Dissertation Areas of Expertise · based bullying: A latent class growth model analysis. School Psychology Quarterly, 29, 256-271. doi: 10.1037/spq0000064 Gage, N. A. (2014). Students

1. PERSONAL INFORMATION

NAME: Nicholas A. Gage ACADEMIC RANK: Assistant Professor College of Education School of Special Education, School Psychology, and Early

Childhood Studies University of Florida ADDRESS: 1403 Norman Hall, PO Box 117050 Gainesville, FL 32611

(651) 895-2733 [email protected]

2. EDUCATION

Ph.D. Special Education (Leadership in Behavioral Disorders), University of Missouri (2010) Dissertation: Meta-analysis of Single-Subject Research Using Hierarchical Linear

Modeling: Empirical Examination of the Procedure and Functional Behavior Assessment-based Intervention.

Areas of Expertise: Emotional/Behavioral Disorders, Statistical Modeling, Meta- Analysis, Single-Subject Research, and Public Policy

M.P.A. Public Policy/Non-Profit Business Management, University of Missouri (2009) M.A. Education, Goddard College (2006) B.A. Cultural Studies and Critical Theory, Goddard College (2003)

3. SIGNIFICANT WORK EXPERIENCES 2013- present Assistant Professor- School of Special Education, School Psychology, and Early

Childhood Studies, University of Florida

2011-2013 Institute of Education Sciences (IES) Post-Doctoral Fellow- Center for Behavioral Education and Research, Neag School of Education, Department of Educational Psychology, University of Connecticut

2010-2011 Assistant Research Professor- Department of Special Education, University of

Missouri, Columbia, MO 2006-2008 Research Specialist – University of Missouri, Thompson Center for Autism and

Neurodevelopmental Disorders, Columbia, MO 2006-2006 Admissions Case-Manager – Boys & Girls Town of Missouri, Columbia, MO

mailto:[email protected]

Curriculum Vita for N. Gage 2

2003-2005 Director of Education – Boys & Girls Clubs of the Twin Cities-East Side,

St. Paul, MN 2002-2003 Director of Education– Boys & Girls Club of Santa Cruz, Santa Cruz, CA 2001-2002 Behavior Technician – Easter Seals of Central California, Santa Cruz, CA 2001-2001 Special Education Summer School Teacher – Chileda Rehabilitation Center,

La Crosse, WI

4. PROFESSIONAL RESEARCH ACTIVITIES Refereed (peer reviewed) Publications (n = 57) Gage, N. A. & Stevens, R. N. (in press). Rigor, replication, and reproducibility: Increasing the

relevance of behavioral disorders research. Education and Treatment of Children. Gage, N. A., Grasley-Boy, N., George, H. P., Childs, K., & Kincaid, D. (in press). A quasi-

experimental design analysis of the effects of school-wide positive behavior interventions and supports on discipline in Florida. Journal of Positive Behavior Interventions.

Gage, N. A., Lee, A., Grasley-Boy, N., & George, H. P. (in press). The impact of school-wide

positive Behavior interventions and supports on school suspensions: A state-wide quasi-experimental analysis. Journal of Positive Behavior Interventions.

Gage, N. A., Whitford, D. K., & Katsiyannis, A. (in press). A review of school-wide positive

behavior interventions and supports as a framework for reducing disciplinary exclusions. Journal of Special Education.

Scott, T. M., Gage, N. A., Hirn, R., & Han, H. (in press). Teacher and Student Race as a

Predictor for Negative Feedback During Instruction. School Psychology Quarterly. Grasley-Boy, N., Gage, N. A., & MacSuga-Gage, A. S. (in press). Multi-tiered support for

classroom management professional development. Beyond Behavior. Van Dijk, W., & Gage, N. A. (2018). The effectiveness of visual activity schedules for

individuals with intellectual disabilities: A meta-analysis. Journal of Intellectual and Developmental Disabilities. Advanced online publication https://doi.org/10.3109/13668250.2018.1431761

Gage, N. A., Grasley-Boy, N., & MacSuga-Gage, A. S. (2018). Professional Development for

