Kathleen Lynne Lane
Biographic Data
| ID | 3828484 |
|---|---|
| NAME | Kathleen Lynne Lane |
| GIVEN NAMES | Kathleen Lynne |
| FAMILY NAME | Lane |
| SIGNATURE | LANE K L |
| AFFILIATIONS | The University of Kansas, Lawrence, USA |
| ORCID | 0000-0001-6364-838X |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
A Systematic Review of Second Step Social-Emotional Learning in Elementary Schools
In this systematic literature review we examined evidence for Second Step , a social-emotional learning curriculum implemented as a Tier 1 practice with elementary students. We applied Council for Exceptional Children (CEC) Standards for Evidence-Based Practices in Special Education to evaluate if Second Step elementary could be considered an evidence-based practice. We found 37 studies meeting inclusion criteria, of which 13 met our weighted CEC…
Elementary Educators’ Well-Being in Ci3T: Longitudinal Analyses of Experienced Implementers
This study extends prior inquiry examining educators’ well-being in the context of Comprehensive, Integrated, Three-Tiered (Ci3T) models, one type of integrated tiered system. We investigated educators’ well-being (self-efficacy, burnout) and implementation (treatment integrity, social validity) during the post-pandemic era among educators in schools with ≥3 years of Ci3T implementation. Findings indicated consistently high levels of treatment in…
Mapping the Research Base for Universal Behavior Screeners
Universal behavior screening is used in schools worldwide to detect students with and at risk for behavioral challenges. A plethora of instruments is available for this purpose, though little metascience has been conducted to review and synthesize methods used to study these instruments in educational settings, nor is there a comprehensive list of instruments to support educators in selecting an appropriate tool. We conducted this review to provi…
Supporting educators to implement behavior-specific praise: A research synthesis
We conducted a synthesis of recent systematic reviews with a specific focus on the professional learning aspects of behavior-specific praise (BSP). We examined training procedures and support types aimed at facilitating effective BSP implementation, addressing the following research questions: What procedures were used in training the intervention agent to deliver BSP? To what degree were training integrity and social validity of training procedu…
New evidence of predictive validity of SRSS-IE scores with middle and high school students
Introduction We report predictive validity of the newly defined Student Risk Screening Scale – Internalizing and Externalizing (SRSS-IE 9, with 9 items) when used for the first time by middle and high school teachers from 43 schools. Methods The sample included 11,773 middle school-aged students representing four geographic regions, and 7,244 high school-aged students representing three geographic regions. Results Results indicated fall SRSS-IE e…
Examination of the Factor Structure and Measurement Invariance of the SRSS-IE
Given the need for a swift, systematic way to identify students with internalizing and externalizing behavior patterns to connect these students with appropriate supports, we present new findings of the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE). In this article, we examined (a) factor structure of the SRSS-IE and (b) the extent to which measurement invariance holds across gender, special education status, race, and et…
Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction
This study used the standard setting to establish cutscores for the fidelity of implementation of an evidence‐based intervention, the Self‐Determined Learning Model of Instruction (SDLMI) designed to enhance goal‐directed actions in secondary students with and without disabilities. Cutscores were then applied to fidelity data from a large, randomized trial of the SDLMI with teacher implementers. Findings suggest teachers demonstrate a range of fi…
A Systematic Review of Second Step Social-Emotional Skills Program in Middle Schools
In this systematic review, we evaluated the quality and rigor of the current evidence base for the Second Step social-emotional learning program in middle schools. Eleven studies were coded using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education with an 80% weighted criterion. We determined five studies met the weighted 80% criteria and one study demonstrated a positive effect as defined by Council f…
Supporting the Installation of Comprehensive, Integrated, Three-Tiered Models of Prevention: Educator Perspectives
We provide results from a district-wide survey of 253 certified educators to determine (a) the degree to which they reported implementing components of their school’s comprehensive, integrated, three-tiered (Ci3T) model of prevention in the current year and (b) the areas in which educators might benefit from continued professional learning. The purpose of this study was to develop a data informed professional learning plan to continue to support …
Commentary on the What Works Clearinghouse Standards and Procedures Handbook (v. 4.1) for the Review of Single-Case Research
The What Works Clearinghouse (WWC) provides school personnel with information on the amount and quality of evidence for educational programs, policies, and interventions. Over a decade ago, the WWC expanded their review procedures to include single-case research methods. Originally included as pilot standards, the recent updates elevated single-case research to a more prominent role for informing the development of evidence reviews and practice g…
Burnout of Special Educators Serving Students With Emotional-Behavioral Disorders: A Longitudinal Study
