.
Lane, K. L., Oakes, W. P., & Menzies, H. M. (2014). Comprehensive, Integrated, Three-Tiered (CI3T) Models of Prevention: Why does my school – and district – need an integrated approach to meet students’ academic, behavioral, and social needs? Preventing School Failure, 58, 121-128.
Oakes, W. P., Lane, K. L., & Germer, K. (2014). Developing the capacity to implement Tier 2 and Tier 3 supports: How do we support our faculty and staff in preparing for sustainability? Preventing School Failure, 58, 183-190.
Lane, K. L., Oakes, W. P., Carter, E. W., & Messenger, M. (2014). Examining behavioral risk and academic performance for students transition from elementary to middle school. Journal of Positive Behavior Interventions and Support , 17, 39-49. DOI:10.1177/1098300714524825.
Lane, K. L., Oakes, W. P., Ennis, R. P., & Hirsch, S. E. (2014). Identifying students for secondary and tertiary prevention efforts: How do we determine which students have Tier 2 and Tier 3 needs? Preventing School Failure, 58, 171-182.
Lane, K. L., Richards-Tutor, C. Oakes, W. P., & Connor, K. (2014). Initial evidence for the reliability and validity of the student risk screening scale with elementary age English learners. Assessment and Effective Intervention, 39, 219-232. DOI:10.1177/1534508413496836
Ennis, R. P., Harris, K. Lane, K. L., & Mason, L. (2014). Lesson learned implementing self-regulated strategy development with students with emotional and behavioral disorders in alternative educational settings. Behavioral Disorders, 40, 68-77.
Oakes, W. P., Lane, K. L., Cox, M. & Messenger, M. (2014). Logistics of behavior screenings: How and why do we conduct behavior screenings at our school? Preventing School Failure, 58, 129-142.
Lane, K. L., Oakes, W. P., & Magill, L. (2014). Primary prevention efforts: How do we implemented and monitor the Tier 1 component of our Comprehensive, Integrated, Three-Tiered (CI3T) Model? Preventing School Failure, 58, 143-158.
Brunsting, N. Sreckovic, M. & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37, 681-712.
Schatschneider, C. Lane, K. L., Oakes, W. & Kalberg, J. (2014). The Student Risk Screening Scale: Exploring dimensionality and differential item functioning. Educational Assessment Journal, 19. DOI:10.1080/10627197.2014.934608
McMahon, S. Martinez, A. Espelage, D. Reddy, L. A., Rose, C. Lane, K. Anderman, E. Reynolds, C. R., Jones, A. & Brown, V. (2014). Violence directed against teachers: Results from a national survey: Violence directed against teachers. Psychology in the Schools [00333085], 51(7), 753-766. DOI: 10.1002/pits.21777
Lane, K. L., Oakes, W. P., Menzies, H. M., & Harris, P. J. (2013). Developing comprehensive, integrated, three-tiered models to prevent and manage learning and behavior problems. In T. Cole, H. Daniels, & J. Visser (Eds.), The Routledge international companion to emotional and behavioural difficulties (pp.177-183). New York, NY: Routledge.
Oakes, W. P., Lane, K. L., Magrane, A. E., Menzies, H. M., & Wehby, J. (2013). Family environment as a predictor of behavioral competencies in the early elementary years. In H. Switzer & D. Foulke (Eds.), Kindergartens: Teaching methods, expectations and current challenges. Hauppauge, NY: Nova Publishers.
Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2013). Positive behavior support: A framework for preventing and responding to learning and behavior problems. In M. Tankersley & B. Cook (Eds.), Effective Practices in Special Education (pp. 127–140). Boston, MA: Pearson.
Lane, K. L., Walker, H. Crnobori, M. Oliver, R. Bruhn, A. & Oakes, W. P. (2013). Strategies for decreasing aggressive, coercive Behavior: A call for preventative efforts. In M. Tankersley & B. Cook (Eds.), Effective Practices in Special Education (pp. 192–212). Boston, MA: Pearson.
Lane, K. L., Cook, B. G., & Tankersley, M. (Eds.). (2013). Research-based strategies for improving outcomes in behavior (K. L. Lane, B. G. Cook, & M. Tankersley, Eds.). Boston, MA: Pearson.
