Carl J Liaupsin

Interests

Research

Exploring school-wide and individualized applications of positive behavior support has been the focus of my research for the past 21 years. Positive behavior support (PBS) refers to the use of non-aversive principles of behavior analysis to create socially important change. School-wide applications of PBS employ behaviorally based principles, a prevention focus, and a systems approach to promote safe and productive school cultures. Individualized applications of PBS use many of the same principles to develop personalized intervention plans that achieve socially, academically, and culturally relevant improvements in the lives of youth who experience challenges.My current focus on individualized applications of PBS is related to treatment integrity (TI). At the most basic level, TI is the degree to which a practice or intervention is implemented as intended. TI is gaining importance in the field of education; evidence-based practices are only useful to the degree that they are adopted and implemented.

Teaching

My continued approach to teaching is to provide current, research-based content while striving to present coursework that models appropriate instructional practices. I have expertise in teaching courses in applied behavior analysis, single subject research methodology, policies and procedures in special education, and characteristics of students with mild-moderate disabilities. With respect to modes of teaching, I have created and delivered traditional classroom courses, hybrid courses, and fully on-line courses.

Courses

Scholarly Contributions

Books

• Upreti, G., & Liaupsin, C. J. (2014). Understanding Treatment Integrity. In Scarlett, G. (Ed.), Classroom management: From A to Z.. Thousand Oaks, CA: Sage Publications.
• Liaupsin, C. J., Scott, T. M., & Nelson, C. M. (2000). Functional Behavioral Assessment: An Interactive Training Module. User's Manual & Facilitator's Guide. ERIC.

Chapters

• Liaupsin, C. J., Ferro, J. B., & Umbreit, J. (2012). Treatment integrity in intervention research: Models, measures, and future directions. In Classroom Behavior, Contexts, and Interventions(pp 301--322). Emerald Group Publishing Limited.

Journals/Publications

• Clift, R. T., & Liaupsin, C. (2019). Affecting Education Policy through Border Crossing between Special Education and General Education. Studying Teacher Education, 15(1), 56--66.
• Clift, R., & Liaupsin, C. (2018). Pushing the policy boundaries: Special education and more general education working together through self-study. Pushing boundaries and crossing borders, 213.
• Bettini, E. A., Cumming, M. M., Merrill, K. L., Brunsting, N. C., & Liaupsin, C. J. (2017). Working conditions in self-contained settings for students with emotional disturbance. The Journal of Special Education, 51(2), 83--94.
• Liaupsin, C. J., & Cooper, J. T. (2017). Function-Based Intervention Plans: What and How to Teach. Beyond Behavior, 26(3), 135--140.
• Gann, C. J., Gaines, S. E., Antia, S. D., Umbreit, J., & Liaupsin, C. J. (2015). Evaluating the effects of function-based interventions with deaf or hard-of-hearing students. The Journal of Deaf Studies and Deaf Education, 20(3), 252--265.
• Hartzell, R., Gann, C., & Liaupsin, C. J. (2015). Increasing social engagement in an inclusive environment. Education and Training in Autism and Developmental Disabilities, 50(3), 264-277. doi:10.1177/0741932513501088
• Hartzell, R., Liaupsin, C., Gann, C., & Clem, S. (2015). Increasing social engagement in an inclusive environment. Education and Training in Autism and Developmental Disabilities, 264--277.
• Liaupsin, C. J. (2015). Improving treatment integrity through a functional approach to intervention support. Behavioral Disorders, 41(1), 67--76.
• Gann, C. J., Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2014). Effects of a comprehensive function-based intervention applied across multiple educational settings. Remedial and Special Education, 35(1), 50--60.
• Gann, C., Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2014). Determining the effect of a comprehensive function-based intervention applied across multiple educational settings. Remedial and Special Education, 35(1), 50-60.
• Hoge, M. R., Liaupsin, C. J., Umbreit, J., & Ferro, J. B. (2014). Examining placement considerations for students with emotional disturbance across three alternative schools. Journal of Disability Policy Studies, 24(4), 218--226.
• Janney, D. M., Umbreit, J., Ferro, J. B., Liaupsin, C. J., & Lane, K. L. (2013). The effect of the extinction procedure in function-based intervention. Journal of positive behavior interventions, 15(2), 113--123.
• Reeves, L. M., Umbreit, J., Ferro, J. B., & Liaupsin, C. J. (2013). Function-based intervention to support the inclusion of students with autism. Education and Training in Autism and Developmental Disabilities, 379--391.
• Whitford, D. K., Liaupsin, C. J., Umbreit, J., & Ferro, J. B. (2013). Implementation of a single comprehensive function-based intervention across multiple classrooms for a high school student. Education and Treatment of Children, 36(4), 147--167.
• Mathur, S. R., Liaupsin, C. J., & Clark, H. G. (2012). Introduction. Education and Treatment of Children, 35(4), 495-497.
• Wood, B. K., Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2011). Addressing the challenging behavior of young children through systematic function-based intervention. Topics in Early Childhood Special Education, 30(4), 221--232.
• Mathur, S. R., & Liaupsin, C. J. (2010). Introduction. Education and Treatment of Children, 33(4), 493-495.
• Nahgahgwon, K. N., Umbreit, J., Liaupsin, C. J., & Turton, A. M. (2010). Function-based planning for young children at risk for emotional and behavioral disorders. Education and Treatment of Children, 537--559.
• Upreti, G., Liaupsin, C., & Konnce, D. (2010). Stakeholder utility: Perspectives on school-wide data for measurement, feedback, and evaluation. Education and Treatment of Children, 33(4), 497-511.
  More info