We examined changes in burnout across three timepoints in one school year, in a sample ( N = 230) of special educators serving students with emotional-behavioral disorders, in 15 school districts selected through stratified random sampling at the national level. Emotional exhaustion decreased at each timepoint in the school year and personal accomplishment increased from fall to spring. Latent growth curve modeling did not produce latent trajecto…
A How-to Guide for Open-Science Practices in Special Education Research
Open-science reforms, which aim to increase credibility and access of research, have the potential to benefit the research base in special education, as well as practice and policy informed by that research base. Awareness of open science is increasing among special education researchers. However, relatively few researchers in the field have experience using multiple open-science practices, and few practical guidelines or resources have been tail…
Self-Report and Administrative Data on Disability and IEP Status: Examining Differences and Impacts on Intervention Outcomes
Differences in perceptions of disability between students and administrators can play a role in youth’s educational experience. This study used data from a cluster randomized controlled trial (C-RCT) of the Self-Determined Learning Model of Instruction (SDLMI) to first compare student self-report of disability status to matched administrative data and second to examine the impact of the data source utilized on trial outcomes. The findings demonst…
The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact…
Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention
This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and social-emotional learning, teachers were predominately concerned with issues related to students’ b…
Commentary on the Current status and future directions for training and supporting paraprofessionals: Opportunities for practice and research
A Productive Scholar’s Guide to Respectful, Responsible Inquiry During the Covid-19 Pandemic: Moving Forward
As a result of the COVID-19 pandemic of 2020, schools across the country have pivoted to providing a range of instructional opportunities including remote, hybrid, and modified in-person options with a commitment to keeping our society safe and supporting our nations’ youth in continuing their education. One byproduct of this most challenging situation has been the interruption of scientific inquiry in many fields, including educational research.…
Teachers’ Voices: Perceptions of Effective Professional Development and Classwide Implementation of Self-Regulated Strategy Development in Writing
Despite consensus regarding critical design elements for professional development (PD), numerous PD studies have not shown anticipated effects for teachers or students. Mixed methods studies investigating when and why PD is successful are needed. The qualitative study reported here was part of a larger, mixed methods study of PD for self-regulated strategy development (SRSD) in writing; the randomized controlled trial found significant and meanin…
Teachers’ reactions to experiences of violence: An attributional analysis
Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students With Emotional or Behavior Disorders
The debate around recent implementation of the Common Core Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet there remains broad agreement for the need to improve reading outcomes and college and career readiness for all students, including students with disabilities. One of the most vulnerable populations with disabilities in terms of college and career readiness is students with emotional disorders (ED). A c…
Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013
Teacher burnout occurs when teachers undergoing stress for long periods of time experience emotional exhaustion, depersonalization, and lack of personal accomplishment (Maslach, 2003). Outcomes associated with burnout include teacher attrition, teacher health issues, and negative student outcomes. Special educators are at high risk for burnout as their working conditions align with many factors associated with burnout. In this review, we updated …
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing: A Randomized Controlled Study
In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavior…
Systematic Screenings to Prevent the Development of Learning and Behavior Problems: Considerations for Practitioners, Researchers, and Policy Makers
In this article, we discuss the importance of systematic screenings to monitor K—12 students’ behavioral and academic performance, with an emphasis on the need to identify and support students with emotional and behavioral disorders before they develop significant learning and behavior problems requiring special education services under the category of emotional disturbances. We emphasize the importance of conducting systematic screenings across …
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing: A Randomized Controlled Study
In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavior…
Teachers’ reactions to experiences of violence: An attributional analysis
Teachers’ Voices: Perceptions of Effective Professional Development and Classwide Implementation of Self-Regulated Strategy Development in Writing
Despite consensus regarding critical design elements for professional development (PD), numerous PD studies have not shown anticipated effects for teachers or students. Mixed methods studies investigating when and why PD is successful are needed. The qualitative study reported here was part of a larger, mixed methods study of PD for self-regulated strategy development (SRSD) in writing; the randomized controlled trial found significant and meanin…