Cabeza, B. Magill, L. Jenkins, A. Carter, E. W., Greiner, S. Bell, L. & Lane, K. L. (2013). Promoting self-determination among students with disabilities: A guide for Tennessee educators. Nashville, TN: Project Support and Include, Vanderbilt University. http://vkc.mc.vanderbilt.edu/ci3t/wp-content/uploads/2013/09/Self-DeterminationBrief-vs2.pdf
Bell, L. Magill, L. Carter, E. W., & Lane, K. L. (2013). Self-monitoring: Equipping students to manage their own behavior in the classroom. Nashville, TN: Project Support and Include, Vanderbilt University. http://vkc.mc.vanderbilt.edu/ci3t/resources
Magill, L. Germer, K. Jenkins, A. Greiner, S. Cabeza, B. Bell, L. Carter, E. W., Lane, K. L., & Oakes, W. P. (2013). Supporting the academic, behavioral, and social development of students in Tennessee schools: Findings from a statewide survey. Nashville, TN: Project Support and Include, Vanderbilt University. http://vkc.mc.vanderbilt.edu/ci3t/resources
Cabeza, B. Germer, K. Magill, L. Lane, K. L., Carter, E. W., & Oakes, W. P. (2013). The CI3T model of prevention: Supporting academic, behavioral, and social development of students. Nashville, TN: Project Support and Include, Vanderbilt University. http://vkc.mc.vanderbilt.edu/ci3t/resources
Lane, K. L., Oakes, W. P., Ennis, R. P., Cox, M. L., Schatschneider, C. & Lambert, W. (2013). Additional evidence for the reliability and validity of the Student Risk Screening Scale at the high school level: A replication and extension. Journal of Emotional and Behavioral Disorders, 21, 97-115.
Farmer, T. W., Hamm, J. V., Lee, D. Lane, K. L., Sutherland, K. S., Hall, C. M., & Murray, R. A. (2013). Conceptual foundations and components of a contextual intervention to promote student engagement during early adolescence: The supporting early adolescent learning and social success (SEALS) model. Journal of Educational & Psychological Consultation, 23(2), 115-139.
Lane, K. L., Oakes, W. P., Carter, E. Lambert, W. & Jenkins, A. (2013). Initial evidence for the reliability and validity of the Student Risk Screening Scale for Internalizing and Externalizing Behaviors at the middle school level. Assessment for Effective Intervention. DOI: 10.1177/1534508413489336
Carter, E. W., Lane, K. L., Cooney, M. Weir, K. Moss, C. K., & Machalicek, W. (2013). Parent assessments of self-determination importance and performance for students with autism or intellectual disabilities. American Journal on Intellectual and Developmental Disabilities, 118, 16-31.
Lane, K. L., Menzies, H. M., Ennis, R. P., & Bezdek, J. (2013). School-wide systems to promote positive behaviors and faciltate instruction. Journal of Curriculum and Instruction, 7, 6-31.
Carter, E. W., Lane, K. L., Cooney, M. Weir, K. Moss, C. K., & Machalicek, W. (2013). Self-determination among transition-age youth with autism or intellectual disability: Parent perspectives. Research and Practice for Persons with Severe Disabilities, 38, 1-10.
Janney, D. M., Umbreit, J. Ferro, J. B., Liaupsin, C. J., & Lane, K. L. (2013). The effect of the extinction procedure in function-based intervention. Journal of Positive Behavior Interventions, 15, 113-123. DOI: 10.1177/1098300712441973
Oakes, W. P., Lane, K. L., Jenkins, A. & Booker, B. B. (2013). Three-tiered models of prevention: Teacher efficacy and burnout. Education and Treatment of Children, 36, 95-126.
Espelage, D. Anderman, E. Brown, V. Jones, A. Lane, K. L., McMahon, S. D., Reddy, L. & Reynolds, C. (2013). Understanding and preventing violence against teachers: Recommendations for a national research, practice, and policy agenda. American Psychologist, 68, 75-87. DOI:10.1037/a0031307
Reddy, L. A., Espelage, D. McMahon, S. D., Anderman, E. M., Lane, K. L., Brown, V. E., Reynolds, C. R., Jones, A. & Kanrich, J. (2013). Violence against teachers: Case studies from the APA Task Force. International Journal of School & Educational Psychology, 1, 231-245. DOI:10.1080/21683603.2013.837019
Lane, K. L., Oakes, W. P., Menzies, H. M., Oyer, J. & Jenkins, A. (2013). Working within the context of three-tiered models of prevention: Using school wide data to identify high school students for targeted supports. Journal of Applied School Psychology, 29, 203-229.
Lane, K. L., & Carter, E. W. (2013). Reflections on the special issue: Issues and advances in the meta-analysis of single-case research. . Remedial and Special Education , 34(1), 59-61.
Lane, K. L., Menzies, M. Kalberg, J. R., & Oakes, W. P. (2012). An integrated, comprehensive three-tier model to meet students’ academic, behavioral, and social needs. In K. Harris, T. Urdan, & S. Graham (Eds.), American Psychological Association. Educational Psychology Handbook: Volume 3 (pp. 551–581). Washington, DC: American Psychological Association.
Lane, K. L., Carter, E. W., Common, E. & Jordan, A. (2012). Teacher expectations for student performance: Lessons learned and implications for research and practice. In B. G. Cook, M. Tankersley, & T. J. Landrum (Eds.), Classroom behavior, contexts, and interventions (Advances in learning and behavioral disabilities, vol. 25, pp. 95-129) (Vol. 25). Bingley, UK: Emerald Publishing Group.
Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2012). Systematic screenings of behavior to support instruction: From preschool to high school, New York: Guilford Press.
Lane, K. L. (2012). A commentary on Jones and Bouffard's paper, social and emotional learning in schools: From programs to strategies. Social Policy Report, 26, 25-26.
