Wendy Oakes

Farmer Education
Div of Teacher Prep/Tempe
Assistant Professor
Faculty
TEMPE Campus
Mailcode
5411
Asst Professor
Faculty
TEMPE Campus
Mailcode
5411

Biography

Wendy Peia Oakes is assistant professor at the Mary Lou Fulton Teachers College at Arizona State University. Her work focuses on practices that improve educational access and outcomes for young children with and at risk for emotional and behavioral disorders. For example, her research addresses school-wide systems based on comprehensive, integrated, three-tiered (Ci3T) models of prevention; the implementation of evidence-based academic and behavioral interventions; and professional development for preservice and in-service educators in implementing practices with fidelity.

Professor Oakes serves as an associate editor for Remedial and Special Education and the Journal of Positive Behavior Interventions, and Special Issue Editor for Education and Treatment of Children. She served as the President of the Council for Exceptional Children–Council for Children with Behavioral Disorders.

Education

  • Ph.D. Curriculum and Instruction (Special Education, Emotional and Behavioral Disorders) 2009
  • M.Ed. Educational Leadership, Northern Arizona University 2006
  • B.S. Special Education, University of Maryland-College Park 1989

Research Interests

I am researching the design, implementation, and evaluation of comprehensive, integrated three-tiered (Ci3T) models of prevention as part of an Institute of Education Sciences funded Researcher-Practitioner Partnership. This project is focused on creating positive, proactive learning environments for all students. Ci3T models offer a framework for applying evidence-based practices  addressing academic, behavioral, and social skill domains in PK - 12 school systems. Our leadership team is examining the effect of high-fidelity implementation of Ci3T models on student outcomes, teacher efficacy, and structures for sustaining these practices.   

 

As a teacher educator, I am interested in examining issues of teachers' sense of efficacy, specifically related to classroom management and practices for addressing the needs of children with the most challenging behaviors. I am focused on preparing teacher candidates to successfully implement evidence-based practices for supporting student behavior within a tiered framework. 

 

I am part of a research team interested in creating free-access systematic behavior screening tools for the early detection of students experiencing internalizing and/or externalizing behavior patterns. We have examined the reliability, validity, and feasibility of a brief screening tool for use with students in grades K-12. We are currently developing a companion tool for early childhood settings. Our team has created multiple resources to support the adoption and use of systematic behavior screening as part of regular school practices. 

 

Guiding research questions:

  • How can schools implement and sustain proactive approached for the early detection and intervention of students' learning and behavior difficulties?
  • How can we best prepare teachers to create positive, proactive learning environments for young children?

  • How do teachers best learn about and use evidence-based practices for creating positive and engaging learning environments?

Publications

  • Oakes,Wendy Peia. Implementing Comprehensive Integrated Three-tiered Models to Meet Students Academic Behavior and Social Needs: A Research-Practitioner Partnership. UNIV OF KANSAS(7/1/2015 - 6/30/2017).
  • Koerner,Mari*Harris,Pamela JoyJimenez-Silva,MargaritaKelley,Michael FrancisMerritt,Joi DeshawnOakes,Wendy PeiaRillero,Peter. Integrating STEM Literacy and Language to Prepare All Teachers to Teach English Language Learners: iTeach ELLs. ED(10/1/2014 - 9/30/2019).
  • Oakes,Wendy Peia*Jimenez-Silva,MargaritaWilcox,Martha Jeanne. Preparing Early Childhood Special Educators for Arizona - Stipends. ED(8/1/2013 - 7/31/2018).
  • Oakes, W. P., Lane, K. L., & Ennis, R. P. (2016). Systematic screening at the elementary level: Considerations for exploring and installing universal behavior screening. Journal of Applied School Psychology, 32, 214-233. DOI: 10.1080/15377903.2016.1165325
  • Wood, B. K., Oakes, W. P., Fettig, A., & Lane, K. L. (2015). A review of the evidence of functional assessment-based interventions for young students using one systematic approach. Behavioral Disorders, 40, 230-250.

  • Oakes, W. P. (2016). Developing preservice teacher knowledge and confidence of functional assessment-based interventions. Manuscript in preparation.

Courses

Spring 2018
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
Fall 2017
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
ECS 430Sys Pol Advoc in ECD/SPE
Spring 2017
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
Fall 2016
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
ECS 430Sys Pol Advoc in ECD/SPE
Spring 2016
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
Fall 2015
Course NumberCourse Title
ECS 312Soc and Em Devpt of Yng Child
ECS 315Classroom Org & Child Guidance
Spring 2015
Course NumberCourse Title
ECS 312Soc and Em Devpt of Yng Child
TEL 494Special Topics
Fall 2014
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
TEL 494Special Topics
Spring 2014
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
Fall 2013
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
ECS 430Sys Pol Advoc in ECD/SPE

Editorships

Associate Editor, Remedial and Special Education (RASE)

Associate Editor, Journal of Positive Behavior Interventions (JPBI)