 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
GRADUATION 08 | Students
College of Education graduates and their families gathered on June 14, 2008 for a festive Commencement ceremony...
STUDENTS | Undergraduate Minor
The new College of Education minor in Education, Learning, and Society provides a strong background in how human beings learn ...
Academic Areas & Divisions
Special Education
 |
Douglas A. CheneyAssociate Professor, Special Education 102 Miller Hall, Box 353600
|
Douglas Cheney, Ph.D., has 35 years’ experience in special education and is a national leader in the area of emotional and behavioral disabilities. He is currently the principal investigator (PI) on Washington’s Behavior Research Center on Evidenced Based Practices; and The BEACONS Outreach Project: Washington’s Positive Behavior Support Network. He and Dr. Rick Neel co-direct the Master’s program for teachers educating students with emotional or 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 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 and is a Past President (1998-99) of the International Council for Children with Behavioral Disorders.
Education
Ph.D., University of Washington, 1992
Publications
Cheney, D., Flower, A., & Templeton, T. (in press). Applying response to intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders. Journal of Special Education.
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.
Nelson, R., Benner, G., & Cheney, D. (2005). An investigation of the language skills of students with emotional disturbance served in public school settings. Journal of Special Education, 39, 97-105.
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.
Stage, S., Cheney, D., Walker, B. & LaRocque, M. (2002). A preliminary discriminant and convergent validity study of the teacher functional behavioral assessment checklist. School Psychology Review, 31, 71-93.
Cheney, D., Osher, T. & Caesar, M. (2002). Providing ongoing skill development and support for educators and parents of students with emotional and behavioral disabilities. Journal of Child and Family Studies, 11, 79-89.
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.
Stowitschek, J., Cheney, D., & Schwartz, I. (2000). Instigating fundamental change through experiential inservice development. Teacher Education and Special Education, 23, 142-156.
Cheney, D. (1999). Mentorship in the field of behavioral disorders: An intergenerational responsibility. Education and Treatment of Children, 22, 234-243.
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.
Malloy, J., Cheney, D., & Cormier, G. (1998). Interagency Collaboration and the Transition to Adulthood for Students with Emotional or Behavioral Disabilities. Education and Treatment of Children, 21, 303-320.
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.
Malloy, J., Cheney, D., Hagner, D., Cormier, G., & Bernstein, S. (1998). Personal futures planning for youth and young adults with emotional and behavioral disorders. Reaching Today’s Youth, 2, 2-30
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.
Upham, D., Cheney, D., & Manning, B. (1998). What teachers and parents want in their communication process: A qualitative study. Middle School Journal, 29, 48-55.
Cheney, D. (1998). Using action research as a collaborative process to enhance educators and family’s knowledge and skills for youth with emotional or behavioral disorders. Preventing School Failure. 42, 88-93.
Cheney, D. & Osher, T. (1997). Target number four of the national agenda for youth with serious emotional disturbance: Enhancing collaboration with families. Journal of Emotional and Behavioral Disorders. 5, 36-44
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., Upham, D., & Manning, M. (1995). Project DESTINY: A model for developing educational support teams through interagency networks for youth with emotional or behavioral disorders. Special Services in the School, 10, 57-76.
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.
Cheney, D. & Harvey, V. (1994). From segregation to inclusion: One district's program changes for students with emotional/behavioral disorders, Education and Treatment of Children, 17, 332-347.
Neel, R. S., Cheney, D., Meadows, N., & Gelhar, S. (1992). Interviewing middle school students to determine problematic social tasks in school settings. Severe Behavior Disorders of Children and Youth , 15, 57-67.
Cheney, D. & Foss, G. (1984). An examination of the social behavior of mentally retarded workers. Education and Training of the Mentally Retarded, 19, 216-221.
Other Sites
Washington's Behavior Research Center; The Check, Connect, and Expect Project
