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Curriculum Vitae

Shanna Hagan BurkeSpecial Education Program

Department of Educational PsychologyCollege of Education and Human Development

652 Harrington TowerTexas A&M University

College Station, TX 77843shaganburke@tamu.edu

ACADEMIC HISTORY

Education

1998 Ph.D. University of Oregon Special EducationEugene

1994 M A. University of West Florida Clinical Teaching- Emotional HandicapsPensacola

1990 B.A. University of West Florida Special Education- Emotional HandicapsPensacola

Academic positions

2005 – present Associate Professor, Special Education Program, Department of Educational Psychology, Texas A&M University, College Station

2005 Associate Professor, Department of Special Education, The University of Georgia, Athens

2001- 2005 Assistant Professor, Department of Special Education, The University of Georgia, Athens

1999 – 2001 Assistant Professor (non-tenure track), Department of Special Education and Community Resources, University of Oregon, Eugene

1998 - 1999 Research Associate, Eugene Research Institute, Eugene, Oregon

1998 - 1999 Instructor, University of Oregon, Eugene

1996 - 1998 Graduate Teaching Assistant, Department of Special Education and Community Resources, University of Oregon, Eugene

1996 - 1997 Graduate Research Assistant, Institute on Violence and Destructive Behavior, University of Oregon, Eugene

1995 - 1998 Graduate Research Assistant, Effective Behavior Support (EBS), University of Oregon, Eugene

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1995 Adjunct Instructor, Department of Primary, Vocational, and Special Education, University of West Florida, Pensacola

Other Professional Employment

1994 - 1995 Special Education Teacher, Lakeview Youth Day Treatment Center, Escambia County School District and Baptist Hospital, Pensacola, Florida

1990 - 1994 Special Education Teacher, Warrington Elementary School, Escambia County School District, Pensacola, Florida

RESEARCH

Areas of Interest

Positive Behavioral Supports

Early Literacy

Response to Intervention

Single-Case Research

Refereed Publications (Note: Underlined names identify current and former students.)

Hagan-Burke, S., Kwok, O., Zou, Y., Johnson, C., Simmons, D. C., & Coyne, M. D. (in press). An examination of problem behaviors and reading outcomes in kindergarten students. Journal of Special Education.

Burke, M. D., Crowder, W. C., Hagan-Burke, S., & Zou, Y. (2009). Comparison of two path analytic models for predicting reading fluency. Remedial and Special Education, 30, 84-95.

Vannest, K.J., & Hagan-Burke, S. (2009). Teacher time use in special education: An objective snapshot. Remedial and Special Education,

Burke, M. D., Hagan-Burke S., Kwok, O., & Parker, R. (2009). Predictive validity of early literacy indicators from the middle of kindergarten to second grade. Journal of Special Education, 42, 209-226.

Fore III, C., Hagan-Burke, S., Burke, M., Boon, R., & Smith, S. (2008). Academic achievement and class placement: Do students with specific learning disabilities achieve more in one class placement than another? Education and Treatment of Children, 31, 1-18.

Hagan-Burke, S., Burke, M. D., & Sugai, G. (2007). Using structural analysis and academic-based intervention for a student at-risk for E/BD. Behavioral Disorders, 32, 174-190.

Parker, R., & Hagan-Burke, S. (2007). The median-based alternative analysis for synthesizing single case research: Further examination. Behavior Modification, 31, 919-936.

Parker, R., & Hagan-Burke, S. (2007). Single case research results as clinical outcomes. Journal of School Psychology, 45, 637-653.

Burke, M. D. & Hagan-Burke, S. (2007). Concurrent criterion-related validity of early literacy indicators for middle of first grade, Assessment for Effective Intervention, 32, 66-77.

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Parker, R., & Hagan-Burke, S. (2007). Useful effect sizes interpretations for single case research. Behavioral Therapy, 38, 95-105.

Parker, R., Hagan-Burke, S., & Vannest, K. (2007). Percent of all non-overlapping data (PAND): An alternative to PND. Journal of Special Education, 40, 194-204.

Hagan-Burke, S., Burke, M. D., & Crowder, C. (2006). The convergent validity of the dynamic indicators of basic early literacy skills and the test of word reading efficiency for the beginning of first grade. Assessment for Effective Intervention, 31 (4), 1-15.

Boon, R., Burke, M., Fore III, C., & Hagan-Burke, S. (2006). Improving student content knowledge in inclusive social studies classrooms using technology-based cognitive organizers: A systematic replication. Learning Disabilities: A Contemporary Journal 4 (1) 1-17.

Hagan-Burke, S., Burke, M., Martin, E., Boon, R., Kirkendoll, D., & Fore III, C. J. (2005). The internal consistency of the school-wide subscales of the Effective Behavior Support Survey. Education and Treatment of Children, 28, 400-413.

Chalk, J. C., Hagan-Burke, S., & Burke, M. D. (2005) 1. Self-regulated strategy development and the writing process for high school students with learning disabilities.1 Learning Disabilities Quarterly, 28, 75-87.

1In 2007 this article was translated and reprinted in Hebrew by the Israeli Affiliate for the International Dyslexia Association.

Boulineau, T., Fore III, C. J., Hagan-Burke, S., & Burke, M. (2004)2. Use of story map instruction to increase story grammar text comprehension for elementary school students with learning disabilities in a resource setting.2 Learning Disabilities Quarterly, 27, 105-121.

2In 2005 this article was translated and reprinted in Hebrew by the Israeli Affiliate for the International Dyslexia Association.

Gersten, R., Baker, S., Smith-Johnson, J., & Flojo, J. R., & Hagan-Burke, S., (2004). A tale of two decades: Trends in support for federally funded experimental research in special education. Exceptional Children, 70, 323-332.

Burke, M. D., Ayers, K., & Hagan-Burke, S. (2004). Preventing school-based antisocial behaviors with positive behavioral supports. Journal of Early and Intensive Behavior Intervention, 1 (1), 66-74.