Germer, K. A., Kaplan, L. M., Giroux, L. N., Markham, E. H., Ferris, G. Oakes, W. & Lane, K. L. (2012). A function-based intervention to increase a second-grade student’s on-task behavior in a general education classroom. Beyond Behavior, 20, 19-30.
Lane, K. L., Menzies, H. M., Oakes, W. P., Lambert, W. Cox, M. L., & Hankins, K. (2012). A Validation of the Student Risk Screening Scale for internalizing and externalizing behaviors: Patterns in rural and urban elementary schools. Behavioral Disorders, 37, 244-270.
Lane, K. L., Oakes, W. P., & Cox, M. (2012). Functional assessment-based interventions: A university-district partnership to promote learning and success. Beyond Behavior, 20, 3-18.
Lane, K. L., Oakes, W. P., Harris, P. J., Menzies, H. M., Cox, M. L., & Lambert, W. (2012). Initial evidence for the reliability and validity of the Student Risk Screening Scale for internalizing and externalizing behaviors at the elementary level. Behavioral Disorders, 37, 99-122.
Lane, K. L., Carter, E. W., & Sisco, L. (2012). Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities. Exceptional Children, 78, 237-251.
Harris, K. L., Lane, K. L., Graham, S. Driscoll, S. Wilson, K. Sandmel, K. Brindle, M. & Schatschneider, C. (2012). Practice-based professional development for self-regulated strategies instruction in writing: A randomized controlled study. Journal of Teacher Education, 63, 103-119.
Ennis, R. P., Lane, K. L., & Oakes, W. P. (2012). Score reliability and validity of the Student Risk Screening Scale: A psychometrically sound, feasible tool for use in urban elementary schools. Journal of Emotional and Behavioral Disorders, 20, 241-259.
Lane, K. L., Capizzi, A. M., Fisher, M. H., & Ennis, R. J. (2012). Secondary prevention efforts at the middle school level: An application of the behavior education program. Education and Treatment of Children, 35, 51-90.
Farmer, T. W., Lane, K. L., Lee, D. L., & Hamm, J. V. (2012). The social functions of antisocial behavior: Considerations for school violence prevention strategies for students with disabilities. Behavioral Disorders, 37, 149-162.
Kalberg, J. R., Lane, K. L., & Lambert, W. (2012). The utility of conflict resolution and social skills interventions with middle school students at risk for antisocial behavior: A methodological illustration. Remedial and Special Education, 22, 23-38. DOI: 10.1177/0741932510362514
Oakes, W. P., Lane, K. L., Cox, M. Magrane, A. Jenkins, A. & Hankins, K. (2012). Tier 2 supports to improve motivation and performance of elementary students with behavioral challenges and poor work completion. Education and Treatment of Children, 35, 547-584.
Harris, K. Lane, K. L., Driscoll, S. Graham, S. Wilson, K. Sandmel, K. Brindle, M. & Schatschneider, C. (2012). Tier one teacher-implemented self-regulated strategy development for students with and without behavior challenges: A randomized controlled trial. The Elementary School Journal, 113, 160-191.
Menzies, H. M., & Lane, K. L. (2012). Validity of the student risk screening scale: Evidence of predictive validity in a diverse, suburban elementary setting. Journal of Emotional and Behavioral Disorders, 20, 82-91. DOI: 10.1177/1063426610389613
Lane, K. L., Wehby, J. & Robertson, E. J. (2011). Studying school-wide positive behavior support at the high school level: A formidable task. In A. M. Columbus (Ed.), Advances in Psychological Research (vol. 85, pp. 1-27). Hauppauge, NY: Nova Publishers.
Sandmel, K. Wilson, K. Harris, K. R., Lane, K. L., Graham, S. Oakes, W. P., Kiuhara, S. & Steinbrecher, T. D. (2011). Success and failure with tier 2 SRSD for timed writing tests among 2nd through 5th grade students with writing and behavior difficulties: Implications for evidence-based practices. In T. E. Scruggs & M. A. Mastropieri (Eds.), Policy and practice: Advances in learning and behavioral disabilities (Vol. 24, pp. 251–293). Bingley, UK: Emerald.
Lane, K. L., Menzies, H. Bruhn, A. & Crnobori, M. (2011). Managing challenging behaviors in schools: Research-based strategies that work, New York: Guilford Press.
Nelson, J. R., Lane, K. L., Brenner, G. J., & Kim, O. (2011). A best evidence synthesis of literacy instruction on the social adjustment of students with or at-risk for behavior disorders. Education and Treatment of Children, 34, 141-162.
Lane, K. L., Jolivette, K. Conroy, M. Nelson, C. M., & Benner, G. J. (2011). Future research directions for the field of E/BD: Standing on the shoulders of giants. Education and Treatment of Children, 34, 423-443.
Majeika, C. E., Walder, J. P., Hubbard, J. P., Steeb, K. M., Ferris, G. J., Oakes, W. P., & Lane, K. L. (2011). Improving on-task behavior using a functional assessment-based intervention in an inclusive high school setting. Beyond Behavior, 20, 55-66.