Teacher Behavior Specific Praise: A Single-Case Design Replication. Psychology in the Schools, 55, 264-277. https://doi.org/10.1002/pits.22106

Gage, N. A., Scott, T. M., Hirn, R., & MacSuga-Gage, A. S. (2018). The Relationship


between teachers’ implementation of classroom management practices and student behavior in elementary school. Behavioral Disorders, 43, 302-315. doi: 10.1177/0198742917714809

Gage, N. A., Adamson, R., MacSuga-Gage, A. S., & Lewis, T. J. (2017). The relation

between the academic achievement of students with emotional and behavioral disorders and teacher characteristics. Behavioral Disorders, 43, 213-222. doi: 10.1177/0198742917713211

Gage, N. A., Cook, B., & Reichow, B. (2017). Publication bias in special education meta-

analyses. Exceptional Children, 83, 428-445. doi: 10.1177/0014402917691016

Gage, N. A., MacSuga-Gage, A. S., & Crews, E. (2017). Increasing teachers’ use of behavior specific praise using a multi-tiered system for professional development. Journal of Positive Behavior Interventions, 19, 239-251. doi. 10.1177/1098300717693568

Gage, N. A., Leite, W. L., Childs, K., & Kincaid, D. (2017). Average treatment effect of

school-wide positive behavior supports (SWPBIS) on school-level academic achievement in Florida. Journal of Positive Behavior Interventions, 19, 158-167. doi. 10.1177/1098300717693556

Schmidt, M. M., Lin, M. G., Paek, S., MacSuga-Gage, A., & Gage, N. A. (2017). Implementing

Project SIED: Special education teachers’ perception of a simplified technology decision-making process for app identification and evaluation. Journal of Special Education Technology, 32, 12-22. doi.10.1177/0162643416681160

Farrar, M. J., Benigno, J. P., Tompkins, V., & Gage, N. A. (2017). Are there different

pathways to explicit false belief understanding? General language and complementation in typical and atypical children. Cognitive Development, 43, 49-66. doi: 10.1016/j.cogdev.2017.02.005

Katsiyannis, A., Whitford, D., Zhang, D., & Gage, N. A. (2017). Adult recidivism in United States: A meta-analysis 1994-2015. Journal of Child and Family Studies. Advanced online publication. doi: 10.1007/s10826-017-0945-8

Cooper, J.T., Gage, N.A., LaPolla, S., Alter, P., Scott, T., & MacSuga-Gage, A.S. (2017).

Teacher perceptions of evidence-based classroom management strategies. Preventing School Failure. Advance online publication. doi: 10.1080/1045988X.2017.1298562

Schmidt, M., Lin, M.G., Paek, S., MacSuga-Gage, A.S., & Gage, N.A. (2017).

Implementing Project SIED: Special education teachers perceptions of a simplified technology decision-making process for app identification and evaluation. Journal of Special Education Technology, 32, 12-22 doi: 10.1177/0162643416681160

Levy, A., DeLeon, I. G., Martinex, C. K., Fernandez, N., Gage, N. A., Sigurosson, S. O., &


Frank-Crawford, M. A. (2016). A quantitative review of overjustification effects in persons with intellectual and developmental disabilities. Journal of Applied Behavior Analysis. doi. 10.1002/jaba.359

Rose, C. A., & Gage, N. A. (2016). Exploring the involvement of bullying among

students with disabilities over time. Exceptional Children. doi: 10.1177/0014402916667587

Coyne, M. D., Oldham, A., Leonard, K., Burns, D., & Gage, N. (2016). Working

in the Weeds: Implementing Multi-tiered K-3 Reading Supports in High Priority School. New Directions in Child and Adolescent Development, 154, 67-85. doi: 10.1002/cad.20175

Gage, N. A., & MacSuga-Gage, A. S. (2016). Salient classroom management skills:

Finding the most effective skills to increase student engagement and decrease disruptions. Report on Emotional & Behavioral Disorders in Youth, 17, 19-24.