Burke, M. D., Hagan-Burke, S. & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behaviors: Preliminary results from a single case experiment. Learning Disabilities Quarterly, 26, 15-25.

Hagan-Burke, S., & Jefferson, G. (2002). Using data to promote academic benefit for included students with mild disabilities. Preventing School Failure, 46, 112-118.

Martin, E.J., & Hagan-Burke, S. (2002). Establishing a home-school connection: Strengthening the Partnership between families and schools. Preventing School Failure, 46, 62-65.

Kinch, C., Lewis-Palmer, T., Hagan-Burke, S., & Sugai, G. (2001). A comparison of teacher and student functional behavior assessment interview information from low-risk and high-risk classrooms. Education and Treatment of Children, 24, 480-494.

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Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S. (1999-2000). Overview of the functional behavioral assessment process. Exceptionality, 8, 149-160.

Sugai, G., Lewis-Palmer, T., & Hagan, S. (1999). Using functional assessments to develop behavior support plans. Preventing School Failure, 43, 6-13.

Colvin, G., Tobin, T., Beard, K., Hagan, S., & Sprague, J. (1998). The school bully: Assessing the problem, developing interventions, and future research directions. Journal of Behavioral Education, 8, 293-319.

Burke, M. D., Hagan, S., & Grossen, B. (1998). What curricular designs and strategies accommodate diverse learners? Teaching Exceptional Children, 31(1) 34-38.

Mehas, K. Boling, K., Sobieniak, S., Sprague. J., Burke, M., & Hagan, S. (1998). Finding a safe haven in middle school. Teaching Exceptional Children, 30(4) 20-23.

Manuscripts Submitted for Publication:

Simmons, D.C., Coyne, M.D., Hagan-Burke, S., Kwok, O., Simmons, L., Johnson, C., Zou, Y., Lentini, A., Ruby, M., Crevecoeur, Y. (2009). Effects of supplemental reading instruction in authentic school contexts: A comparison of kindergarteners’ response to intervention.

Vannest, K. J., Parker, R. I., & Hagan-Burke, S. (2009). Special education teacher time-use in four types of programs.

Current Manuscripts in Preparation:

Hagan-Burke, S., Parker, R. I., Sugai, G., & Horner, R. (in progress). Supporting middle school students with challenging behaviors: An examination of high- and low-risk settings.

Hagan-Burke, S., Coyne, M. D., Simmons, D. C., Kwok, O., Skidmore, S., & Simmons, L. (in progress). Student, teacher, and instructional variables that moderate kindergarten response to early reading intervention.

Book Chapters, Encyclopedia Entries, and Monographs:

Vannest, K.J., Soares, D. Mohan, S. Mason, B. Harrison, J. Hagan-Burke, S. (in press) Teacher Effectiveness and use of time in P. Zionts and L. Zionts (Eds.) Teaching Disturbed and Disturbing Children. Austin, Texas: Pro Ed

Hagan-Burke, S. (2005). Choral responding. In G. Sugai & R. H. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy: Vol.3 (pp. 1218-1219). Educational applications. Sage Publishing.

Hagan-Burke, S. (2005). Pacing. In G. Sugai & R. H. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy: Vol. 3 (pp. 1407-1408). Educational applications. Sage Publishing.

Sugai, G., Hagan-Burke, S., & Lewis-Palmer, T. (2004). School-wide discipline and instructional classroom management: A systems approach (2nd Ed). In C. Darch & E. Kame'enui (Eds.), Instructional classroom management: A proactive approach to behavior management (pp.218-248). Upper Saddle River, NJ: Merrill Publishing Company.

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Hagan, S., & Sugai, G. (1998). Functional assessment and support plans. In R. E. Schmid & W. Evans (eds.), Curriculum and instruction practices for students with emotional/behavioral disorders (pp. 13-20). Reston, VA: Council for Exceptional Children.

Technical Research Reports Prepared for State and Federal Agencies:

Burke, M., & Hagan-Burke, S. (2006). Alabama positive behavior support project: Evaluation report for 2005. Technical Report for the Alabama Department of Education State Improvement Grant.

Kirkendoll, D., Hagan-Burke, S. & Burke, M. (2004). Alabama positive behavior support project: Evaluation report for 2003/2004. Technical Report for the Alabama Department of Education State Improvement Grant.

Kirkendoll, D., Hagan-Burke, S. Burke, M. & Sugai, G. (2003). Alabama positive behavior support project: Evaluation report for 2002/2003. Technical Report for the Alabama State Improvement Grant.

Kirkendoll, D., Hagan-Burke, S. Burke, M. & Sugai, G. (2002). Alabama positive behavior support project: Evaluation report for 2001/2002. Technical Report for the Alabama Department of Education State Improvement Grant.

Hagan-Burke, S., Sugai, G., Their, K., Ingram, K., Garrett, U., Calderhead, W., Lewis-Palmer, T.L., Tobin, T., & Derickson, L. (2002). Descriptive synthesis of school-wide discipline research. Technical Report submitted to the Office of Special Education Programs. Eugene, OR: Educational and Community Supports.

Grossen, B., Burke, M. D., Hagan-Burke, S., Davis, B., Bulgren, J.A., Schumaker, J.B., Deshler, D.D., Lenz, B.K., & Marquis, J. (2002). The educational context and outcomes for high school students with disabilities: Materials used to instruct students with disabilities. Lawrence: The University of Kansas Institute for Academic Access.

Grossen, B., Hagan-Burke, S., & Burke, M. (2002). The effects of considerate instruction in language arts on reading comprehension and writing of high school level students with disabilities. Technical Report submitted to the Office of Special Education Programs. Eugene, OR: Institute for Academic Access.

Hagan-Burke, S., Gersten, R. & Baker, S. (1999). Trends in special education research: An analysis of trends in the use of experimental designs in funded projects. Technical Report 99-2. Eugene, OR: Eugene Research Institute.