Aitken, A. Harlan, A. Hankins, K. Michels, J. Moore, T. C., Oakes, W. P., & Lane, K. L. (2011). Increasing academic engagement during writing activities in an urban elementary classroom. Beyond Behavior, 20, 31-43.
Carter, E. W., Lane, K. L., & Sisco, L. (2011). Paraprofessional perspectives on promoting self-determination among elementary and secondary students with severe disabilities. Research & Practice for Persons with Severe Disabilities, 36, 1-10.
Carter, E. W., Lane, K. L., Crnobori, M. E., Bruhn, A. L., & Oakes, W. P. (2011). Self-determination interventions for students with and at risk for emotional and behavioral disorders: Mapping the knowledge base. Behavioral Disorders, 36, 100-116.
Lane, K. L., Harris, K. Graham, S. Driscoll, S. A., Sandmel, K. Morphy, P. Hebert, M. House, E. & Schatschneider, C. (2011). Self-regulated strategy development at tier-2 for second-grade students with writing and behavioral difficulties: A randomized control trial. Journal of Research on Educational Effectiveness, 4, 322–353.
Kalberg, J. R., Lane, K. L., Driscoll, S. A., & Wehby, J. H. (2011). Systematic screening for emotional and behavioral disorders at the high school level: A formidable and necessary task. Remedial and Special Education, 32, 506-520.
Cox, M. Griffin, M. M., Hall, R. Oakes, W. P., & Lane, K. L. (2011). Using a functional assessment-based intervention to increase academic engaged time in an inclusive middle school setting. Beyond Behavior, 20, 44-54.
Menzies, H. M., & Lane, K. L. (2011). Using self-regulation strategies and functional assessment-based interventions to provide academic and behavioral support to students at risk within three-tiered models of prevention. Preventing School Failure, 55, 181-191.
Lane, K. L., Kalberg, J. R., Menzies, H. M., Bruhn, A. Eisner, S. & Crnobori, M. (2011). Using systematic screening data to assess risk and identify students for targeted supports: Illustrations across the K-12 continuum. Remedial and Special Education, 32, 39-54.
Smith, D. & Lane, K. L. (2010). Emotional or behavioral disorders. In . (Ed.), Introduction to special education: Making a difference(7thth ed.) (pp. 224-261). Boston, MA: Allyn & Bacon.
Wolery, M. & Lane, K. L. (2010). Writing tasks: Literature reviews, research proposals, and final reports. In D. L. Gast (Ed.), Single subject research methodology in behavioral sciences (pp. 57–90). New York: Routledge.
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., 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.
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., & Menzies, H. M. (2010). Reading and writing interventions for students with and at risk for emotional and behavioral disorders: An introduction. Behavioral Disorders, 35, 82-85.
Oakes, W. P., Mathur, S. R., & Lane, K. L. (2010). Reading interventions for students with challenging behavior: A focus on fluency. Behavioral Disorders, 35, 120-139.
Griffith, C. A., Lloyd, J. W., Lane, K. L., & Tankersley, M. (2010). Retention of students during K-8 grades predicts their reading achievement and progress during secondary schooling. Reading and Writing Quarterly, 26, 51-66.
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.
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., 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., Oakes, W. P., & Menzies, H. M. (2010). Systematic screenings to prevent the development of learning and behavior problems: Considerations for practitioners, researchers, and policy makers. Journal of Disabilities Policy Studies, 21, 160-172.
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.
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.
Lane, K. L., Bruhn, A. L., Crnobori, M. L., & Sewell, A. L. (2009). Designing functional assessment-based interventions using a systematic approach: A promising practice for supporting challenging behavior. In T. E. Scruggs & M. A. Mastropieri (Eds.), Policy and practice: Advances in learning and behavioral disabilities (Vol. 22, pp. 341-370). Bingley, UK: Emerald.
Wehby, J. H., & Lane, K. L. (2009). Proactive instructional strategies for classroom management. In A. Akin-Little, S. Little, M. Bray, & T. Kehle (Eds.), Handbook of behavioral interventions in schools (pp. 141–156). Washington, DC: American Psychological Association.
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: Guilford Press.
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., & Shepcaro, J. C. (2009). An examination of the evidence base for function-based interventions for students with emotional and/or behavioral disorders attending middle and high schools. Exceptional Children, 75, 321-340.
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.
Harris, P. J., Oakes, W. P., Lane, K. L., & Rutherford, R. B. (2009). Improving the early literacy skills of students at risk for internalizing or externalizing behaviors with limited reading skills. Behavioral Disorders, 34, 72-90.
Sandmel, K. Brindle, M. Harris, K. Lane, K. Graham, S. Nackel, J. Mathias, R. & Little, A. (2009). Making it work: Differentiating tier two self-regulated strategies development in writing in tandem with schoolwide positive behavioral support. Focus on Exceptional Children, 42, 22-33.
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., Robertson, E. J., Mofield, E. Wehby, J. H., & Parks, R. J. (2009). Preparing students for college entrance exams: Findings of a secondary intervention conducted within a three-tiered model of support. Remedial and Special Education, 30, 3-18.
