Lauren Collins, Ph.D.
Dr. Lauren Collins earned her Ph.D. from Old Dominion University. She began her career as a special education teacher and, prior to joining the faculty at SDSU, she was an assistant professor at the University of Hawaii. She specializes in improving the outcomes of students with and at-risk for emotional and behavioral disorders (EBD) through the translation of research into practice.
She is interested in the identification and dissemination of evidence-based practices for students with EBD and other high-incidence disabilities, specifically in the areas of literacy instruction and behavioral interventions. Given the long-standing gaps between research and practice and the high teacher attrition rates in special education, she is strongly committed to improving teachers’ use of evidence-based practices.
- Ph.D., Special Education; Old Dominion University, 2014
- M.T., Special Education; University of Virginia, 2007
- B.A., Psychology; University of Virginia, 2007
- Collins, L.W., Cook, S.C., Sweigart, C.A., & Evanovich, L.L. (2018). Using performance feedback to increase special education teachers’ use of effective practices. Teaching Exceptional Children.
- Collins, L. W., Sweigart, C. A., Landrum, T. L., & Cook, B. G. (2017). Navigating common challenges
and pitfalls in the first years of special education: Solutions for success. Teaching
Exceptional Children, 49, 213-222. doi: 10.1177/
- Collins, L. W., & Zirkel., P. A. (2017). Functional behavior assessments and behavior intervention
plans: Legal requirements and professional recommendations. Journal of Positive Behavior
Interventions, 19, 180-190. doi: 10.1177/
- Cook, B. G., Collins, L. W., Cook, S. E. C., & Cook, L. (2016). A replication by any other name…: A systematic
review of replicative intervention studies. Remedial and Special Education, 37, 223-234.
- Sweigart, C. A., Collins, L. W., Evanovich, L. L., & Cook, S. C. (2016). An evaluation of the evidence base for performance
feedback to improve teacher praise using CEC’s quality indicators. Education and Treatment
of Children, 39, 419-444. doi: 10.1177/
- Collins, L. W., & Cook, L. (2016). Improving classroom behavior through effective praise and reprimands. In B. G. Cook, M. Tankersley, and T. J. Landrum. (Eds.) Advances in learning and behavioral disabilities: effective and ineffective practices in special education (pp. 153-173). London: Emerald Press.
[The information on this page is provided by the user and is not to be construed as an official statement by San Diego State University. The user takes full responsibility for the information presented.]