Grants and Contracts

External Funding Awards:

Preparing Intervention Scientists in Special Education (Project ISSE). Personnel Preparation Leadership Grant (Grant Award No. H325K070045). Awarded by the U.S. Department of Education Office of Special Education Programs, $800,000. 2007-2011. Co-Directors: R. Parker, S. Hagan-Burke, D. Simmons.

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Roles and Responsibilities: Co-author, lead director, budget management, annual reporting, student recruitment, annual student data reporting and uploads, direct supervisor for grant staff, annual PI meeting participation in Washington DC.

Comprehensive Academic and Behavioral Support (Project CABS). Personnel Preparation Grant (Grant Award No. H325K070096-08). Awarded by the U.S. Department of Education Office of Special Education Programs, $799,796. 2007-2010. Directors: M. Burke & S. Hagan-Burke.

Roles and Responsibilities: Co-author, co-director, program of study development, annual PI meeting participation in Washington DC.

The Early Reading Intervention: Examination of Curriculum Efficacy, Durability, and Intensity (Grant Award No. R324E060067A). Grant Awarded by the U.S. Department of Education, Institute of Education Sciences (Goal 3) $2,885,628. 2006-2010. Director: D. Simmons. Co-PIs: O. Kwok & S. Hagan-Burke.*

*Note: I was not an author of the original proposal. My involvement began post award.

Roles and Responsibilities: Co-PI, lead investigator for studies examining intervention effects for children with problem behaviors, lead investigator for study examining moderators of intervention efficacy, leader across implementation sites for coordinating all dependent measures, co-trainer for intervention in Florida and Texas implementations, co-leader for fidelity observation system, annual PI meeting participation in Washington DC, coauthor on associated research presentations and publications.

Georgia Center for EBIS: Effective Behavioral and Instructional Support. Contract Awarded by Georgia Department of Education, Office of Special Education, $435,415. 2004-2005. Directors: S. Hagan-Burke & M. D. Burke.

Roles and Responsibilities: co-author, co-director, budget management, annual reporting, human subjects clearance, UGA leader for statewide training network, developer of state-wide training materials, supervisor for data management, coauthor on associated peer-reviewed presentations.

Effective Behavioral and Instructional Support: Proposal for developing an infrastructure to support sustainable systems change in Georgia schools. Contract Awarded by Georgia Department of Education, Office of Special Education, $38,000. 2003-2004. Directors: M. D. Burke & S. Hagan-Burke.

Roles and Responsibilities: Co-author; co-director; annual report preparation; state leadership team member, training materials development, coauthor on associated peer-reviewed presentations.

Project CBIS-Outreach: Comprehensive Behavioral and Instructional Support: An Outreach Model for Diverse Learners. U.S. Department of Education, Office of Special Education Programs, $525,000. 2002-2005. Directors: M. D. Burke & S. Hagan-Burke.

Roles and Responsibilities: Co-author, co-director, lead investigator on behavior implementations, annual report preparation, school recruitment, supervision and training for graduate research assistants, data collection, annual PI meeting participation in Washington DC , co-author on associated research presentations and publications.

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A Functional Analytic Examination of Problem Behavior and Reading Difficulties in Young Children (Grant Award No. H324N000030). U.S. Department of Education, Office of Special Education Programs, $225,000. 2000-2003. Principal Investigator: S. Hagan-Burke.

Roles and Responsibilities: author, principal investigator, annual report preparation, school recruitment, supervision and training for graduate research assistants, annual PI meeting participation in Washington DC, co-author on associated research presentations and publications.

Internal Funding Awards:

Collaborating with P-16 Educators: What we Learn From Mentor Teachers. Georgia’s Systematic Teacher Education Program (GSTEP). $6000, 2004. Author and Coordinator: S. Hagan-Burke.

Increasing Collaborations Among P-16 Educators. Georgia’s Systematic Teacher Education Program (GSTEP). $6000, 2003. Author and Coordinator: S. Hagan-Burke.

Scholarly Conference Presentations (Note: Underlined names identify students.)

National / International:

Hagan-Burke, S. (2009, June). Improving the academic performance of students with emotional and behavioral difficulties: Practices from the United States. Presentation at the Annual Conference for the Irish Association of Special Education Teachers (IATSE). Dublin, Ireland.

Burke, M. D., & Hagan-Burke, S. (2009, June). School-wide positive behavioral support: An overview from the United States. Presentation for the Irish Association of Special Education Teachers (IATSE). Dublin, Ireland.

Simmons, D., C., Hagan-Burke, S., Coyne, M., Kwok, O., & Simmons, L. (2009, June). The impact and interaction of learner, teacher, and instructional variables on kindergarteners’ reading growth. Poster presented at the U.S. Department of Education Institute of Education Sciences’ Conference, Washington, DC.

Simmons, D., C., Hagan-Burke, S., Coyne, M., Kwok, O., & Simmons, L. & Skidmore, S., & Johnson, C. (2009, April). Expanding the focus of RTI: Instructional and learner characteristics that predict nonresponse. Poster presentation at the annual meeting of the Council for Exceptional Children (CEC).

Simmons, D. C., Coyne, M., Hagan-Burke, S., Kwok, O., Simmons, L., Johnson, C., & Zou, Y., et al. (2008, June). The efficacy of the early reading intervention program in real-school contexts: Randomized field trial of response to intervention. Poster presented at the U.S. Department of Education Institute of Education Sciences’ Conference, Washington, DC.

Brown, L., Ramsey, L, Vannest, K.J. & Hagan-Burke, S. (2008, April). Teacher time use across settings. Paper presented at the annual meeting of the Council for Exceptional Children (CEC) Boston, MA.

Simmons, D., Coyne, M., Hagan-Burke, S., Kwok, O., Simmons, L., Johnson, C., Lentini, A., Ruby, M., & Crevecouer, Y. (2008, March). An examination of the efficacy of the Early Reading

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Intervention program in Real School Contexts. Paper presented at the annual meeting of the American Educational Research Association (AERA), March 24, 2008. (Nonpresenter role)

Coyne, M.D., Simmons, D. C., Hagan-Burke, S., Kwok, O., Lentini, A., & Johnson C. (2007, June). The Early Reading Intervention: Examination of curriculum efficacy, durability, replicability, and intensity. Poster presented at the U.S. Department of Education Institute of Education Sciences’ Conference, Washington, DC.