Menzies, H. Lane, K. L., & Lee, J. M. (2009). Self monitoring strategies for use in the Classroom: A promising practice to support productive behavior for students with emotional or behavioral disorders. Beyond Behavior, 18, 27-35.
Lane, K. L. (2009). Personal Reflections: Evaluation for Instruction (J. Kauffman & T. Landrum). Characteristics of emotional and behavioral disorders of children and youth(9th), 152-154. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Lane, K. L. (2009). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Peabody College, Vanderbilt University, IRIS Center for Faculty Enhancement. http://iris.peabody.vanderbilt.edu/FBA/chalcycle.htm
Lane, K. L., Kalberg, J. R., & Edwards, C. (2008). An examination of school-wide interventions with primary level efforts conducted in elementary schools: Implications for school Psychologists. In D. H. Molina (Ed.), School Psychology: 21st Century Issues and Challenges (pp. 253-278). New York: Nova Science.
Lane, K. L., Barton-Arwood, S. Nelson, J. R., & Wehby, J. H. (2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education, 17, 43-62.
Pierson, M. R., Carter, E. W., Lane, K. L., & Glaeser, B. (2008). Factors influencing the self-determination of transition-age youth with high incidence disabilities. Career Development for Exceptional Individuals. http://cde.sagepub.com/cgi/content/abstract/31/2/115
Lane, K. L., Kalberg, J. R., Bruhn, A. L., Mahoney, M. E., & Driscoll, S. A. (2008). Primary prevention programs at the elementary level: Issues of treatment integrity, systematic screening, and reinforcement. Education and Treatment of Children, 31, 465-494.
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.
Mooney, P. Benner, G. J., Nelson, J. R., Lane, K. L., & Beckers, G. (2008). Standard-protocol and individualized remedial reading interventions for secondary students with emotional and behavioral disorders. Beyond Behavior, 17, 3-10.
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.
Lane, K. L., Harris, K. Graham, S. Weisenbach, J. Brindle, M. & Morphy, P. (2008). The effects of self-regulated strategy development on the writing performance of second grade students with behavioral and writing difficulties. Journal of Special Education, 41, 234–253.
Smith, D. & Lane, K. L. (2007). Emotional or behavioral disorders. In . (Ed.), Introduction to special education: Making a difference (pp. 232-273). Boston, MA: Allyn & Bacon.
Lane, K. L., Barton-Arwood, S. M., Rogers, L. A., & Robertson, E. J. (2007). Literacy interventions for students with and at-risk for emotional or behavioral disorders: 1997 to present. In J. C. Crockett, M. M. Gerber, & T. J. Landrum (Eds.), Achieving the radical reform of special education: Essays in honor of James M. Kauffman (pp. 213-241). Mahwah, NJ: Lawrence Erlbaum Associates.
Umbreit, J. Ferro, J. Liaupsin, C. & Lane, K. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach, Upper Saddle River, NJ: Prentice-Hall.
Lane, K. L., Smither, R. Huseman, R. Guffey, J. & Fox, J. (2007). A function-based intervention to decrease disruptive behavior and increase academic engagement. Journal of Early and Intensive Behavioral Intervention, 3.4–4.1, 348-364.
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., 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.
Lane, K. L., Wehby, J. Robertson, E. J., & Rogers, L. (2007). How do different types of high school students respond to positive behavior support programs? Characteristics and responsiveness of teacher-identified students. Journal of Emotional and Behavioral Disorders, 15, 3-20.
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., 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., Fletcher, T. Carter, E. Dejud, C. & Delorenzo, J. (2007). Paraprofessional-led phonological awareness training with youngsters at-risk for reading and behavioral concerns. Remedial and Special Education, 28, 266-276.
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., Lawrence, J. Barton-Arwood, S. & Kalberg, J. R. (2007). Teaching elementary educators to design, implement, and evaluate functional assessment-based interventions: Success and challenges. Preventing School Failure, 51, 35-46.
Lane, K. L. (2007). Identifying and supporting students at risk: Recommendations for three tiered models of support. CASE News.
Lane, K. L., Bruhn, A. L., & Kalberg, J. R. (2007). Three-tiered models in secondary schools: The importance of systematic screening and rigorous targeted interventions. Journal of Positive Behavior Intervention Newsletter.
Lane, K. L., Robertson, E. J., & Graham-Bailey, L. (2006). An examination of school-wide interventions with primary level efforts conducted in secondary schools: Methodological considerations. In T. E. Scruggs & M. A. Mastropieri (Eds.), Applications of research methodology: Advances in learning and behavioral disabilities (Vol. 19, pp. 157-199). Oxford, UK: Elsevier.
Lane, K. L., Falk, K. & Wehby, J. H. (2006). Classroom management in special education classrooms and resource rooms. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 439-460). Mahwah, NJ: Lawrence Erlbaum.
Lane, K. L., & Little, M. A. (2006). Antisocial Behavior. In N. J. Salkind (Ed.), The encyclopedia of human development: behavior modification and therapy: Volume 1 (pp. 103-105). Thousand Oaks, CA: Sage Publications.
