Kristin Gansle

• Doctor of Philosophy
• Old Dominion University

Decades of research indicate social support is vital for retaining teachers. However, little is known about social support for teachers serving students with extensive support needs. The purpose of this study was to explore whether collective social assets (administrative support, colleague support, paraeducator support, school culture) were associ...

Young children with autism spectrum disorder (ASD) require supports and services designed to meet their unique needs. Research has identified 27 evidence-based practices (EBPs) for children ages 0 to 5 years. However, there is a paucity of research that examines whether early childhood providers are implementing EBPs with children with ASD. In this...

Behavior analysts have been working in and with public schools for decades. However, there is a paucity of research related to their work; specifically, their roles and responsibilities and needed support. We conducted a 37-item online survey of 98 nationally certified behavior analysts who work in public schools in a Southeastern state in the Unit...

Limited research exists on special education teachers (SETs) of students with intellectual disability (ID), developmental delay (DD), and/or autism spectrum disorder (ASD), their intent to leave or stay in the teaching profession, and the working conditions impacting those decisions. Through an online survey, we investigated working conditions of S...

Assuring treatment plan implementation following consultation is critically important because implementation is strongly related to outcomes. Treatment implementation has been hypothesized to be influenced by both the nature of the follow-up support provided and contextual variables. However, studies to date have not examined both issues while dire...

Research has demonstrated that engaging in helping behavior is highly valued by children and adults and has diverse benefits for the recipient, helper, and larger group. Not surprisingly, raising children who exhibit pro-social behavior such as helping others is a central concern for parents and societies. However, the learning process that leads t...

Systemic efforts to strengthen teacher preparation in Louisiana led to the first statewide value-added assessment (VAA) of teacher preparation programs (TPPs). Subsequently, a number of states have adopted VAA of TPPs. The authors describe challenges that were confronted around the deployment of Louisiana’s VAA of TPPs. The discussion is organized...

Response to intervention (RTI) is a rationally appealing approach to meeting the needs of all students; it is predicated on providing students support at the time and in the environment in which they need support with intensity match to that need. However, the rationality of the system is grounded on providing interventions at a meaningful level of...

As states move to teacher evaluation that is intended to capture teacher contributions to students’ learning outcomes, some states have adopted value-added measures to examine teachers’ and teacher preparation programs’ effectiveness. In Louisiana, the value-added assessment of teacher preparation programs includes students with disabilities and ha...

When visual impairments (VI) and learning disabilities (LD) coexist, it is common for one (i.e., typically LD) to go unidentified. Some school districts may be reluctant to identify students with both VI and LD, potentially causing students to miss out on much-needed services. Child study teams can find support to address this dual diagnosis using...

Twenty-nine peer-reviewed journal articles that analyzed intervention implementation in schools using single-case experimental designs were meta-analyzed. These studies reported 171 separate data paths and provided 3,991 data points. The meta-analysis was accomplished by fitting data extracted from graphs in mixed linear growth models. This analyti...

Achievement outcomes for students taught by recent program completers of Louisiana’s teacher preparation programs (TPPs) are examined using hierarchical linear modeling of State student achievement data in English language arts, reading, mathematics, science, and social studies. The current year’s achievement in each content area is predicted using...

This study examined the effects of e-mailed daily behavior report cards (DBRC) on students' disruptive classroom behaviors. Additionally, teacher acceptability of e-mailed DBRC as an intervention was assessed. Participants included 46 elementary students (37 males and 9 females), that were assigned to one of three conditions; delayed treatment cont...

Academic demands are central to the lives of children living in the information age and in industrial societies. Schools are the workplaces of children and are the gateways into adult work for most adolescents. Historically, academic concerns are the most common reason that children are referred for special education services within schools and are...

Proponents of systemic changes in education commonly encounter ethical, theoretical, and pragmatic challenges in moving from possibility to implementation of their vision of change. Although ethical and theoretical issues are critically important to a successful change initiative, pragmatic issues relevant to assuring program implementation have ge...

A number of issues must be addressed in order to intervene with academic problems within classrooms . These issues include screening, problem specification, problem function, solving the problem, and subsequent problem evaluation. Although the addition of a consultant will allow services to be delivered to greater numbers of children than could be...

Although the assessment of response to intervention (RTI) as a service delivery model has undergone considerable development over the last decade, all of the critical elements that must be in place for RTI to be successful have not received similar attention. One of the fundamental elements of RTI is the implementation of interventions. However, im...

