Kathleen Lynne Lane

Professor

University of Kansas

United States

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Kathleen Lynne Lane is a Professor at the University of Kansas in the United States. Her research interests focus on data-informed decision-making in educational settings, including the use of behavior screeners and the impact of tiered support systems on student outcomes. Recent publications examine various aspects related to student behavior and engagement, with a particular emphasis on internalizing and externalizing behaviors in both elementary and secondary schools during challenging contexts such as the COVID-19 pandemic.

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University of Connecticut

UNITED STATES

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Kathleen Lynne Lane

Research Interests

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Articles (20)

Mapping the Research Base for Universal Behavior Screeners

Examining Use of the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices: A Pilot Study

A Reanalysis: SRSS-IE Internalizing Cut Scores to Support Data-Informed Decision-Making in Secondary Schools

A Reanalysis: SRSS-IE Internalizing Cut Scores to Support Data-Informed Decision-Making Efforts in Elementary Schools

What Goals Are Important to High School Students? A Goal Content Analysis

An Analysis of SRSS-IE Externalizing Cut Scores to Facilitate Data-Informed Decision-Making in K–12 Schools

Data-Informed Professional Learning and Instruction in Integrated Tiered Systems

Enhancing Ci3T Professional Learning: Initial Lessons Learned from Ci3T Implementers

Examining the Impact of the COVID-19 Pandemic on Elementary Students’ Internalizing and Externalizing Behaviors in Schools Implementing Tiered Systems

The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes

Active supervision: empowering teachers and families to support students in varied learning contexts

Working Conditions and Burnout of Special Educators of Students With EBD: Longitudinal Outcomes

Examination of the Factor Structure and Measurement Invariance of the SRSS-IE

Using low-intensity strategies to support engagement: practical applications in remote learning environments for teachers and families

A Systematic Review of Second Step Social-Emotional Skills Program in Middle Schools

Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction

A Comparison of DESSA-mini and SRSS-IE Screening Tools

Behavior-specific praise: empowering teachers and families to support students in varied learning contexts

Facilitating implementation of low-intensity supports: the importance of professional learning and treatment integrity

Incorporating choice: empowering teachers and families to support students in varied learning contexts

Collaborators (10)

Mark Buckman

David Royer

Nelson Brunsting

Rebecca Sherod Adams

Wendy Oakes

Chi-Ning Chang

Karrie Shogren

Eric Common

Grant Allen

Sandra Chafouleas

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