Hagan-Burke, S. (2007, May). Going beyond initial implementation: A discussion of possible features that foster sustainability of effective practices. Invited Discussant for Association for Behavior Analysis 33rd Annual Convention, San Diego CA.

Vannest, K.J. *Brown, L. *Ramsey, L. Hagan-Burke, S. (2007, February). Comparison of time use for teachers of students with emotional and behavioral disorders. Presented at the Midwest Symposium for Leadership in Behavior Disorders. Kansas City, MO.

Burke, M, Vannest, K., Mason, B., Davis, C., Hagan-Burke, S., & Parker, R. (2006, November). Using behavioral indicators for progress monitoring the D2K on-line DBRC system. presented at the 30th annual meeting of the Teacher Educators for Children with Behavior Disorders, Tempe, AZ. (Nonpresenter role)

Vannest, Burke, M., Ramsey, L., Brown, L, Adiguzel, T., Hagan-Burke, S., Parker, R., Wright, D. (2006, November). EBD teacher time use. presented at the 30th annual meeting of the Teacher Educators for Children with Behavior Disorders, Tempe, AZ. (Nonpresenter role)

Hagan-Burke, S. (2006, May). Measuring teacher behaviors: Instructional and classroom variables that affect student performance. Invited Discussant for Association for Behavior Analysis 32nd

Annual Convention, Atlanta, GA.

Hagan-Burke, S. (2006, April). Resolving the age-old dilemma: Students who misbehave to escape academic tasks. Paper presented at the annual meeting of the Council for Exceptional Children, Salt Lake City, UT.

Vannest, K. J., Hagan-Burke, S. & Hanway, T. (February, 2006). Adequate yearly progress in science and math with emotional behavioral disorders. Breakout session in the Midwest symposium for Leadership in Behavior Disorders, Kansas City, MO.

 Vannest, K. J., Hagan-Burke, S. & Hanway. T. (February, 2006). Evidence based practices in science

and math for emotional behavioral disorders. Poster session Midwest symposium for Leadership in Behavior Disorders, Kansas City, MO.

Hummel, J., Gunter, P., Smith, M., Riffel, L., Fore III, C., Boon, R., Burke, M., Hagan-Burke, S., Jolivette, K., Cloud, V., Barnett, C., & Smith, D. (2005, November). PBS in Georgia: First year’s results and resolutions. Paper presented at the 29th annual meeting of the Teacher Educators for Children with Behavior Disorders, Tempe, AZ.

Hagan-Burke, S. (2005, November). Aversive instructional conditions and academic assessment: What role should they have in functional behavioral assessment? Paper presented at the 29th annual meeting of the Teacher Educators for Children with Behavior Disorders, Tempe, AZ.

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Vannest, K. Hagan-Burke, S, Burke, M. D. & Parker, R. (2005, November). Academic interventions for students: Limitations and directions for future research. Presented at the 29th annual meeting of the Teacher Educators for Children with Behavior Disorders, Tempe, AZ.

Vannest, K. & Hagan-Burke, S. & Gunter, P. (2005, November). Panel discussion of academic interventions research. Invited Panel Member for panel presentation at the 29th annual meeting of the Teacher Educators for Children with Behavior Disorders, Tempe, AZ.

Hagan-Burke, S. (2005, May). Improving school-wide behavior support programs. Symposium Chairperson for Association for Behavior Analysis 31st Annual Convention, Chicago, IL.

Burke, M. D., Hagan-Burke, S., & Blankenship, T. (2005, May). Program evaluation of the Alabama school-wide positive behavioral support. Association for Behavior Analysis 31st Annual Convention, Chicago, IL. (Nonpresenter role)

Hagan-Burke, S., Burke, M. D., Blankenship, T,. & Wynne, M. (2005, May). School-wide positive behavioral support. Association for Behavior Analysis 31st Annual Convention, Chicago, IL.

Wynne, M., Hagan-Burke, S., & Burke, M. D. (2005, May). The effects of functional behavioral assessments on the academic behaviors of elementary students. Association for Behavior Analysis 31st Annual Convention, Chicago, IL. (Nonpresenter role)

Boon, R., Burke, M. D., Hagan-Burke, S., & Fore, C. (2005, April). The effects of cognitive organizers to promote student learning in secondary inclusive social studies classrooms. Paper presented by R. Boon at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada. (Nonpresenter role)

Hagan-Burke, S. (2005, April). Providing effective behavioral and instructional support for individuals at-risk of school failure. Presentation delivered at the International Symposium and Conference in Oldenburg University, in cooperation with the German Scientific Society for ‘Paedagogik bei Verhaltensstoerungen’ (DVN), Oldenburg, Germany.

Hagan-Burke, S. (2005, March). General outcome measures in early literacy and reading. Chairperson for symposium presented at the National Association for School Psychologists 2005 Convention, Atlanta, GA.

Hagan-Burke, S. (2005, March). Function-based approaches for students with academic and behavior problems. Chairperson for symposium presented at the National Association for School Psychologists 2005 Convention, Atlanta, GA

Hagan-Burke, S. (2005, March). The effects of manipulating instructional antecedents: Implications for behavior intervention planning. Presented at the 2nd International Convention of the Association for Positive Behavior Support, Tampa, FL.

Hummel, J., Smith, M., Hagan-Burke, S., Riffel, L., & Cloud, V. (2005, March). Effective behavioral and instructional support: An overview of Georgia’s systems change efforts. Presented at the 2nd International Convention of the Association for Positive Behavior Support , Tampa, FL.