Gage, N. A., Larson, A., Sugai, G., & Chafouleas, S. M. (2016). Student perceptions of school

climate as predictors of office discipline referrals. American Educational Research Journal, 53, 492-515. doi: 10.3102/0002831216637349

Childs, K., Kincaid, D., George, H., & Gage, N. A. (2016). The relationship between

school-wide implementation of positive behavior intervention and support and student discipline outcomes. Journal of Positive Behavior Interventions, 18, 89-99. doi:10.1177/1098300715590398

Gage, N. A., Larson, A., & Chafouleas, S. M. (2016). The Meriden School Climate

Survey-Student Version: Reliability and Validity. Assessment for Effective Intervention, 41, 61-78. doi. 0.1177/1534508415596960

Gage, N. A., MacSuga-Gage, A. S., Prykanowski, D. A., Coyne, M., & Scott, T. M. (2015).

Investigating the collateral effects of behavior management on early literacy skills. Education and Treatment of Children, 38, 523-540.

MacSuga-Gage, A. S., Schmidt, M., McNiff, M., Gage, N. A., & Schmidt, C. (2015). Is

there an app for that? A model to help school-based professional identify, implement, and evaluate technology created to assess behavior. Beyond Behavior, 24, 24-30.

Fallon, L., Sugai, G., Gage, N. A., & O’Keefe, B. (2015). Research brief: Assessing attitudes

toward culturally and contextually relevant school-wide positive behavior support strategies. Behavioral Disorders, 40, 251-260.

Prykanowski, D. A., Gage, N. A., & Conroy, M. A. (2015). Educational implications of

the DSM-5 criteria for autism spectrum disorders. Beyond Behavior, 24, 30-38. MacSuga-Gage, A. S., & Gage, N. A. (2015). Student-level effects of increased teacher-


directed opportunities to respond. Journal of Behavioral Education, 24, 273-288. doi:10.1007/s10864-015-9223-2

Van Loan, C. L., Gage, N. A., & Cullen, J. A. (2015). Reducing use of physical restraint: A

pilot study investigating a relationship-based crisis prevention curriculum. Residential Treatment for Children & Youth, 32(2), 1-21.

Schmidt, M., MacSuga-Gage, A. S., Gage, N. A., Cox, P., & McLesky, J. (2015). Bringing the

field to the supervisor: Innovations in distance supervision for field-based experiences using mobile technologies. Rural Special Education Quarterly, 34, 37-43.

Gage, N. A., Sugai, G., Lewis, T., & Brzozowy, S (2015). School-wide positive behavior

supports and academic achievement. Journal of Disability Policy Studies, 25, 199-209. doi:10.1177/1044207313505647

Gage, N. A., Wilson, J., & MacSuga-Gage, A. S. (2014). Writing performance of students

with behavioral disabilities. Behavioral Disorders, 40, 3-14. Gage, N. A. & MacSuga-Gage, A. S. (2014). Students with limited English proficiency

and emotional and/or behavioral disorders: Prevalence, characteristics, and future directions. Beyond Behavior, 23, 10-16.

Gage, N. A. & Scott, T. M. (2014). Advancing the science of direct observation in emotional

and/or behavioral disorders research: Reliability and unified validity. Behavioral Disorders, 39, 177-180.

Gage, N. A., Prykanowski, D. A., & Hirn, R. (2014). Increasing reliability of direct observation measurement approaches in emotional and/or behavioral disorders research using generalizability theory. Behavioral Disorders, 39, 228-244.

Gage, N. A., Prykanowski, D. A., & Larson, A. (2014). School climate and School-

based bullying: A latent class growth model analysis. School Psychology Quarterly, 29, 256-271. doi: 10.1037/spq0000064

Gage, N. A. (2014). Students with emotional disturbance manifesting internalizing behavior: A

latent class analysis. Education and Treatment of Children, 36, 127-145. doi: 0.1353/etc.2013.0038

Gage, N. A., Freeman, J., Horner, R. H., Sugai, G., Lewis, T. J., & Strickland-Cohen, K (2014).

Funding support for school-wide positive behavior interventions and supports implementation and scale-up: A descriptive study of nine states. Journal of Disability Policy Studies. 25, 164-174. doi: 10.1177/1044207313488943

Gage, N. A. & Lewis, T. J. (2014). HLM-meta-analysis of single-subject design research.