Lane, K. L., & Thompson, A. L. (2006). Extinction. In N. J. Salkind (Ed.), The encyclopedia of human development: behavior modification and therapy: Volume 1 (pp. 495-496). Thousand Oaks, CA: Sage Publications.
Lane, K. L., Carter, E. W., Pierson, M. R., & Glaeser, B. C. (2006). Academic, social, and behavioral characteristics of high school students with emotional disturbances and learning disabilities. Journal of Emotional and Behavioral Disorders, 14, 108-117.
Lane, K. L., Wolery, M. Reichow, B. & Rogers, L. (2006). Describing baseline conditions: Suggestions for study reports. Journal of Behavioral Education, 16(3), 224-234. DOI:10.1007/s10864-006-9036-4
Stahr, B. Cushing, D. Lane, K. L., & Fox, J. (2006). Efficacy of a function-based intervention to decrease off-task behavior exhibited by a student with attention deficit hyperactivity disorder. Journal of Positive Behavior Interventions, 8, 201-211.
Lane, K. L., Weisenbach, J. L., Little, M. A., Phillips, A. & Wehby, J. (2006). Illustrations of function-based interventions implemented by general education teachers: Building capacity at the school site. Education and Treatment of Children, 29, 549-671.
Lane, K. L., Thompson, A. Reske, C. Gable, L. & Barton-Arwood, S. (2006). Reducing skin picking via competing activities. Journal of Applied Behavior Analysis, 39, 459-462.
Carter, E. Lane, K. L., Pierson, M. & Glaeser, B. (2006). Self-determination skills and opportunities of transition-age youth with emotional disturbances and learning disabilities. Exceptional Children, 72, 333-346.
Lane, K. L., & Carter, E. (2006). Supporting transition-age youth with and at-risk for emotional and behavioral disorders at the secondary level: A need for further inquiry. Journal of Emotional and Behavioral Disorders, 14, 66-70.
Lane, K. L., Wehby, J. H., & Cooley, C. (2006). Teacher expectations of student’s classroom behavior across the grade span: Which social skills are necessary for success? Exceptional Children, 72, 153-167.
Lane, K. L., Graham, S. Harris, K. R., & Weisenbach, J. L. (2006). Teaching writing strategies to young students struggling with writing and at-risk for behavioral disorders: Self-regulated strategy development. Teaching Exceptional Children, 39, 60-64.
Lane, K. L. (2005). Behavior consultation. In M. Hersen, G. Sugai, & R. Horner (Eds.), Encyclopedia of behavior modification and therapy: Volume I, II, and III (pp. 1176-1179). Thousand Oaks, CA: Sage Publications.
Lane, K. L. (2005). Extinction. In M. Hersen, G. Sugai, & R. Horner (Eds.), Encyclopedia of behavior modification and therapy: Volume I, II, and III (pp. 1311-1313). Thousand Oaks, CA: Sage Publications.
Lane, K. L., Wehby, J. H., Little, M. A., & Cooley, C. (2005). Academic, social, and behavioral profiles of students with emotional and behavioral disorders educated in self-contained classrooms and self-contained schools: Part I – Are they more alike than different? Behavioral Disorders, 30, 349-361.
Wehby, J. H., Lane, K. L., & Falk, K. B. (2005). An inclusive approach to improving early literacy skills of students with emotional and behavioral disorders. Behavioral Disorders, 30, 155-169.
Lane, K. L., Menzies, H. Barton-Arwood, S. M., Doukas, G. L., & Munton, S. M. (2005). Designing, implementing, and evaluating social skills interventions for elementary students: Step-by-step procedures based on actual school-based investigations. Preventing School Failure, 49, 18-26.
Gresham, F. M., Lane, K. L., & Beebe-Frankenberger, M. E. (2005). Predictors of hyperactive-impulsive-inattention and conduct problems: A comparative follow-back investigation. Psychology in the Schools, 42, 721-736.
Barton-Arwood, S. Morrow, L. Lane, K. L., & Jolivette, K. (2005). Project IMPROVE: Improving teachers’ ability to address student social needs. Education and Treatment of Children, 28, 430-443.
Miller, M. Lane, K. L., & Wehby, J. (2005). Social skills instruction for students with high incidence disabilities: An effective, efficient approach for addressing acquisition deficits. Preventing School Failure, 49, 27-40.
Lane, K. L., Wehby, J. H., Little, M. A., & Cooley, C. (2005). Students educated in self-contained classes and self-contained schools: Part II – How do they progress over time? Behavioral Disorders, 30, 363-374.
Lane, K. L., Wehby, J. & Barton-Arwood, S. (2005). Students with and at-risk for emotional and behavioral disorders: Meeting their social and academic needs. Preventing School Failure, 49, 6-9.
Beebe-Frankenberger, M. Lane, K. L., Bocian, K. L., Gresham, F. M., & MacMillan, D. L. (2005). Students with or at risk for problem behavior: Betwixt and between teacher and parent expectations. Preventing School Failure, 49, 10-17.
Lane, K. L., & Menzies, H. (2005). Teacher-identified students with and without academic and behavioral concerns: Characteristics and responsiveness to a school-wide intervention. Behavioral Disorders, 31, 65-83.