Smith, M., O'Connor, J., Riffel, L., Burke, M. D., Hagan-Burke, S. Boon, R., Cloud, V., Heflin, J., Jolivette, K., Hummel, J., & Gunter, P. (2004, November). Building a statewide positive behavior support system: EBIS in Georgia. Presentation at the 28th annual meeting of the Teacher Educators for Children with Behavior Disorders, Tempe, AZ. (Nonpresenter role)

Burke, M. D. Boon, R. Hagan-Burke, S., Martin, E. & Kirkendoll, D. (2004, November). Examination of the internal consistency of the effective behavioral support survey. Presentation at the 28th

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annual meeting of the Teacher Educators for Children with Behavior Disorders, Tempe, AZ. (Nonpresenter role)

Wynne, M. F., Hagan-Burke, S., & Burke, M. D. (2004, May). Effects of pre-teaching on escape and avoidance problem behavior. Paper presented at the Association for Behavior Analysis 30th Annual Convention, Boston, MA. (Nonpresenter role)

Crowder, C., Burke, M. D. & Hagan-Burke (2004, May). Effects of an academic self-monitoring strategy. Paper presented at the Association for Behavior Analysis 30th Annual Convention, Boston, MA.

Hagan-Burke, S. (2004, April). School-wide positive behavior support: going-to-scale in states and districts. Invited Discussant for the State-wide Colorado Implementation, presented at the Annual Council for Exceptional Children International Conference, New Orleans, LA.

Burke, M. D., Hagan-Burke, S., & Fore, C. J. (2004, April). An overview of three experimental studies for improving reading outcomes. Paper presented at the Annual Council for Exceptional Children International Conference, New Orleans, LA.

Burke, M. D. & Hagan-Burke, S. (2003, July). Dynamic indicators of basic early literacy skills (DIBELS): An overview and results from year one of a school-wide implementation. Paper presented at the 2003 Bangor Dyslexia Conference, University of Bangor, England.

Hagan-Burke, S., Burke, M. D., & Wilson, T. (2003, July). Combined effects of direct code instruction with a fluency building component on phonological and alphabetic outcomes. Paper presented at the 2003 Bangor Dyslexia Conference, University of Bangor, England.

Burke, M. D., Hagan-Burke, S., & Pollock, J. (2003, July). The effects of a visualization and verbalization strategy on the comprehension of first grade children. Paper presented at the 2003 Bangor Dyslexia Conference, University of Bangor, England.

Hagan-Burke, S. (2002, October). Building capacity in school-wide positive behavior supports. Invited Discussant for symposium presented at the National Implementers’ Forum for Positive Behavioral Interventions and Supports, Naperville, IL.

Hagan-Burke, S. (2002, May). Promoting effective behavioral intervention plans: Extending the research-base on function-based support planning. Chairperson for symposium presented at the Association for Behavior Analysis 28th Annual Convention, Toronto, Canada.

Burke, M.D., & Hagan-Burke, S. (2002, May). The effects of a contextual intervention package on the task engagement of a kindergartner with behavior and learning problems. Paper presented at the Association for Behavior Analysis 29th Annual Convention, San Francisco, CA.

Hagan-Burke, S. (2002 February). The Alabama positive behavioral supports initiative. Invited presentation at the Office of Special Education Programs Annual Project Directors’ Meeting for State Improvement Grants. Washington, DC.

Hagan-Burke, S., & Martin, E. J. (2001, October). Ensuring fidelity of treatment in behavior support planning. Paper presented at the Council for Children with Behavior Disorders International Conference, Atlanta, GA.

Hagan-Burke, S. (2001, May). Improving the outcome of functional behavioral assessment: Increasing the likelihood of effective behavioral intervention plans. Chairperson for symposium presented at the Association for Behavior Analysis 27th Annual Convention, New Orleans, LA.

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Hagan-Burke, S. (2000, May). Systematic evaluation of educational services for individuals with educational and behavior support: Needs in public schools. Invited Discussant for symposium presented at the Association for Behavior Analysis 26th Annual Convention, Washington, DC.

Sugai, G., Hagan-Burke, S., & Lewis-Palmer, T. (2000, May). Effective behavior support: A state-wide model for providing positive behavioral interventions and supports. Presentation for the Association for Behavior Analysis 26th Annual Convention, Washington, DC.

Hagan-Burke, S. (1999, September). A comparison of teacher behaviors across middle school classrooms where students exhibited markedly different rates of problem behaviors. Paper presented at the Council for Children with Behavior Disorders International Conference, Dallas, TX.

Hagan-Burke, S., & Sugai, G. (1999, May). An examination of classroom management variables that support students with severe and chronic problem behaviors. Paper presented at the Association for Behavior Analysis 25th Annual Convention, Chicago, IL.

Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S. (1999, May). Working with public schools to establish and monitor systems that support the social-behavioral needs of all students. Paper presented at the Association for Behavior Analysis 25th Annual Convention, Chicago, IL.

Kinch, C., Lewis-Palmer, T., & Hagan-Burke, S. (1999, May). A comparison of functional assessment interviews from students and teachers in high- and low-risk classroom settings. Paper presented at the Association for Behavior Analysis 25th Annual Convention, Chicago, IL.

Hagan, S., & Sugai, G. (1998, May). An analysis of teacher behaviors that support students with serious and chronic problem behaviors in middle-school content-area classrooms. Paper presented at the Association for Behavior Analysis 24th Annual Convention, Orlando, FL.

Beard, K., & Hagan, S. (1998, May). The effects of a teacher and parent partnership in the decrease of antisocial behavior in young elementary school children. Poster presented at the Association for Behavior Analysis 24th Annual Convention, Orlando, FL.

Hagan, S. (1997, October). Reducing the prevalence of violent and aggressive behaviors among middle school students with severe behavior challenges. Presented at the Council for Children with Behavior Disorders International Conference, Dallas, TX.

Hagan, S. (1997, October). Using functional assessment to develop behavior support plans that promote prosocial behaviors among students with behavioral disorders. Invited presentation at the International Council for Children with Behavior Disorders Conference, Dallas, TX.