Journal of Special Education, 48(1), 3-16. doi: 10.1177/0022466912443894


Gage, N. A., Gersten, R., Sugai, G., & Newman-Gonchar, R. (2013). Disproportionality of English learners with Emotional and/or Behavioral Disorders: A Comparative Meta-Analysis with English Learners with Learning Disabilities. Behavioral Disorders, 38, 123-136.

Gage, N. A., DeLoreto, L., Sugai, G., & Lunde, K. (2013). Truancy and zero tolerance: Does

policy align with practice? Education and Treatment of Children, 36(2), 117-138. Gage, N. A. & Lewis, T. J. (2013). Analysis of effect for single-case design research.

Journal of Applied Sports Psychology, 25, 46-60. doi: 10.1080/10413200.2012.660673 Gage, N. A., & McDaniel, S. (2012). Creating smarter classrooms: Data-based decision making

for effective classroom management. Beyond Behavior, 22(1), 1-10. Gage, N. A., Josephs, N., & Lunde, K. (2012). Girls with emotional and/or behavioral disorders

and a history of arrest: Gender differences and school-based predictors of arrest. Education and Treatment Children, 35(4), 603-622.

Gage, N. A., Lewis, T J., & Stichter, J. P. (2012). Functional behavioral assessment-

based interventions for students with emotional and/or behavioral disorders in school: An HLM-meta-analysis. Behavioral Disorders, 37(2), 55-77.

Gage, N. A., Lierhiemer, K., & Goran, L. (2012). Characteristics of students with high-

incidence disabilities broadly defined. Journal of Disability Policy Studies, 23(3), 168 178. doi 10.1177/1044207311425385

Gage, N. A. & Lierheimer, K. L. (2012). Exploring self-concept for Students with

Emotional and/or Behavioral Disorders as they transition from Elementary to Middle School and High School. Education Research International. doi:10.1155/2012/871984

Goran, L., & Gage, N. A. (2011). A comparative analysis of language, suspension, and academic

performance of students with emotional disturbance and students with learning disabilities. Education and Treatment of Children, 34(4), 489-510.

Mitchell, B. S., Stormont, M., & Gage, N. A. (2011) Tier two interventions within the context of

school-wide positive behavior support. Behavioral Disorders, 36(4), 241-261. Gage, N. A., Lewis, T. J., & Adamson, R. (2010). Where have we been, where are we going?: 35 years of behavioral disorders. Behavioral Disorders, 35(4), 280-293 Gage, N. A., Adamson, R., Mitchell, B. S., Lierheimer, K., O’Connor, K. V., Bailey, N., Schultz, T., Schmidt, C., & Jones, S. (2010). Promise and possibility in special education services for students with emotional or behavioral disorders: Peacock Hill revisited. Behavior Disorder, 35(4), 294-307. Gage, N. A., & Lewis, T. J. (2010). Structural analysis in the classroom. Beyond Behavior,


19(3), 3-11. Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., & Gage, N.

(2010). Social competence intervention for youth with Asperger syndrome and high- functioning autism: An initial investigation. Journal of Autism and Developmental Disorders, 40(9), 1067-1079

Stichter, J.P., Randolph, J.K., Kay, D., & Gage, N. (2009). The use of structural analysis to

develop antecedent-based interventions for students with autism. Journal of Autism and Developmental Disorders, 39(6), 883-896.

Stichter, J.P., Randolph, J., Gage, N. & Schmidt, C. (2007). A review of recommended

practices in effective social competency programs for students with autism spectrum disorders. Exceptionality, 15(4), 219-232.

Manuscripts Under Review and In Revision Grasley-Boy, N., & Gage, N. A. (under review). The lunchroom behavior game: A single-case

design conceptual replication. Psychology in the Schools. Segarra, Z., Gage, N. A., & MacSuga-Gage, A. S. (under review). Move your clip: Teachers’

perceptions, implementation, and perceived effects of color charts in the classroom. Preventing School Failure.

