Areas of Expertise:
- 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