BEST: Building Effective Support For Teaching Students With Behavioral Challenges
BEST/MTSS Summer Institute 2016
Building Resilience Through Attachment, Achievement, Autonomy, and Altruism
Dr. Larry Brendtro, PhD, is a licensed psychhologist and director of Resilience Resources in Lennox, SD. He is author or co-author of over 200 articles and 12 books on strength-based interventions with challenging your with translations in multiple languages. Book titles include: Deep Brain Learning: Evidence-Based Essentials in Education, Treatment, and Youth Development; The Resilience Revolution; Kids who Outwit Adults; No Disposable Kids; Reclaiming Youth at Risk; Reclaiming Our Prodigal Sons and Daughters; Troubled Children and Youth; Re‑educating Troubled Youth; Positive Peer Culture; and The Other 23 Hours: Residential Treatment of Emotionally Disturbed Children. Brendtro is also founding co-editor with Nicholas Long of the journal Reclaiming Children and Youth. He has trained professionals in 20 countries in fields of education, juvenile justice, mental health, and prevention.
Effective Strategies for All Within a Comprehensive, Integrated Three-Tiered System
Kathleen Lynne Lane, Ph.D., BCBA-D, 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 a Program Specialists for two years. 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 learning and behavior challenges 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) focusing on 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 is the co-editor of Remedial and Special Education. Dr. Lane has co-authored five books and published 130 refereed journal articles and 30 book chapters.
Last modified May 13 2016 03:40 PM