Gage, N. A., Haydon, T., MacSuga-Gage, A. S., Flower, E., & Hall, L. (in revisions).

Systematic Review and Meta-analysis of Active Supervision. Behavioral Disorders Gage, N. A., Rose, C. A., & Kramer, D. A. (under review). When prevention is not enough: The

distal effect of school-wide positive behavior interventions and support on students’ perceptions of bullying. Behavioral Disorders.

MacSuga-Gage, A. S., & Gage, N. A. (under review). Increasing teacher-directed opportunities

to respond: Supporting teachers to implement what works in education. ReTHINKING Behavior

George, H. P., Child, K., Kincaid, D., & Gage, N. A. (under review). The PBS Implementation

Checklist (PIC): A preliminary validation of a progress monitoring tool for school-wide positive behavior interventions and supports. Assessment for Effective Intervention

Book Chapters: Gage, N. A., Han, H., MacSuga-Gage, A. S., Prykanowski, D., & Harvey, A. (in review). A

generalizability study of a direct observation screening tool of teachers’ classroom management skills. In B. Cook, T. Landrum, & M. Tankersley (Eds.). Advances in


Learning and Behavioral Disabilities (pp. xx-xx). Bingley, UK: Emerald Group Publishing Limited.

Lewis, T. J., & Gage, N. (2013). Single-subject research design. In L. Meyers (Ed.) Education

Oxford Bibliographies, http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0103.xml.

Conroy, M. A., Stichter, J. P., & Gage, N. A. (2011). Current Issues and Trends in the Education

of Children and Youth with Autism Spectrum Disorders. In J. M. Kaufman & D. Hallahan (Eds.) Handbook of Special Education. Rutledge Press.

Monographs: Gage, N.A. (2015). Evidence-based practices for classroom and behavior management:

Tier 2 and Tier 3 strategies (Document No. IC-15). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/

5. PRESENTATIONS

Gage, N. A. (2018). Evaluating the Effectiveness of PBIS: Methodological Issues and Solutions. Southeastern School Behavioral Health Conference, Myrtle Beach, SC. (invited presentation) Gage, N. A. & Grasley-Boy, N. M. (2018). The effect of school-wide positive behavior supports on disciplinary exclusions. 15th International Conference on Positive Behavior Support, San Diego, CA. Gage, N. A. (2018). The science of teacher-student relationships: What we know and don’t know (a follow-up). Midwest Symposium for Leadership in Behavioral Disorders, Kansas City, MO. (invited presentation) Gage, N. A. (2018). The science of teacher-student relationships: What we know and don’t know. Midwest Symposium for Leadership in Behavioral Disorders, Kansas City, MO. (invited Keynote) MacSuga-Gage, A. S. & Gage, N. A. (2018). Advanced topics in classroom management: Going beyond the basics (Half-day workshop). Midwest Symposium for Leadership in Behavioral Disorders, Kansas City, MO. (invited workshop) Gage, N. A. & MacSuga-Gage, A. S. (2018). Classroom management screening methods: Best practice and technological advances. Council for Exceptional Children Special Education Convention & Expo, Tampa, FL. Gage, N. A. (2018). Schoolwide PBIS as a framework for reducing disciplinary exclusions: A meta-analysis. A poster presentation at the Council for Exceptional Children Special Education Convention & Expo, Tampa, FL.