  Abstract: More than 10,000 schools in the United States have adopted the multi-tiered model of behavioral and academic supports known as school-wide positive behavior interventions and supports (PBIS). Schools and districts adopting, implementing, and sustaining PBIS are charged with collecting and disseminating data generated by and related to students, parents, teachers, and administrators. Additionally, researchers and technical assistance providers collect school- and district-level measures to measure outcomes related to PBIS implementation. The interests and needs of this broad range of stakeholders impact the usefulness of each piece of data that is collected for each stakeholder group. This paper presents a construct called stakeholder utility, driven by stakeholder role and purpose, which may help stakeholders design and appraise measures to be used for assessment, evaluation, and research.
• Upreti, G., Liaupsin, C., & Koonce, D. (2010). Stakeholder utility: Perspectives on school-wide data for measurement, feedback, and evaluation. Education and Treatment of Children, 497--511.
• Mathur, S., Griller-Clark, H., & Liaupsin, C. J. (2009). Severe behavior disorders of children and youth: Introduction. Education and Treatment of Children, 32(4), 509-511.
• Liaupsin, C. J., Scott, T. M., Morris, R. J., & Mather, N. (2008). Disruptive behavior. Evidence-based interventions for students with learning and behavioral challenges, 59--78.
• Mathur, S. R., Liaupsin, C. J., & Griller-Clark, H. (2008). Severe behavior disorders of children and youth: Editors' introduction. Education and Treatment of Children, 31(4), 441-443.
• Mathur, S. R., Liaupsin, C. J., & Griller-clark, H. (2007). Severe Behavior Disorders of Children and Youth: Editors' Introduction. Education and Treatment of Children, 31(4), 441-443. doi:10.1353/etc.0.0039
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  This special issue of Education and Treatment of Children represents a peer-reviewed sample of the best research presented at the 31st Annual Teacher Educators for Children with Behavioral Disorders. The seven articles presented in this special issue were reviewed and selected for publication by consulting editors from Education and Treatment of Children and other researchers from the field with specific expertise in the topic of the article. The articles address a broad range of topics in the field of emotional and behavioral disorders. This issue is also notable in that it is dedicated to the memory of Robert B. Rutherford. Dr. Rutherford established the TECBD Conference in 1976 with the mission of disseminating quality research in the field of emotional and behavioral disorders. For 30 years, Dr. Rutherford furthered this work by annually editing a compilation of the original research presented at the TECBD conference. The yearly conference and subsequent publications have helped to increase our knowledge of children with emotional and behavioral disorders and improve the services and supports available to them. The co-editors of this special issue therefore dedicate this issue to the memory of Robert B. Rutherford. Researchers in fields of EBD and juvenile justice have long understood the importance of identifying the needs of detained and committed youth. In their study of 555 incarcerated boys, Krezmien, Mulcahy, and Leone provide updated data and new insight into the characteristics of these young people. Their review of academic and mental health data finds high rates of youth with disabilities and high rates of prior therapy. The authors also perform further analyses of the data to determine whether intake data are predictive of special education status or placement in detention. The current focus on prevention of problem behavior through positive behavioral interventions and supports (PBIS) provides the backdrop for two articles in this issue of Education and Treatment of Children. The effective implementation of school-wide PBIS requires the use of research practices that have not been broadly implemented or measured in general education settings. Lane, Kalberg, Bruhn, Mahoney, and Driscoll explore several of these practices in their review data gathered during first-year implementation of a PBIS project in two rural schools. Specifically, the authors examine variables associated with (1) variations in the treatment fidelity, (2) systematic screenings to identify at-risk students for targeted interventions, and (3) student access to reinforcement. The goal of implementing individualized PBIS interventions in schools is also leading researchers to explore whether services previously reserved for special education can be effectively applied in general education settings. Renshaw, Christensen, Marchant, and Anderson add to this literature base through an investigation of the effectiveness of training general education teachers in the use of function-based intervention planning. In the four cases describing the practice of individualized function-based planning, the authors found that general education teachers were able to develop and implement moderately effective intervention plans. The next article in this issue of ETC reminds us of the wide ranging effect that federal policy can have on research and practice. The Education Sciences Reform Act of 2002 established the Institute for Education Sciences (IES) and brought significant changes to the conduct of research in the field of emotional and behavioral disorders. …
• Turton, A. M., Umbreit, J., Liaupsin, C. J., & Bartley, J. (2007). Function-based intervention for an adolescent with emotional and behavioral disorders in Bermuda: Moving across culture. Behavioral Disorders, 23--32.
• Wood, B. K., Umbreit, J., Liaupsin, C. J., & Gresham, F. M. (2007). A treatment integrity analysis of function-based intervention. Education and Treatment of Children, 105--120.
• Blair, K. C., Liaupsin, C. J., Umbreit, J., & Kweon, G. (2006). Function-based intervention to support the inclusive placements of young children in Korea. Education and Training in Developmental Disabilities, 48--57.
• Liaupsin, C. J., Umbreit, J., Ferro, J. B., Urso, A., & Upreti, G. (2006). Improving academic engagement through systematic, function-based intervention. Education and Treatment of Children, 573--591.
