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References

  • Arizona State University. (2021). Arizona state university charter. Author. https://president.asu.edu/asu-mission-goals#charter-video
  • Austin, K. S., Allen, G. E., Brunsting, N. C., Common, E. A., & Lane, K. L. (2022). Active supervision: Empowering teachers and families to support students in varied learning contexts. Preventing School Failure, 67(2), 98–105.
  • Briesch, A., Lane, K. L., Common, E. A., Oakes, W. P., Buckman, M. M., Chafouleas, S. M., Sherod, R. L., Abdulkerim, N. & Royer, D. J. (2022). Exploring views and professional learning needs of Comprehensive, Integrated, Three-Tiered (Ci3T) leadership teams related to universal behavior screening implementation. Education and Treatment of Children, 45, 245–262. https://doi.org/10.1007/s43494-022-00080-8
  • Buckman, M. M., Lane, K. L., Common, E. A., Royer, D. J., Oakes, W. P., Allen, G. E., Lane, K. S., & Brunsting, N. (2021). Treatment integrity of primary (tier 1) prevention efforts in tiered systems: Mapping the literature. Education and Treatment of Children, 44, 145–168. https://doi.org/10.1007/s43494-021-00044-4
  • California State University, Los Angeles. (2015). Cal state LA mission statement. Author. https://www.calstatela.edu/about
  • Common, E. A., Buckman, M. M., Lane, K. L., Oakes, W. P., Royer, D. J., Chafouleas, S., Briesch, A., & Sherod, R. (2021). Project ENHANCE: Assessing professional learning needs for implementing Comprehensive, Integrated, Three-tiered (Ci3T) Prevention modules. Education & Treatment of Children, 44(3), 125–144. https://doi.org/10.1007/s43494-021-00049-z
  • Lane, K. L. (2021). Social, emotional, and behavioral assessment within tiered decision-making frameworks: A closing commentary – Looking back to move forward. School Psychology Review, https://doi.org/10.1080/2372966X.2021.1912388
  • Lane, K. L., Buckman, M. M., Oakes, W. P., & Menzies, H. M. (2020). Tiered systems and inclusion: Potential benefits, clarifications, and considerations. In J. M. Kauffman (Ed.). On educational inclusion: Meanings, history, issues, and international perspectives (pp. 85–106). Routledge Taylor & Francis.
  • Lane, K. L., Cabell, S. Q., & Drew, S. V. (2021). A productive scholar’s guide to respectful, responsible inquiry during the COVID-19 pandemic: Moving forward. Journal of Learning Disabilities, 54(5), 388–399. https://doi.org/10.1177/00222194211023186
  • Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2020). Developing a schoolwide framework to prevent and manage learn and behavior problems (2nd ed.). Guilford Press.
  • 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. https://doi.org/10.1080/1045988X.2014.893977
  • Lane, K. L., Oakes, W. P., & Menzies, H. M. (2021). Considerations for systematic screening PK-12: Universal screening for internalizing and externalizing behaviors in the COVID-19 era. Preventing School Failure: Alternative Education for Children and Youth, 65(3), 275–281. https://doi.org/10.1080/1045988X.2021.1908216
  • Lane, K. S., Buckman, M. M., Iovino, E. A., & Lane, K. L. (2022). Incorporating choice: Empowering teachers and families to support students in varied learning contexts. Preventing School Failure, 67(2), 106–114.
  • Lemons, C. J., Powell, S. R., Lane, K. L., & Aceves, T. C. (Eds.). (in press). Handbook of special education research (Volume II). Routledge. https://doi.org/10.4324/9781003156888
  • Office of the Surgeon General (2021). Protecting youth mental health: The U.S. Surgeon General’s advisory. https://www.hhs.gov/sites/default/files/surgeon-general-youth-mental-health-advisory.pdf
  • Pérez-Clark, P., Gil, H. J., Artola, A., Royer, D. J., & Lane, K. L. (2022). Behavior-specific praise: Empowering teachers and families to support students in varied learning contexts. Preventing School Failure, 67(2), 83–90.
  • Sherod, R. L., Jones, J. S., Perry, H., & Oakes, W. P. (2022). Precorrection: Empowering teachers and families to support students in varied learning contexts. Preventing School Failure, 67(2), 91–97.
  • Weist, M. D., Garbacz, S. A., Lane, K. L., & Kincaid, D. (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). University of Oregon Press.
  • U.S. Department of Education. (2021). ED COVID-19 handbook: Roadmap to reopening safely and meeting all students’ needs (vol 2). Office of Planning, Evaluation and Policy Development, U. S. Department of Education. https://www2.ed.gov/documents/coronavirus/reopening-2.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=
  • University of Kansas. (2022). University of Kansas mission statement. Author. https://chancellor.ku.edu/mission#:∼:text=The%20mission%20of%20the%20University,discoveries%20that%20change%20the%20world.