Lane, K. L., Menzies, H. M., Munton, S. Von Duering, R. M., & English, G. (2005). The effects of a supplemental early literacy program for a student at-risk: A case study. Preventing School Failure, 50, 21-28.
Lane, K. L., & Wehby, J. H. (2005). Addressing Disruptive and Non-Compliant Behaviors (Part 1): Understanding the Acting-Out Cycle. Peabody College, Vanderbilt University, IRIS Center for Faculty Enhancement. http://iris.peabody.vanderbilt.edu/bi1/chalcycle.htm
Lane, K. L., & Wehby, J. H. (2005). Addressing Disruptive and Non-Compliant Behaviors (Part 2): Behavioral Interventions. Peabody College, Vanderbilt University, IRIS Center for Faculty Enhancement. http://iris.peabody.vanderbilt.edu/bi2/chalcycle.htm
Lane, K. L. (2004). Academic instruction and tutoring interventions for students with emotional/behavioral disorders: 1990 to present. In R. B. Rutherford, M. M. Quinn, & S. R. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 462-486). New York: Guilford Press.
Lane, K. L., & Beebe-Frankenberger, M. E. (2004). School-based interventions: The tools you need to succeed, Boston, MA: Allyn & Bacon.
Nelson, J. R., Benner, G. J., Lane, K. L., & Smith, B. W. (2004). An investigation of the academic achievement of K-12 students with emotional and behavioral disorders in public school settings. Exceptional Children, 71, 59-73.
Umbreit, J. Lane, K. L., & Dejud, C. (2004). Improving classroom behavior by modifying task difficulty: The effects of increasing the difficulty of too-easy tasks. Journal of Positive Behavior Interventions, 6, 13-20.
Lane, K. L., Pierson, M. & Givner, C. C. (2004). Secondary teachers’ views on social competence: Skills essential for success. Journal of Special Education, 38, 174-186.
Lane, K. L., Givner, C. C., & Pierson, M. R. (2004). Teacher expectations of student behavior: Social skills necessary for success in elementary school classrooms. Journal of Special Education, 38, 104-110.
Lane, K. L., Pierson, M. Robertson, E. J., & Little, A. (2004). Teachers’ views of prereferral interventions: Perceptions of and recommendations for implementation support. Education and Treatment of Children, 27, 420-439.
Strong, A. C., Wehby, J. H., Falk, K. B., & Lane, K. L. (2004). The impact of a structured reading curriculum and repeated reading on the performance of junior high students with emotional and behavioral disorders. School Psychology Quarterly, 33, 561-581.
Lane, K. L., Bocian, K. M., MacMillan, D. L., & Gresham, F. M. (2004). Treatment integrity: An essential-but often forgotten-component of school-based interventions. Preventing School Failure, 48, 36-43.
Davis, C. A., Lane, K. L., Sutherland, K. Gunter, P. L., Denny, R. K., Pickens, P. & Wehby, J. (2004). Differentiating curriculum and instruction on behalf of students with emotional and behavioral disorders within general education settings (L. M. Bullock, R. A. Gable, & K. J. Melloy). From the Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD: Evidenced-Based Programs and Practices. Arlington, VA: Council for Children with Behavior Disorders.
Lane, K. L., & Menzies, H. M. (2003). A school-wide intervention with primary and secondary levels of support for elementary students: Outcomes and considerations. Education and Treatment of Children, 26, 431-451.
Wehby, J. H., Lane, K. L., & Falk, K. B. (2003). Academic instruction for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11, 194-197.
O’Shaughnessy, T. Lane, K. L., Gresham, F. M., & Beebe-Frankenberger, M. (2003). Children placed at risk for learning and behavioral difficulties: Implementing a school-wide system of early identification and prevention. Remedial and Special Education, 24, 27-35.
Lane, K. L. (2003). Identifying young students at risk for antisocial behavior: The utility of “teachers as tests”. Behavioral Disorders, 28, 360-389.
Wehby, J. H., Falk, K. B., Barton-Arwood, S. Lane, K. L., & Cooley, C. (2003). Impact of comprehensive reading instruction on the academic and social behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11, 225-238.
Barton-Arwood, S. Wehby, J. H., Gunter, P. L., & Lane, K. L. (2003). Motivation Assessment Scale and Problem Behavior Questionnaire: Intra-rater reliability with students with emotional and behavioral disorders. Behavioral Disorders, 28, 386-400.
Lane, K. L., Wehby, J. Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28, 229-248.
Lane, K. L., Pierson, M. & Givner, C. C. (2003). Teacher expectations of student behavior: Which skills do elementary and secondary teachers deem necessary for success in the classroom? Education and Treatment of Children, 26, 413-430.
Lane, K. L., Mahdavi, J. N., & Borthwick-Duffy, S. A. (2003). Teacher perceptions of the prereferral intervention process: A call for assistance with school-based interventions. Preventing School Failure, 47, 148-155.
Lane, K. L. (2003). [Review of Encouraging Appropriate Behavior: Case Studies, by The Iris Center, Vanderbilt University]..
