Special education teachers' roles and responsibilities within schools
Interventions for young children with autism and related disabilities
School-wide and proactive approaches to improve student outcomes (positive behavior support and response to intervention)
Fostering teachers' adoption and acclimation of evidence-based practices
Single subject research designs
Descriptive research methodologies (interview or survey research)
School-wide positive behavior support
Peer-mediated intervention for improving children's social interactions with peers
Pre and inservice use of evidence-based practices
The collaboration practices of special education teachers
Parents' satisfaction with special education services provided for children with disabilities
Kohler, F.W., Ezell, H.K., & Paluselli, M. (1999). Promoting changes in teachers' conduct of student pair activities: An examination of reciprocal peer coaching. Journal of Special Education, 33, 154-165.
Kohler, F.W., Anthony, L.J., Steighner, S.A., & Hoyson, M. (2001). Teaching social interaction skills in the integrated preschool: An examination of naturalistic tactics. Topics in Early Childhood Special Education, 21, 93-103.
Kohler, F.W., Henning, J., & Usma-Wilches, J. (2008). Preparing preservice teachers to make instructional decisions: An examination of the Teacher Work Sample. Teaching and Teacher Education, 24, 2108-2117.
BA Psychology & Speech, St. Cloud University
MA Developmental & Child Psychology, University of Kansas
Ph.D. Developmental & Child Psychology, University of Kansas