http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0103.xml

http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0103.xml

http://ceedar.education.ufl.edu/tools/innovation-configurations/


Gage, N. A. (2017). Understanding meta-analysis: A conceptual and practical overview. University of Florida Department of Psychology, Gainesville, FL. (invited presentation) Gage, N. A. (2017). Building and sustaining behavioral support: A tiered systems framework. Learning Forward New Hampshire, Concord, NH. (invited workshop) Gage, N. A. (2017). Increasing the rigor and relevance of emotional/or behavioral disorders research. Teacher Educators for Children with Behavioral Disorders, Tempe, AZ. (invited Keynote) Cook, B., Cooper, J., Gage, N. A., Ennis, R. E., & Maggin, D. (2017). Reviewing manuscripts for professional journals. Teacher Educators for Children with Behavioral Disorders, Tempe, AZ. Grasley-Boy, N. M., Gage, N. A., & MacSuga-Gage, A. S. (2017). Multi-tiered systems of professional development to increase teachers’ classroom management strategies. Teacher Educators for Children with Behavioral Disorders, Tempe, AZ. Gage, N. A. & Grasley-Boy, N. M. (2017). The impact of school-wide positive behavior supports on reducing disciplinary exclusions. Teacher Educators for Children with Behavioral Disorders, Tempe, AZ. Gage, N. A. (2017). Building and sustaining behavioral support: A tiered systems framework. Midwest Symposium for Leadership in Behavioral Disorders’ School Leader’s Conference, Overland Park, KS. (invited workshop) Gage, N. A. (2017). Imbedding social skills instruction into universal and secondary levels of for students with autism spectrum disorders. Southeast Conference on Positive Behavior Interventions and Support, Savannah, GA. (invited presentation) Gage, N. A. (2017). Building and sustaining behavior support: A tiered systems framework. University of Florida Annual Practica Supervisors’ Meeting, Gainesville, FL. (invited presentation) Oldham, A., Gage, N. A., Coyne, M., Leonard, K., & Koriakin, T. (2017). A multi-tier approach to improving reading skills of kindergarten through third grade students: Longitudinal results of a state funded pilot. A poster presentation at the Council for Exceptional Children Special Education Convention & Expo, Boston, MA. Gage, N. A. & Cook, B. (2017). Assessing the quality of special education meta-analyses. Council for Exceptional Children Special Education Convention & Expo, Boston, MA. MacSuga-Gage, A. S., Gage, N. A., & Grasley-Boy, N. (2017). Using a multi-tiered professional development model to increase classroom management skills. 14th International Conference on Positive Behavior Support, Denver, CO.


Gage, N. A., Childs, K., & Kincaid, D. (2017). Average treatment effects of SWPBIS on school-level academic achievement in Florida. A poster presentation at the 14th International Conference on Positive Behavior Support, Denver, CO. Gage, N. A., MacSuga-Gage, A. S., & Grasley-Boy, N. (2017). Exploring the relationship between discrete teacher behaviors and student outcomes. 14th International Conference on Positive Behavior Support, Denver, CO. Gage, N. A., Scott, T. M., & Hirn, R. (2016). The relationship between discrete teacher instructional practices and student behavior. A poster presentation at the Midwest Symposium for Leadership in Behavioral Disorders, Kansas City, MO. Gage, N. A. & MacSuga-Gage, A. S. (2017). Using a multi-tiered professional development model to increase classroom management skills. Midwest Symposium for Leadership in Behavioral Disorders, Kansas City, MO. MacSuga-Gage, A. S., Gage, N. A., & Grasley-Boy, N. (2017). Building the foundation: Tips, tricks, and tools for effective classroom management (Half-day workshop). Midwest Symposium for Leadership in Behavioral Disorders, Kansas City, MO. (invited presentation) Gage, N. A., & Cook, B. (2016). Assessing the quality of special education meta-analyses. Teacher Educators of Children with Behavioral Disorders (TECBD), Tempe, AZ. Gage, N. A., Scott, T. M., & Hirn, R. (2016). The relationship between discrete teacher instructional practices and student behavior. Teacher Educators of Children with Behavioral Disorders (TECBD), Tempe, AZ. MacSuga-Gage, A. S., & Gage, N. A. (2016). Using a multi-tiered professional development model to increase classroom management skills. Teacher Educators of Children with Behavioral Disorders (TECBD), Tempe, AZ. MacSuga-Gage, A. S., & Gage, N. A. (2016). The ABC’s of implementing class-wide positive behavior supports: Promoting teachers’ strategy use. 3rd Annual South Carolina School Behavioral Health Conference, Myrtle Beach, SC. Gage, N. A., & MacSuga-Gage, A. S. (2016). The relationship between behavior management and early literacy skills: Direct and collateral effects. 3rd Annual South Carolina School Behavioral Health Conference, Myrtle Beach, SC. MacSuga-Gage, A. S., & Gage, N. A. (2016). Multi-tiered support professional development (MTS-PD) to increase evidence-based classroom management practices. A poster presentation at the Council for Exceptional Children Special Education Convention & Expo, St. Louis, MO MacSuga-Gage, A. S., McLeskey, J., Gage, N. A., & Cox, P. (2016). Bringing the field to the supervisor: Innovation in distance supervision for field-based experiences using mobile