Systematic Screenings to Prevent the Development of Learning and Behavior Problems: Considerations for Practitioners, Researchers, and Policy Makers
In this article, we discuss the importance of systematic screenings to monitor K—12 students’ behavioral and academic performance, with an emphasis on the need to identify and support students with emotional and behavioral disorders before they develop significant learning and behavior problems requiring special education services under the category of emotional disturbances. We emphasize the importance of conducting systematic screenings across …
Systematic Screenings to Prevent the Development of Learning and Behavior Problems: Considerations for Practitioners, Researchers, and Policy Makers
In this article, we discuss the importance of systematic screenings to monitor K—12 students’ behavioral and academic performance, with an emphasis on the need to identify and support students with emotional and behavioral disorders before they develop significant learning and behavior problems requiring special education services under the category of emotional disturbances. We emphasize the importance of conducting systematic screenings across …
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing: A Randomized Controlled Study
In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavior…
Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013
Teacher burnout occurs when teachers undergoing stress for long periods of time experience emotional exhaustion, depersonalization, and lack of personal accomplishment (Maslach, 2003). Outcomes associated with burnout include teacher attrition, teacher health issues, and negative student outcomes. Special educators are at high risk for burnout as their working conditions align with many factors associated with burnout. In this review, we updated …
Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students With Emotional or Behavior Disorders
The debate around recent implementation of the Common Core Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet there remains broad agreement for the need to improve reading outcomes and college and career readiness for all students, including students with disabilities. One of the most vulnerable populations with disabilities in terms of college and career readiness is students with emotional disorders (ED). A c…
Teachers’ reactions to experiences of violence: An attributional analysis
Teachers’ Voices: Perceptions of Effective Professional Development and Classwide Implementation of Self-Regulated Strategy Development in Writing
Despite consensus regarding critical design elements for professional development (PD), numerous PD studies have not shown anticipated effects for teachers or students. Mixed methods studies investigating when and why PD is successful are needed. The qualitative study reported here was part of a larger, mixed methods study of PD for self-regulated strategy development (SRSD) in writing; the randomized controlled trial found significant and meanin…
The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact…
Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention
This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and social-emotional learning, teachers were predominately concerned with issues related to students’ b…
Commentary on the Current status and future directions for training and supporting paraprofessionals: Opportunities for practice and research
A Productive Scholar’s Guide to Respectful, Responsible Inquiry During the Covid-19 Pandemic: Moving Forward
As a result of the COVID-19 pandemic of 2020, schools across the country have pivoted to providing a range of instructional opportunities including remote, hybrid, and modified in-person options with a commitment to keeping our society safe and supporting our nations’ youth in continuing their education. One byproduct of this most challenging situation has been the interruption of scientific inquiry in many fields, including educational research.…
Supporting the Installation of Comprehensive, Integrated, Three-Tiered Models of Prevention: Educator Perspectives
We provide results from a district-wide survey of 253 certified educators to determine (a) the degree to which they reported implementing components of their school’s comprehensive, integrated, three-tiered (Ci3T) model of prevention in the current year and (b) the areas in which educators might benefit from continued professional learning. The purpose of this study was to develop a data informed professional learning plan to continue to support …
Commentary on the What Works Clearinghouse Standards and Procedures Handbook (v. 4.1) for the Review of Single-Case Research
The What Works Clearinghouse (WWC) provides school personnel with information on the amount and quality of evidence for educational programs, policies, and interventions. Over a decade ago, the WWC expanded their review procedures to include single-case research methods. Originally included as pilot standards, the recent updates elevated single-case research to a more prominent role for informing the development of evidence reviews and practice g…
Burnout of Special Educators Serving Students With Emotional-Behavioral Disorders: A Longitudinal Study
We examined changes in burnout across three timepoints in one school year, in a sample ( N = 230) of special educators serving students with emotional-behavioral disorders, in 15 school districts selected through stratified random sampling at the national level. Emotional exhaustion decreased at each timepoint in the school year and personal accomplishment increased from fall to spring. Latent growth curve modeling did not produce latent trajecto…