Despite evidence indicating the general acceptability of curriculum-based measures (CBM) to teachers (e.g., Eckert, Shapiro, & Lutz, 1995), there has to date been no empirical evidence demonstrating the relative level of acceptability of measures of written expression that might set the stage for their increased adoption by teachers. Results of an...

Assessing response to intervention (RTI) is a complex process that requires selecting interventions, identifying a reasonable strength of intervention, implementing the intervention, assessing progress, and applying decision rules to the resulting data. Appropriate standards and practices are critically important for all of these activities. Howeve...

Five hundred thirty-eight elementary school students participated in a study designed to examine the technical characteristics of curriculum-based measures (CBMs) for the assessment of writing. In addition, the study investigated rating-based measures of writing using the Six Trait model, an assessment instrument and writing program in use in many...

The authors demonstrate the use of curriculum-based measurement, specifically Dynamic Indicators of Basic Early Literacy Skills (DIBELS), to identify and evaluate the progress of 6 kindergarten students who are experiencing difficulty with phonemic awareness. The Stop and Go Game, a blending and segmenting intervention, is individually implemented...

Twenty peer-reviewed journal articles that described outcomes of interventions that took place in school settings and either focused on anger or included anger as a dependent variable were meta-analyzed. No differences in outcomes were found for group comparisons by school setting, special education status, entrance criteria, or treatment agents. A...

Curriculum-based measures have been validated for use in evaluating reading, mathematics, and writing skills (Marston, 1989). Despite its common use by school psychologists (Wilson & Reschly, 1996), the relationship between the Woodcock Johnson-Revised and curriculum-based measures of writing has not been evaluated. This study investigated the rela...

Curriculum-based measures of written expression have traditionally used total words written or correct word sequences as indices of students' skill levels. Although there are validity data to support these measures, anecdotal evidence indicates that these measures may be unacceptable to some teachers and psychologists. This investigation attempted...

This study examined the impact of three levels of treatment integrity on students'' responding on mathematics tasks. Instruction was provided separately for addition and subtraction to six second-grade students who were referred due to poor performance with these operations. The treatment consisted of a computer delivered delayed prompt to use a co...

This paper describes the implementation of a Title IV-E child welfare training program in Louisiana. A collaborative arrangement between the state child welfare agency and seven state university social work programs provides for student monetary stipends in return for child welfare training and work as public child welfare employees upon graduation...

This single-student experiment demonstrated a method for assessing a student's poor performance on pre-reading measures that tested skill deficit and performance deficit hypotheses. This assessment was conducted or a student whose parents reported concerns regarding a variety of indicators of school functioning. During the summer prior to his enter...

This study examined the utility of brief teaching probes as an assessment for students referred due to poor academic performance. Reading-decoding skills as assessed by students' oral reading rate on probes containing letters, words, or prose were examined. The brief assessment consisted of three phases: baseline and two instructional interventions...

Teachers and school psychologists participating in routine school-based, problem-solving consultation were surveyed regarding their perceptions of the referral concern, intervention development process, intervention outcomes, and their time investment. Respondents were surveyed using parallel forms on matched cases to permit analysis of perceptual...

This study examined the effects of reinforcement contingencies designed to increase the performance of existing reading skills as well as the effects of instruction--modeling and practice--designed to increase skill level for oral reading fluency across three levels of reading materials. Results showed that a combination of contingencies, modeling,...

This investigation was undertaken to determine the effects of differing levels of treatment integrity resulting from implementation of varying numbers of intervention components. The self-monitoring program was conducted over 4 weeks and targeted positive and negative classroom behaviors. The independent variable included three levels: 100% integri...

Treatment integrity (the degree to which a treatment is implemented as planned) represents a key concept in school-based intervention and is considered to be a link between use and effectiveness of interventions. 181 experimental studies published between 1980 and 1990 in 7 journals known for behaviorally based interventions were reviewed. Of prima...

Functional analysis of behavior depends upon accurate measurement of both independent and dependent variables. Quantifiable and controllable operations that demonstrate these functional relationships are necessary for a science of human behavior. Failure to implement independent variables with integrity threatens the internal and external validity...

Reviewed and critiqued the relevance of the DSM-III-R for school psychological practice. Five misguided assumptions on which the use of the DSM-III-R system is based are presented. These assumptions deal with (1) medical model conceptualization of behavior, (2) reliability, (3) validity, (4) relevance for special education placement, and (5) treatm...

Responds to critiques of their article (F. M. Gresham and K. A. Gansle; see record 1993-11574-001) by addressing misconceptions and misconstruals of facts presented in the original paper, specifically issues of reliability, treatment validity, and the medical model conception of behavior. Since neither C. Reynolds (see record 1993-11588-001) nor...