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Academic Areas & Divisions
Special Education
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Douglas A. CheneyProfessor, Special Education 102 Miller Hall, Box 353600
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Douglas Cheney, Ph.D., has 38 years’ experience in special education and is a national leader in the area of emotional and behavioral disabilities. He was the director of Washington’s Behavior Research Center on Evidenced Based Practices (2004-10); and The BEACONS Outreach Project: Washington’s Positive Behavior Support Network (2003-9). He and Dr. Roxanne Hudson co-direct the Master’s program for teachers educating students with learning or emotional/behavioral disabilities. Dr. Cheney is co-editor of The Journal of Emotional and Behavioral Disorders, an Associate Editor for Intervention in the School and Clinic, and a Consulting Editor for Behavioral Disorders and Beyond Behavior. He in the national Convention Chair for the Council for Exceptional Children’s upcoming conferences in Denver (2012) and San Antonio (2013); a Past President (1998-99) of the International Council for Children with Behavioral Disorders; and co-chaired Washington’s Statewide Task Force on Behavioral Disorders from 1997-99, which provided a blueprint for the state’s positive behavior support model.
Education
Ph.D., University of Washington, 1992
Publications
Recent Book
Cheney, D. (Ed.) (2010). Transition of secondary students with emotional or behavioral disorders: Current approaches for positive outcomes (2nd Edition). Champaign, IL: Research Press.
Recent Book Chapter
Cheney, D & Jewell, K. (2010). School and classroom strategies for prevention of behavior problems. In R. Algozzine, A. Daunic, & S. Smith (Eds.). Preventing Problem Behaviors, 2nd Edition (pp. 133-154). Thousand Oaks, CA: Corwin Press.
See Recent Conference Presentations At:
https://catalyst.uw.edu/workspace/dcheney/21491/
Selected Journal Articles
Tsai, S. & Cheney, D. (in press). The Impact of the Adult-Child Relationship on School Adjustment for Children at Risk of Serious Behavior Problems. Journal of Emotional and Behavioral Disorders
Stage, S., Cheney, D., Lynass, L., Mielenz, C. & Flower, A. (in press). Three validity studies of the daily progress report in relationship to the check, connect, and expect intervention. Journal of Positive Behavior Interventions.
Lynass, L., Tsai, S., Richman, T. & Cheney, D. (in press). Social expectations and behavioral indicators in schoolwide positive behavior supports: a nationwide behavior matrices study. Journal of Positive Behavior Interventions.
Waitoller, F. R., Artiles, A. A., & Cheney, D. (2010). The miner’s canary: A review of overrepresentation research and explanations. Journal of Special Education, 44, 29-49.
Cheney, D., Lynass, L., Flower, A., Waugh, M., & Iwaszuk, W. (2010). The Check, Connect, and Expect Program: A Targeted, Tier Two Intervention in the School-Wide Positive Behavior Support Model. Preventing School Failure, 54, 152-158.
Cheney, D., Stage, S., Hawken, L., Lynass, L., Mielenz, C., & Waugh, M. (2009). A two-year outcome study of the check, connect, and expect intervention for students at-risk of severe behavior problems. Journal of Emotional and Behavioral Disorders, 17, 226-243.
Blum, C. & Cheney, D. (2009). The validity and reliability of the Teacher Knowledge and Skills Survey for positive behavior support. Teacher Education and Special Education, 32, 239-256.
Walker, B., Cheney, D & Stage, S. (2009). The validity and reliability of the Self-Assessment and Program Review Survey: Assessing school progress in schoolwide positive behavior support. Journal of Positive Behavior Interventions, 11, 94-109.
Cheney, D., Flower, A., & Templeton, T. (2008). Applying response to intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders. Journal of Special Education, 42, 108-126.
Walker, B., Cheney, D., Stage, S., & Blum, C. (2005).Schoolwide screening and positive behavior support: Identifying and supporting students at risk of school failure. Journal of Positive Behavior Interventions, 7, 194-204.
Cheney, D., Blum, C., & Walker, B. (2004). An analysis of leadership teams’ perceptions of positive behavior support and the outcomes of typically developing and at-risk students in their schools, Assessment for Effective Intervention, 30, 7-24.
Vander Stoep A, Weiss NS, Saldanha E, Cheney, D., Cohen P (2003). What proportion of failure to complete secondary school in the U.S. population is attributable to adolescent psychiatric disorder? Journal of Behavioral Health Services & Research, 30, 119-124.
Sachs, J. & Cheney, D. (2000). What do the members of the council for children with behavioral disorders say about inclusion? Beyond Behavior, 10, 18-23.
Hagner, D., Cheney, D., & Malloy, J. (1999). Career-related outcomes of a model transition demonstration for young adults with emotional disturbance. Rehabilitation Counseling Bulletin, 43, 228-242.
Cheney, D., Malloy, J., & Hagner, D. (1998). Finishing high school in many different ways: Project RENEW in Manchester, New Hampshire. Effective School Practices, 17(2) 45-52.
Cheney, D., Hagner, D., Malloy, J., Cormier, G., & Bernstein, S. (1998). Transition to adulthood for students with serious emotional disturbance: Initial results of Project RENEW. Career Development for Exceptional Individuals, 21, 17-32.
Cheney, D., & Manning, B & Upham, D. (1997). Project DESTINY: Engaging families of students with emotional and behavioral disabilities. Teaching Exceptional Children, 30 , 24-29.
Cheney, D & Muscott, H. (1996). Preventing school failure for students with emotional and behavioral disabilities through responsible inclusion. Preventing School Failure, 40, 109-117.
Cheney, D & Barringer, C. (1995) Teacher competence, student diversity and staff training for the inclusion of middle school students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 3, 174-182.