A How-to Guide for Open-Science Practices in Special Education Research
Open-science reforms, which aim to increase credibility and access of research, have the potential to benefit the research base in special education, as well as practice and policy informed by that research base. Awareness of open science is increasing among special education researchers. However, relatively few researchers in the field have experience using multiple open-science practices, and few practical guidelines or resources have been tail…
Self-Report and Administrative Data on Disability and IEP Status: Examining Differences and Impacts on Intervention Outcomes
Differences in perceptions of disability between students and administrators can play a role in youth’s educational experience. This study used data from a cluster randomized controlled trial (C-RCT) of the Self-Determined Learning Model of Instruction (SDLMI) to first compare student self-report of disability status to matched administrative data and second to examine the impact of the data source utilized on trial outcomes. The findings demonst…
A Systematic Review of Second Step Social-Emotional Skills Program in Middle Schools
In this systematic review, we evaluated the quality and rigor of the current evidence base for the Second Step social-emotional learning program in middle schools. Eleven studies were coded using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education with an 80% weighted criterion. We determined five studies met the weighted 80% criteria and one study demonstrated a positive effect as defined by Council f…
New evidence of predictive validity of SRSS-IE scores with middle and high school students
Introduction We report predictive validity of the newly defined Student Risk Screening Scale – Internalizing and Externalizing (SRSS-IE 9, with 9 items) when used for the first time by middle and high school teachers from 43 schools. Methods The sample included 11,773 middle school-aged students representing four geographic regions, and 7,244 high school-aged students representing three geographic regions. Results Results indicated fall SRSS-IE e…
Examination of the Factor Structure and Measurement Invariance of the SRSS-IE
Given the need for a swift, systematic way to identify students with internalizing and externalizing behavior patterns to connect these students with appropriate supports, we present new findings of the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE). In this article, we examined (a) factor structure of the SRSS-IE and (b) the extent to which measurement invariance holds across gender, special education status, race, and et…
Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction
This study used the standard setting to establish cutscores for the fidelity of implementation of an evidence‐based intervention, the Self‐Determined Learning Model of Instruction (SDLMI) designed to enhance goal‐directed actions in secondary students with and without disabilities. Cutscores were then applied to fidelity data from a large, randomized trial of the SDLMI with teacher implementers. Findings suggest teachers demonstrate a range of fi…
Supporting educators to implement behavior-specific praise: A research synthesis
We conducted a synthesis of recent systematic reviews with a specific focus on the professional learning aspects of behavior-specific praise (BSP). We examined training procedures and support types aimed at facilitating effective BSP implementation, addressing the following research questions: What procedures were used in training the intervention agent to deliver BSP? To what degree were training integrity and social validity of training procedu…
A Systematic Review of Second Step Social-Emotional Learning in Elementary Schools
In this systematic literature review we examined evidence for Second Step , a social-emotional learning curriculum implemented as a Tier 1 practice with elementary students. We applied Council for Exceptional Children (CEC) Standards for Evidence-Based Practices in Special Education to evaluate if Second Step elementary could be considered an evidence-based practice. We found 37 studies meeting inclusion criteria, of which 13 met our weighted CEC…
Elementary Educators’ Well-Being in Ci3T: Longitudinal Analyses of Experienced Implementers
This study extends prior inquiry examining educators’ well-being in the context of Comprehensive, Integrated, Three-Tiered (Ci3T) models, one type of integrated tiered system. We investigated educators’ well-being (self-efficacy, burnout) and implementation (treatment integrity, social validity) during the post-pandemic era among educators in schools with ≥3 years of Ci3T implementation. Findings indicated consistently high levels of treatment in…
Mapping the Research Base for Universal Behavior Screeners
Universal behavior screening is used in schools worldwide to detect students with and at risk for behavioral challenges. A plethora of instruments is available for this purpose, though little metascience has been conducted to review and synthesize methods used to study these instruments in educational settings, nor is there a comprehensive list of instruments to support educators in selecting an appropriate tool. We conducted this review to provi…
Psychology (19 works) · Medicine (12 works) · Behavioral and Psychological Studies (11 works) · Medical education (9 works) · Pedagogy (9 works) · Computer Science (7 works) · Mathematics education (7 works) · Clinical Psychology (6 works) · Developmental psychology (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works)