Regional Conferences

Vannest, K. J., Hagan-Burke, S. & Hanway, T. (2006, February). Adequate yearly progress in science and math with emotional behavioral disorders. Breakout session in the Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.

Vannest, K. J., Hagan-Burke, S. & Hanway. T. (2006, February). Evidence based practices in science and math for emotional behavioral disorders. Poster session at the the Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.

Parker, R., Brossart, D., Vannest, K.J. Burke, M., & Hagan-Burke, S. (2006, January). Increased credibility for single case research. Educational Research Exchange, College Station TX.

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Hagan-Burke, S. (2005, March). Classroom management strategies that work!. Invited Presentation for The Beginning Teacher Conference by Sopris West. Atlanta, GA

Hagan-Burke, S. (2005, February). Positive behavioral supports. Invited Presentation for The Teacher’s Workshop 2005 Discipline Conference, Savannah, GA.

Burke, M. D., & Hagan-Burke, S. (2004, February). The convergent validity of Dynamic Indicators of Early Literacy Skills (DIBELS) and the Test of Word Reading Efficiency (TOWRE). Paper presented at the 2004 Oregon Conference, Eugene.

Hagan-Burke, S. (2004, February). Early Literacy: Catch them before they fail. Invited Presentation for The Teacher’s Workshop 2004 Reading Conference, Savannah, GA.

Hagan-Burke, S. (2004, February). Comprehension tactics for older students. Invited Presentation for The 2004 Reading Conference, Savannah, Georgia.

Hagan-Burke, S. (2003, February). School-wide positive behavioral supports: When a school has a comprehensive discipline plan in place, it makes the special educator’s job that much easier. Invited presentation for the Alabama Council for Administrators in Special Education, Mobile.

Hagan-Burke, S. (2001, July). Improving school-wide climates with positive behavioral interventions and supports. Invited presentation for the Alabama Special Education Conference, Mobile.

Hagan-Burke, S. (2000, February). A model for school-wide reading interventions in middle schools. Presentation at the 2000 Oregon Conference, Eugene.

Hagan-Burke, S. (2000, February). Creating a positive learning environment: A systems approach. Invited Presentation for University of Oregon’s Year 2000 Violence Prevention Conference, Eugene.

Hagan, S. (1998, February). Functional assessment: An effective strategy for developing behavior support plans that work. Presentation at the 1998 Oregon Conference, Eugene.

Hagan, S., Todd, A., Mehas, K., Sobieniak, S., Kowalko, G., & Schweisson, F. (1998, February). In search of safe havens: Preventing violence in schools. Paper presented at the 1998 Oregon Conference, Eugene.

Sprague, J., Burke, M. D., & Hagan, S. (1997, February). Promising practices in school safety and violence prevention assessment and intervention. Presentation at the 1997 Oregon Conference, Eugene.

Sprague, J., Tobin, T., Beard, K., & Hagan, S. (1997, February). Breaking the cycle of violence: Intervening with bullying as a major precursor. Paper presented at the 1997 Oregon Conference, Eugene.

TEACHING

College Teaching

Texas A&M University

Behavior and Classroom Management (SEFB 471)Semesters Taught: Fall 2006, Spring 2007, Fall 2007, Spring 2008. Fall 2009

Hagan-Burke p. 13

Seminar: Induction to Doctoral Studies in Special Education (EPSY 690; SPED 689)Semesters Taught: Fall 2008, Fall 2009

The University of Georgia

Advanced Instructional Methods for Students with Mild Disabilities. (SPED 4200)Semesters Taught Fall 2003, Fall 2004

Doctoral Research Seminar (SPED 8990)Semesters Taught: Fall 2004, Spring 2005

Instructional Methods for Students with Mild Disabilities (SPED 4100 and SPED 4100L)Semesters Taught: Fall 2001 Summer 2002, Fall 2002, Spring 2003, Spring 2004, Spring 2005

Methods for Teaching Academic Skills (SPED 7220)Semesters Taught: Summer 2003

University of Oregon

Behavior and Classroom Management (SPED 426/526)Quarters Taught: Spring 1997, Summer 1997, Summer 2000, Summer 2001

Direct Instruction Pre-Service Training: Reading Mastery III & Decoding C (SPED 609) Quarters Taught: Summer 1997

Educating Students with Emotional and Behavioral Disorders (SPED 434/534)Quarters Taught: Spring 2000

Introduction to Behavior Disorders (SPED 432/532) Quarters Taught: Fall 1999, Fall 2000

Introduction to Educational Research, Discussion Group Leader (EDUC 312)Quarters Taught: Winter 1997

Introduction to Learning Disabilities (SPED 431/531)Quarters Taught: Winter 2000

Introduction to Mental Retardation (SPED 407/507)Quarters Taught: Spring 2000

Positive Behavioral Support Graduate Practicum Seminar I (SPED 609) Quarters Taught: Winter 1999, Winter 2000, Winter 2001

Positive Behavioral Support Graduate Practicum Seminar II (SPED 609)Quarters Taught: Spring 1999, Spring 2000, Spring 2001

School-Wide Discipline (SPED 433/533) Quarters Taught: Winter 2000, Winter 2001

Special Education Reading Instruction, (SPED 421/521)Quarters Taught: Winter 1997, Summer 2000

University of West Florida

Mainstreaming Exceptional Children (EEX 4012)Semester Taught: Summer 1995

Hagan-Burke p. 14

Doctoral/Dissertation Chair:

Texas A&M University

Melissa Fogarty- in progressAmy Heath- in progress (co-chair with M. Burke)Eric Oslund- in progress

The University of Georgia

Michael Baskett*- Ph.D. awarded December 2007Maria Wynne*- Ph.D. awarded August 2007Jill Chalk*- Ph.D. awarded December 2006Tracy Blankenship*- Ph.D. awarded April 2006William Clay Crowder- Ph.D. awarded August 2005

* Served as major professor and dissertation chair until my departure from UGA in fall of 2005.