technologies. Council for Exceptional Children Special Education Convention & Expo, St. Louis, MO. MacSuga-Gage, A. S., & Gage, N. A. (2016). Multi-tiered support professional development (MTS-PD) to increase evidence-based classroom management practices. A poster presentation at the 13th International Conference on Positive Behavior Support, San Francisco, CA. Gage, N. A., & MacSuga-Gage, A. S. (2016). A meta-analysis of classroom management. A poster presentation at the 13th International Conference on Positive Behavior Support, San Francisco, CA. Gage, N. A., Childs, K., & Kincaid, D. (2016). Psychometric evaluation of implementation instruments in MTSS research and practice. 13th International Conference on Positive Behavior Support, San Francisco, CA. Ganz, J., Vannest, K., Katsiyannis, A., & Gage, N. A. (2016). Social emotional and behavioral problems and learning: All sides of the elephant. Midwest Symposium for Leadership in Behavioral Disorders, Kansas City, MO. Gage, N. A. (2016). Meta-analysis: A practical and conceptual overview. National Association of School Psychologists’ Annual Convention, New Orleans, LA. (invited workshop) Oakes, W., Kennedy, M., Swoszowski, N., Gage, N. A., Ennis, R., & MacSuga-Gage, A. S. (2015, September). Perseverance: Knowing your Purpose, connecting with people, and setting your path Into higher education. 2015 Council for Children with Behavior Disorders International Conference, Atlanta, GA. MacSuga-Gage, A. S., Gage, N. A., Prykanowski, D., & Harvey, A. (2015, September). A Multi-Tiered Professional Development Model to Increase the Use of Effective Classroom Management Strategies. 2015 Council for Children with Behavior Disorders International Conference, Atlanta, GA. Gage, N. A., MacSuga-Gage, A. S., Bondy, E., De Jong, E., & Colvin, S. (2015, September). Improving Teacher Development: Integrating Classroom Management Into Pre-Service Reform. 2015 Council for Children with Behavior Disorders International Conference, Atlanta, GA. MacSuga-Gage, A. S., Schmidt, M., Gage, N. A., Cox, P., & McLesky, J. (2015, September). Improving Supervision and Coaching of Pre-Service Teachers Using Distance Supervision Tools. Poster session presented at 2015 Council for Children with Behavior Disorders International Conference, Atlanta, GA. Van Loan, C., & Gage, N. A. (2015, September). Reducing Use of Physical Restraint: A Pilot Study. 2015 Council for Children with Behavior Disorders International Conference, Atlanta, GA.


Gage, N. A. & MacSuga-Gage, A. S. (2015, September). Data-based Decision Making in the Classroom: Collecting and Graphing Data. 2015 Council for Children with Behavior Disorders International Conference, Atlanta, GA. Gage, N. A. & MacSuga-Gage, A. S. (2015, August). Data collection for enhanced academic and behavioral instruction. Invited Webinar, Council for Exceptional Children (CEC). Rose, C., & Gage, N. A. (2015, March). Bullying and students with disabilities: The longitudinal impact of involvement. American Education Research Association Conference, Chicago, IL . Gage, N. A. (2015, March). Advancing the science of PBS research: Expanding methods, measurement, and statistics. 12th International Conference on Positive Behavior Support. Boston, MA. Gage, N. A., & MacSuga-Gage, A. S. (2015, February). Making smarter classrooms: How to collect and graph behavior data. Midwest Symposium on Leadership in Behavior Disorders; Kansas City, MO. Gage, N. A., & MacSuga-Gage, A. S. (2015, February). Effective behavior management in tier 2 reading interventions. Midwest Symposium on Leadership in Behavior Disorders; Kansas City, MO. Rose, C., & Gage, N. A. (2015, February). Bullying and students with disabilities: The longitudinal impact of involvement. Midwest Symposium on Leadership in Behavior Disorders; Kansas City, MO. Vannest, K., & Gage, N. A. (2015, February). Publishing in CCBD journals “Beyond Behavior” and “Behavioral Disorders”. Midwest Symposium on Leadership in Behavior Disorders; Kansas City, MO. Zaheer, I., Gage, N. A., & Cloth, A. (2015, February). Outcomes associated with student engagement for adolescents with EBD. National Association of School Psychologists 2015 Annual Convention; Orlando, FL. Prykanowski, D.A., Gage, N.A., & Martinez, J. (2015, January). Virtual reality, social competence, and autism spectrum disorders: A systematic review of development, assessment, and intervention. Poster submitted to Ninth Annual Autism Conference; Las Vegas, NV. Gage, N. A., & Vannest, K. (2014, October). Common mistakes in single-case experimental analysis. 38th annual conference of the Teacher Educators for Children with Behavioral Disorders, Tempe, AZ (Invited Presentation)

