Kathleen Lynne Lane, Ph.D., BCBA-D

School of Education - Special Education
Professor
Primary office:
785-864-9630
Joseph R. Pearson Hall
University of Kansas
1122 West Campus Rd
Lawrence, KS 66045-3101

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.

Teaching Interests

  • Emotional and behavior disorders
  • Methodology- group and single case design
  • School-based intervention research
  • Comprehensive
  • Integrated
  • Three-tiered (CI3T) models of prevention
  • Systematic screenings for behavior challenges

Research Interests

  • Emotional and behavior disorders
  • Methodology- group and single case design
  • Multivariate analysis using SAS
  • School-based intervention research
  • Comprehensive
  • Integrated
  • Three-tiered (CI3T) models of prevention
  • Systematic screenings for behavior chal

Selected Publications

Lane, K. L., Oakes, W. P., & Butler, C. (in press). Developing comprehensive, integrated, three-tiered models of prevention to support positive behavior and instructional experiences for all students. In M. C. Holbrook, T. McCarthy, & C. Kamei-Hannan (Eds.), Foundations of education: Volume I History and theory of teaching children and youths with visual impairments( th ed.) (Vol. I, pp. ). New York, NY: American Foundation for the Blind Press.

Lane, K. L., Menzies, H. M., Ennis, R. P., & Oakes, W. P. (in press). Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies, New York, NY: Guilford.

Lane, K. L., Richards-Tutor, C., Oakes, W. P., & Connor, K. (2014). Initial evidence for the reliability and validity of the student risk screening scale with elementary age English learners. Assessment and Effective Intervention, 39, 219-232. doi:10.1177/1534508413496836

McMahon, S., Martinez, A., Espelage, D., Reddy, L. A., Rose, C., Lane, K., Anderman, E., Reynolds, C. R., Jones, A., & Brown, V. (2014). Violence directed against teachers: Results from a national survey. Psychology in the Schools, 51. doi:doi: 10.1002/pits.21777

Lane, K. L., Oakes, W. P., Menzies, H. M., & Harris, P. J. (2013). Developing comprehensive, integrated, three-tiered models to prevent and manage learning and behavior problems. In T. Cole, H. Daniels, & J. Visser (Eds.), The Routledge international companion to emotional and behavioural difficulties (pp.177-183).. New York, NY: Routledge.

Reddy, L. A., Espelage, D., McMahon, S. D., Anderman, E. M., Lane, K. L., Brown, V. E., Reynolds, C. R., Jones, A., & Kanrich, J. (2013). Violence against teachers: Case studies from the APA Task Force. International Journal of School & Educational Psychology, 1, 231-245. doi:10.1080/21683603.2013.837019

Academic Degrees

  • Ph.D., Behavior Disorders, Mild Disabilities, Methodology, University of California, Riverside, CA, 1992
  • M.A., Special Education, University of California, Riverside, CA, 1992
  • B.A., Psychology, University of California, Riverside, CA, 1988

Specialization(s)

Emotional and Behavior Disorders, Mild Disabilities, Methodology: Group and Single Case Design, Multivariate Analysis using Statistical Analysis System (SAS) programming, School-Based Intervention Research: Nomothetic and Ideographic


Kansas Teacher Service Scholarship

More info »

Emily Swogger, a masters student in KU Special Education was recognized for her outstanding work in the field of behavior disorders with the award of a stipend. Emily we are so proud of you!

The new Hawk Hopes Blog is out! Read it here! https://t.co/IBh79ulwy6


#1 public program in nation for special education
—U.S. News & World Report
2nd nationwide for most published journal articles in special education
Wayne Sailor directs KU’s largest grant, the $24.5 million SWIFT project, to develop a national center to assist schools
A $2.5 million grant will fund research on reasons effective technology tools are underused for students with disabilities