Wendy Oakes

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Associate Professor

Arizona State University

United States

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About

Wendy Oakes is an Associate Professor at Arizona State University in the United States. Her research focuses on data-informed decision-making in educational settings, particularly related to the behavioral challenges faced by students. Recent articles explore topics such as the impact of the COVID-19 pandemic on student behavior, the use of behavior screeners, and the effectiveness of professional learning in integrated tiered systems.

Recent Grants

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Project SCREEN: Validation of a Free-Access Screening Tool for K-12 Educators to Screen Students for Internalizing and Externalizing Behavior Patterns

Open Date: 2019-07-01

Close Date: 2022-06-30

Grant: Close

Enhancing

Open Date: 2019-07-01

Close Date: 2024-06-30

Grant: Close

Implementing Comprehensive, Integrated, Three-tiered Models to Meet Students' Academic, Behavior, and Social Needs: A Researcher-Practitioner Partnership

Open Date: 2015-07-01

Close Date: 2017-06-30

Grant: Close

Implementing Comprehensive, Integrated, Three-tiered Models to Meet Students' Academic, Behavior, and Social Needs: A Researcher-Practitioner Partnership

Open Date: 2015-07-01

Close Date: 2017-06-30

Articles (19)

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2022

Collaborators (10)

Mark Buckman

Assistant Research Professor

University of Kansas

UNITED STATES

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David Royer

Assistant Professor

University of Louisville

UNITED STATES

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Nathan Allen Lane

University of Kansas

UNITED STATES

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Ryan C. Harris Memorial Professor in Special Education

Arizona State University

UNITED STATES

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Wendy Oakes

Research Interests

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About

Recent Grants

Articles (19)

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

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

Additional Evidence of Predictive Validity of SRSS-IE Scores With Elementary Students

Introduction to the Special Issue Teacher Educators for Children with Behavioral Disorders (TECBD) Conference

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

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

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

Building Site–Level Capacity for Functional Assessment-Based Interventions: Outcomes of a Professional Learning Series

Ci3T Leadership Team Members’ Perceived Facilitators and Barriers to Implementation

Examining the Schoolwide Expectations Survey for Specific Settings: Descriptive Properties

Exploring Directions for Professional Learning to Enhance Behavior Screening Within a Comprehensive, Integrated, Three-Tiered Model of Prevention

Exploring Views and Professional Learning Needs of Comprehensive, Integrated, Three-Tiered (Ci3T) Leadership Teams Related to Universal Behavior Screening Implementation

Introduction to the Special Issue: Teacher Educators for Children with Behavior Disorders (TECBD) Conference

Understanding Teachers’ Adoption of a Comprehensive Reform Program

Collaborators (10)

Mark Buckman

David Royer

Nathan Allen Lane

Rebecca Sherod Adams

Chi-Ning Chang

Kathleen Lynne Lane

Eric Common

Grant Allen

Sandra Chafouleas

Sarup Rani Mathur

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