• Liaupsin, C. J., McIntyre, J., Nelson, C. M., & Scott, T. M. (2005). Team-Based Functional Behavior Assessment as a Proactive Public School Process: A Descriptive Analysis of Current Barriers. Journal of Behavioral Education. doi:10.1007/s10864-005-0961-4
• Scott, T. M., Liaupsin, C., Nelson, C. M., & McIntyre, J. (2005). Team-based functional behavior assessment as a proactive public school process: A descriptive analysis of current barriers. Journal of Behavioral Education, 14(1), 57--71.
• Scott, T. M., McIntyre, J., Liaupsin, C., Nelson, C. M., Conroy, M., & Payne, L. D. (2005). An examination of the relation between functional behavior assessment and selected intervention strategies with school-based teams. Journal of Positive Behavior Interventions, 7(4), 205--215.
• Liaupsin, C. J., Jolivette, K., & Scott, T. M. (2004). Schoolwide systems of behavior support: Maximizing student success in schools. Handbook of research in emotional and behavioral disorders, 487--501.
• Robbins, V., Collins, K., Liaupsin, C., Illback, R. J., & Call, J. (2004). Evaluating school readiness to implement positive behavioral supports. Journal of Applied School Psychology, 20(1), 47--66.
• Scott, T. M., Bucalos, A., Liaupsin, C., Nelson, C. M., Jolivette, K., & DeShea, L. (2004). Using functional behavior assessment in general education settings: Making a case for effectiveness and efficiency. Behavioral Disorders, 29(2), 189-201.
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  Abstract: Under the 1997 Individuals with Disabilities Education Act, schools have a legal obligation to conduct functional behavior assessments (FBAs) when developing intervention plans for students with disabilities whose behaviors lead their individualized education program teams to consider a change in educational placement, including suspension and expulsion. However, FBA also holds significant promise as a procedure to be used proactively with students with behavioral challenges who are educated in part, or wholly, in general education classrooms. Unfortunately, current conceptualizations of FBA as a methodologically rigorous procedure pose significant and possibly insurmountable barriers to proactive implementation in general education settings. The authors analyze these barriers through a targeted review of the literature, an examination of how the characteristics of general education settings promote the use of less demanding FBA methodologies, and a consideration of situations in which certain FBA procedures generally are contraindicated. Finally, they advocate an active research agenda that is responsive to the particular challenges of public school settings and FBA students with and at risk for mild disabilities.
• Scott, T. M., Bucalos, A., Liaupsin, C., Nelson, C. M., Jolivette, K., & DeShea, L. (2004). Using functional behavior assessment in general education settings: Making a case for effectiveness and efficiency. Behavioral disorders, 29(2), 189--204.
• Scott, T. M., McIntyre, J., Liaupsin, C., Nelson, C. M., & Conroy, M. (2004). An examination of functional behavior assessment in public school settings: Collaborative teams, experts, and methodology. Behavioral Disorders, 29(4), 384-395.
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  Abstract: Recent literature regarding functional behavior assessment (FBA) in general education environments has been critical of the paucity of research in such settings, given the complex and often time-consuming nature of FBA. Less complex team-based FBA processes have been suggested as a realistic alternative for general education environments. This study describes an informal team-based FBA process implemented with 39 school-based teams who hypothesized behavioral function for students who had been referred. Data from these meetings was then supplied to three national FBA experts who attempted to generate hypotheses from the same information. Results indicate little agreement between teams and experts or between the experts themselves. Analysis of these data prompt a discussion of the possible effect that information sources, individual perceptions, and personal experiences play in the development of functional hypotheses.
• Scott, T. M., McIntyre, J., Liaupsin, C., Nelson, C. M., & Conroy, M. (2004). An examination of functional behavior assessment in public school settings: Collaborative teams, experts, and methodology. Behavioral disorders, 384--395.
• Liaupsin, C. J. (2003). The Comprehensive Evaluation of Professional Development Software: A Review of the Literature. Journal of Special Education Technology, 18(1), 29-37.
• Scott, T. M., Liaupsin, C. J., Nelson, C. M., & Jolivette, K. (2003). Ensuring student success through team-based functional behavioral assessment. Teaching Exceptional Children, 35(5), 16--21.
• Liaupsin, C. J. (2002). The comprehensive evaluation of a self-instructional program on functional behavioral assessment. Journal of Special Education Technology, 17(3), 5--25.
• Liaupsin, C. J. (2002). The comprehensive evaluation of professional development software: A critique of methodology. Journal of Special Education Technology, 18(1), 29--37.
• Scott, T. M., Nelson, C. M., Liaupsin, C. J., Jolivette, K., Christie, C. A., & Riney, M. (2002). Addressing the needs of at-risk and adjudicated youth through positive behavior support: Effective prevention practices. Education and Treatment of Children, 532--551.
• Liaupsin, C., Scott, T., & Nelson, C. (2001). Functional behavioral assessment: An interactive training module. AUSTRALASIAN JOURNAL OF SPECIAL EDUCATION, 86--87.
• Scott, T. M., Nelson, C. M., & Liaupsin, C. J. (2001). Effective instruction: The forgotten component in preventing school violence. Education and treatment of children, 309--322.
• Interventions, O. C., Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., & others, . (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of positive behavior interventions, 2(3), 131--143.
• Jolivette, K., Stichter, J. P., Nelson, C. M., Scott, T. M., & Liaupsin, C. J. (2000). Students with Emotional and Behavioral Disorders: Post-School Outcomes..

