Kathleen Lynne Lane, Ph.D.
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.
1122 West Campus Road
542 Joseph R. Pearson Hall
Lawrence, Kansas 66045-3101
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
Licensed Behavior Analyst, State of Kansas, Behavioral Sciences Regulatory Board, September 22, 2016 - September 30, 2018
Approved Continuing Education Provider Individual (ACE Providor), Behavior Analyst Certification Board, Inc., November 1, 2010 - November 30, 2017
Board Certified Behavior Analyst (BCBA), June 30, 2005 - June 30, 2017
Lane KL. “Are you going to come and see us again soon?” An intergenerational event between stroke survivors and school-children. Quality in Ageing and Older Adults. 2016 Dec 12;17(4):246-52.
Lane KL, Oakes WP, Cantwell ED, Schatschneider C, Menzies H, Crittenden M, Messenger M. 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. 2016 Nov;42(1):271-84.
Lane KL, Oakes WP, Cantwell ED, Menzies HM, Schatschneider C, Lambert W, Common EA. Psychometric evidence of SRSS-IE scores in middle and high schools. Journal of Emotional and Behavioral Disorders. 2016 Oct 17:1063426616670862.
Embedding Interventions to Promote Self-Determination within Multitiered Systems of Supports Karrie A. Shogren, Michael L. Wehmeyer, and Kathleen L. Lane. Exceptionality. Vol. 24 , Iss. 4, 2016
Lane KL, Oakes WP, Lusk ME, Cantwell ED, Schatschneider C. Screening for intensive intervention needs in secondary schools: Directions for the future. Journal of Emotional and Behavioral Disorders. 2016 Sep; 24 (3):159-72.