Doctoral/Dissertation Committee Member:

Texas A&M Linda Volz, in progressKim Harvey - Ph.D. awarded Spring 2008.Jeanna Lambeth, in progress (external committee member)

The University of GeorgiaGabriela Anton*Sharon Coleman*Jana Nylund* Maria Wynne** - Ph.D. awarded August 2007Jennifer Hartwig* - Ph.D. awarded August 2005Christopher Martin* - Ph.D. awarded April 2005Theresa Shuburt* - Ph.D. awarded April 2004

University of OregonEmma Martin - Ph.D. awarded May 2001

* Served on dissertation committee until my departure from The University of Georgia in July 2005.** Served as major professor and chair until my departure from The University of Georgia in July 2005. I remained a formal external committee member.

Chair of Master's Research Project/Thesis:

Texas A&MVanessa Murphy - M.S. (co-chair)

The University of GeorgiaJennifer Jeffries Mulloy - M.Ed. awarded Summer 2005Erin Pearce - M.Ed awarded Spring 2005Danielle Munoz-Ostroot - M.A. awarded Summer 2004Patricia Wilson - M.Ed. awarded Summer 2004Jennifer Pollack - M.Ed. awarded Fall 2003Amy Ansley-O'Neal - M.Ed. awarded Summer 2003

Hagan-Burke p. 15

Laurie Conner - M.Ed. awarded Spring 2003Jill Caldwell - M.Ed. awarded December 2001Nancy Ellenberg - M.Ed. awarded December 2001

University of OregonElizabeth Derickson - M.Ed. awarded 2001Kimberly Condon - M.Ed. awarded 2001 Amy Booch Berry - M.Ed. awarded 2000

Master's Research Committee Member:

Texas A&MMelanie Baggerly - M.Ed. Janet Fanguy, - M.Ed.Ingri Tutu – M.Ed.

University of GeorgiaSteve Smith - M.Ed. awarded Summer 2004Sharon Carter - M.Ed. awarded Spring 2004Monica Wingate - M.Ed. awarded Fall 2003Tori Boulini - M.Ed. awarded Spring 2003Stacy Teele - M.Ed. awarded Spring 2003Kimberly Condon - M.Ed. awarded 2001

SERVICE

Editorships and Editorial Board Memberships of Professional Journals

2009 Invited Reviewer: Remedial and Special Education.

2007 Invited Reviewer: Journal of Learning Disabilities. Special Issue: Response to Intervention in Early Literacy.

1999 –present Consulting Editor: Preventing School Failure

1999 Guest Editor (M. D. Burke & S. Hagan-Burke): Effective School Practices, 17, (4). Special Issue: Systems for Change: Increasing Schools’ Capacities to Provide Effective Behavior Support.

1998 Guest Editor (S. Hagan & M. D. Burke): Effective School Practices, 17, (2). Special Issue: Maintaining Safe and Orderly Schools While Meeting the Needs of Students with Severe Behavioral Challenges.

1998 - 2000 Reviewer: Effective School Practices

1997-1998 Guest Reviewer: Behavioral Disorders, [Issues: 24 (1) & 22 (4)]

Hagan-Burke p. 16

Selected Invited Presentations for School Systems and Governmental Agencies

I have provided over 100 professional development workshops to state education agencies and school districts. Selected workshops since 2000 are listed below.

2008, July. The roles of a PBS coach: Sustaining PBS in Alabama’s schools. Two-day training for Alabama Department of Education’s State-Wide Mega-Conference. Mobile, Alabama.

2006, May. Coaching a PBS implementation: preparing schools to making data-based decisions. Three day training on behalf of Alabama Department of Education, Huntsville, Alabama.

2005, June. Positive behavioral interventions and supports: Getting Ready for Year Two. Training on behalf of Georgia Department of Education. Cartersville, Georgia.

2005, June. Positive behavioral interventions and supports: Increasing schools’ capacity to support students with severe and challenging behaviors. Training on behalf of Georgia Department of Education. Moultrie, Georgia.

2005, March. Data-based Decisions: The foundation for School-wide Behavior Support. Presentation for Marion County School System, Hamilton, Alabama

2004, July. Positive behavioral Interventions and supports. Presentation for Escambia County School System, Flomaton, Alabama.

2002, October. School-wide discipline and positive behavior support. Hart County School District, Hart County, GA. (with M. Burke)

2002, June. School-wide discipline and positive behavior support. Clark County School District, Clark County, GA.

2002, May. School-wide discipline and positive behavior support. Greene County School District, Greene County, GA. (with M. Burke)

2002, May. Hagan-Burke, S., & Burke, M. D. (Summer, 2002). School-wide discipline and early literacy. Morgan County School District, Morgan County, GA. (with M. Burke)

2002, April. Comprehensive behavioral and instructional support. Georgia State Department of Education, Atlanta, GA. (with M. Burke)

2002, January. School-wide Positive behavioral Interventions and supports. Marion County School System, Hamilton, Alabama.

2002, January. Positive behavioral Interventions and supports and function-based intervention planning. Presentation for Hand-in-Hand Preschool, Thomas County Middle School Thomasville, Georgia.

2002, January. Positive behavioral interventions and supports: Increasing schools’ capacity to support students with severe and challenging behaviors. Valdosta City School System, Valdosta, Georgia.

2002, January. Positive behavioral interventions and supports: A systems approach to school-wide discipline. Turner Elementary School, Turner County, Georgia.

Hagan-Burke p. 17

2002, January. “Positive Behavioral Interventions and Supports: A Proactive Approach for School-Wide Discipline” January 3, 2002. Lyons Elementary School, Tooms County, Georgia.

2001, November. Positive behavioral interventions and supports: Follow-up team training for data-based decisions and school-wide discipline. Alabama Department of Education – State Improvement Grant. Huntsville, Alabama.

2001, August. Positive behavioral interventions and supports: School-wide discipline, nonclassroom settings, and function-based support planning. Alabama Department of Education – State Improvement Grant. Point Clear, Alabama.

2000, September. Effective behavior support: Team training. Clackamas Educational Service District. Wilsonville, Oregon. presented with E. J. Martin and M. Burke.