Presentations

• Hartzell, R., Gann, C., & Liaupsin, C. (2015, Fall). Social Engagement with Generalization for Students with Emotional Behavior Disorders. 39th Annual Conference of Teacher Educators for Children with Behavioral Disorders. Tempe, AZ.
• Liaupsin, C. J., & Zagona, A. (2015, Fall). A Functional Approach to Teacher Behavior. 39th Annual Conference of Teacher Educators for Children with Behavioral Disorders. Tempe, AZ.
• Liaupsin, C. J., Zagona, A., McNaboe, K., & Ewing, K. (2015, Fall). Turning the Tables: Using the ABC Format to Observe and Support Teachers. 39th Annual Conference of Teacher Educators for Children with Behavioral Disorders. Tempe, AZ.
• Liaupsin, C. J. (2014, Fall). Functional Relationships in Single Subject Research Designs. 38th Annual Conference of Teacher Educators for Children with Behavioral Disorders. Tempe, AZ: TECBD.
• Liaupsin, C. J., Zagona, A., & Bohjanen, S. (2014, Fall). Whose Behavior Needs to Change? Considering the Function of Teacher Behavior. 38th Annual Conference of Teacher Educators for Children with Behavioral Disorders. Tempe, AZ: TECBD.

Others

• Umbreit, J., & Umbreit, J. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach.
• Liaupsin, C. J. (2001). A comprehensive evaluation of a self-instructional multimedia program on functional behavioral assessment.
• Liaupsin, C. J. (1995). The effectiveness of a computer keyboarding program in increasing the rate and accuracy of keyboarding of elementary school students with learning disabilities and mild mental disabilities.