Gresham, F. M., Lane, K. L., & Lambros, K. M. (2002). Children with conduct and hyperactivity-impulsivity-attention problems: Identification, assessment, and intervention. In K. L. Lane, F. M. Gresham, & T. E. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 210-222). Boston: Allyn & Bacon.
Lane, K. L., Gresham, F. M., & O’Shaughnessy, T. (2002). Identifying, assessing, and intervening with children with or at risk for behavior disorders: A look to the future. In K. L. Lane, F. M. Gresham, & T. E. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 317-326). Boston: Allyn & Bacon.
O’Shaughnessy, T. Lane, K. L., Gresham, F. M., & Beebe-Frankenberger, M. E. (2002). Students with or at-risk for learning and emotional-behavioral difficulties: An integrated system of prevention and intervention. In K. L. Lane, F. M. Gresham, & T. E. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 3-17). 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 (K. L. Lane, F. M. Gresham, & T. E. O’Shaughnessy, Eds.). Boston, MA: Allyn & Bacon.
Lane, K. L., & Wehby, J. (2002). Addressing antisocial behavior in the schools: A call for action. Academic Exchange Quarterly, 6, 4-9.
Lane, K. L., Wehby, J. H., Menzies, H. M., Gregg, R. M., Doukas, G. L., & Munton, S. M. (2002). Early literacy instruction for first-grade students at-risk for antisocial behavior. Education and Treatment of Children, 25, 438-458.
Lane, K. L., Gresham, F. M., & O’Shaughnessy, T. E. (2002). Serving students with or at-risk for emotional and behavior disorders: Future challenges. Education and Treatment of Children, 25, 507-521.
Lane, K. L., & Menzies, H. M. (2002). The effects of a school-based primary intervention program: Preliminary outcomes. Preventing School Failure, 47, 26-32.
Gresham, F. M., Lane, K. L., & Lambros, K. M. (2001). Comorbidity of conduct problems and ADHD: Identification of “fledgling psychopaths”. In H. M. Walker & H. Epstein (Eds.), Making schools safer and violence free: Critical issues, solutions, and recommended practices. Austin, TX: PROED.
Lane, K. L., Beebe-Frankenberger, M. Lambros, K. L., & Pierson, M. E. (2001). Designing effective interventions for children at-risk for antisocial behavior: An integrated model of components necessary for making valid inferences. Psychology in the Schools, 38, 365-379.
Lane, K. L., Gresham, F. M., MacMillan, D. & Bocian, K. (2001). Early detection of students with antisocial behavior and hyperactivity problems. Education and Treatment of Children, 24, 294-308.
Gresham, F. M., Lane, K. L., McIntyre, L. L., Olson-Tinker, H. Dolstra, L. MacMillan, D. Lambros, K. & Bocian, K. (2001). Risk factors associated with the co-occurrence of hyperactivity-impulsivity-inattention and conduct problems. Behavioral Disorders, 26, 189-199.
Gresham, F. M., Lane, K. L., & Lambros, K. M. (2001). Terminological accuracy versus political correctness: A rejoinder to Leone. Journal of Emotional and Behavioral Disorders, 9, 83-85.
Lane, K. L., O’Shaughnessy, T. Lambros, K. M., Gresham, F. M., & Beebe-Frankenberger, M. E. (2001). The efficacy of phonological awareness training with first-grade students who have behavior problems and reading difficulties. Journal of Emotional and Behavioral Disorders, 9, 219-231.
Gresham, F. M., Lane, K. L., & Lambros, K. (2000). Comorbidity of conduct and attention deficit hyperactivity problems: Issues of identification and intervention with “fledgling psychopaths”. Journal of Emotional and Behavioral Disorders, 8, 83-93.
Gresham, F. M., Lane, K. L., MacMillan, D. L., Bocian, K. M., & Ward, S. L. (2000). Positive and negative illusory biases: Comparisons across social and academic self-concept domains. Journal of School Psychology, 38, 151-175.
Lane, K. L., Umbreit, J. & Beebe-Frankenberger, M. (1999). A review of functional assessment research with students with or at-risk for emotional and behavioral disorders. Journal of Positive Behavioral Interventions, 1, 101-111.
Gresham, F. M., Lane, K. L., MacMillan, D. L., & Bocian, K. M. (1999). Social and academic profiles of externalizing and internalizing groups: Risk factors for emotional and behavioral disorders. Behavioral Disorders, 24, 231-245.
Lane, K. L. (1999). Young students at-risk for antisocial behavior: The utility of academic and social skills interventions. Journal of Emotional and Behavioral Disorders, 7, 211-223.
Borthwick-Duffy, S. A., Lane, K. L., & Widaman, K. F. (1997). Measuring problem behaviors in children with mental retardation: Dimensions and predictors. Research in Developmental Disabilities, 18, 415-433.
Borthwick-Duffy, S. A., Palmer, D. S., & Lane, K. L. (1996). One size doesn’t fit all: Full inclusion and individual differences. Journal of Behavioral Education, 6, 311-329.