2000, September. Effective behavioral support team training: School-wide and nonclassroom systems, managing escalations, and data-based decision making. Multi-district In-Service for Honolulu and Central Districts, Hawaii.

2000, May. Using functional behavioral assessment data to generate effective behavioral intervention plans. Shasta Middle School, Bethel School District, Oregon.

2000, March. Functional behavioral assessment and behavioral intervention planning. District-wide In-Service for Honolulu Central District, Hawaii.

2000, March. Effective behavior support: Creating systems to support individualized FBA-based interventions. Hawaii State Department of Education.

2000, January. Effective behavior support: School-wide instructional interventions. Hawaii State Department of Education.

2000, January. Phonemic awareness and early literacy. Hawaii State Department of Education- Resources in Special Education Program.

Sustained Implementation Service to Individual Schools:

2003 - 2005 Fourth Street Elementary School, Athens, GA. Positive Behavioral Supports for School-wide Discipline. Implementation & Evaluation Consultant

2002-2004 Chase Elementary, Athens, GA. Positive Behavioral Supports for School-wide Discipline: Implementation & Evaluation Consultant

2002 Oglethorpe County Elementary School, Lexington, GA. Positive Behavioral Supports for School-wide Discipline: Implementation Consultant

1998 Edgewood Elementary School, Eugene, OR. Early Literacy Phonemic Awareness Curriculum Implementation: Implementation & Evaluation Consultant (August)

1998 Columbus Elementary, McMinnville, OR. Behavior Consultant for School-wide Specific Setting Interventions (January -June)

Hagan-Burke p. 18

1997 Mount Vernon Elementary, Springfield School District, Springfield, OR. Special Education Classroom Behavior Consultant (September - December)

1997 Cascade Middle School, Bethel School District, Eugene, OR. School-wide Violence Prevention Program: Implementation & Evaluation Consultant

1996 - 1998 J. F. Kennedy Middle School, 4-J School District, Eugene, OR. School-wide Violence Prevention Program Evaluation Consultant

1996 - 1997 Edgewood Elementary School, Eugene, OR. First Steps Early Intervention Program Behavior Consultant

1996 Willard Elementary School, Eugene, OR. Effective Behavior Support Classroom Behavior Consultant

University Service:

Texas A&M University

2009 – present EPSY Representative, Council of Principal Investigators, College of Education and Human Development.

2009 – present Secretary, Faculty Advisory Council, College of Education and Human Development.

2009 Chair, Special Education Program’s Task Force for Aligning Academic Coursework in Master’s Program.

2007-present Chair, Special Education Doctoral Program Committee, Department of Educational Psychology.

2006 Member, Interdepartmental Coordinating Council to Study Doctoral Research Education, College of Education and Human Development.

2006 spring Member, Special Education Certification Committee, Department of Educational Psychology.

2006 – present Faculty Member, Educational Psychology Student Organization. Department of Educational Psychology.

2005 – 2006 Member, Working Group to Study Review and Promotion Process for Assistant Professors, Department of Educational Psychology.

2005 - 2007 Member, Doctoral Program Advisory Committee, Special and Bilingual Education Program.

2005-2007 Member, Master’s Admission Committee, Special and Bilingual Education Program.

The University of Georgia

Hagan-Burke p. 19

2004 Member, Search Committee for two tenure-line positions, Department of Elementary Education, College of Education.

2001 - 2005 Member, Georgia Systemic Teacher Education Program (GSTEP) joint committee for the College of Education and College of Arts and Sciences.

Positions on GSTEP Subcommittees:

Member, Early Childhood Curriculum Team

Member, Research Panel

Associate Editor, Building Resources: An Induction Design for Georgia Educators (Project BRIDGE)

2001 - 2005 Member, Early Childhood Advisory Group, College of Education.

2001 - 2005 Member, Undergraduate Advisory Committee, Department of Special Education.

University of Oregon

2000 - 2001 Member, Positive Behavioral Research and Support Work Group, College of Education, University of Oregon.

2000 Member, Integrated Teaching Licensure Educational Studies Committee, Department of Teaching and Learning, University of Oregon.

2000 Admissions Committee Member, Educational Studies Undergraduate Major, College of Education, University of Oregon.

1999 - 2001 Member, Special Education Elementary Licensure Graduate Program Committee, Department of Special Education and Community Resources, University of Oregon.

1995 - 2000 Member, Behavioral Research and Teaching Working Group, College of Education, University of Oregon.

Service to Professional Organizations

2009 Proposal Reviewer, Council for Exceptional Children’s 2010 National Conference

2000 – 2001 Vice-President, Oregon Council for Children with Behavior Disorders (CCBD) Eugene, OR.

1999 – 2000 Treasurer, Oregon Council for Children with Behavior Disorders (CCBD) Eugene, OR.

1998 – 1999 Treasurer, Oregon Council for Children with Mental Retardation/ Developmental Disabilities (OR-MRDD) Eugene, OR.

1996 - 1998 Secretary, Oregon Council for Children with Behavior Disorders (CCBD) Eugene, OR.

Hagan-Burke p. 20

Memberships:

Council for Exceptional Children (CEC)

Divisions: Council for Children with Behavioral Disorders (CCBD)Council for Educational Diagnostic Services (CEDS)Division for Learning Disabilities (DLD)Division for Research (CEC-DR)

Texas Council for Exceptional Children

Association for Positive Behavioral Interventions and Supports

Recognitions and Achievements

Recognized in Who’s Who in Education, 2005

Recognized in Who’s Who in Education, 2003

Graduate Research Award. Graduate School, University of Oregon, 1998

Hamilton Fish National Institute on School and Community Violence: Dissertation Research Award. George Washington University, 1998

Who’s Who Among Students in American Universities and Colleges. 1998

Outstanding Graduate Student for Clinical Teaching: Emotional Handicaps. College of Education Honors Convocation, University of West Florida, 1994

Updated September 16, 2009