MacSuga-Gage, A. S., Gage, N. A., & Prykanowski, D. (2014, October). Effective Behavior Management in Tier 2 Academic Interventions. 38th annual conference of the Teacher Educators for Children with Behavioral Disorders, Tempe, AZ (Invited Presentation)

MacSuga-Gage, A. S. & Gage, N. A. (2014, October). Changing Teacher Behavior to Change


Student Behavior: Focusing on Students. Paper presented at the 38th annual conference of the Teacher Educators for Children with Behavioral Disorders, Tempe, AZ (Invited Presentation – Dick Shores Research Strand).

Gage, N. A., & Prykanowski, D. A. (2014, July). School climate and peer victimization: A latent class growth model analysis. International Society for Research on Aggression, Atlanta, GA. Gage, N. A. (2014, May). Functional Behavior Assessment: Bridging the research-to-practice gap. Massachusetts Association of Alternative Public Schools (maaps) 36th Annual Conference and Vendor Exposition, Marlborough, MA. Gage, N. A. (2014, May). Increasing positive school climate: Linking assessment to intervention. Massachusetts Association of Alternative Public Schools (maaps) 36th Annual Conference and Vendor Exposition, Marlborough, MA. Gage, N. A. (2014, May). Making smarter classrooms: Data-based decision making. Massachusetts Association of Alternative Public Schools (maaps) 36th Annual Conference and Vendor Exposition, Marlborough, MA. Gage, N. A., MacSuga-Gage, A. S., & Prykanowski, D. (2014, March). Meta-analysis of school-wide positive behavior support (SWPBS). 11th International Conference on Positive Behavior Support. Chicago, IL. Gage, N. A., Sugai, G., & Scott, T. M. (2014, March). Behavior management in small group settings: Evidence of fidelity and student outcomes. 11th International Conference on Positive Behavior Support. Chicago, IL. MacSuga-Gage, A. S., & Gage, N. A. (2014, March). Increasing parent engagement in Check & Connect. 11th International Conference on Positive Behavior Support. Chicago, IL. Gage, N. A., & Losinski, M. (2014, February). Antecedent-based interventions to support student outcomes. Midwest Symposium for Leadership in Behavioral Disorders (MSLBD), Kansas City, MO. MacSuga-Gage, A. S., Gage, N. A., & McNiff, M. (2014, February). Project SIED: A framework for technology decision-making. Midwest Symposium for Leadership in Behavioral Disorders (MSLBD), Kansas City, MO. Gage, N. A., MacSuga-Gage, A. S., & Prykanowski, D. (2014, February). Meta-analysis of school-wide positive behavior support. Midwest Symposium for Leadership in Behavioral Disorders (MSLBD), Kansas City, MO. Gage, N. A. (2013, October). Positive school climate and improved student outcomes: Bridging the research to practice gap. Educators for Children with Behavioral Disorders (TECBD) 37th Annual Conference, Tempe, AZ.


Gage, N. A. (2013, October). Targeted interventions and supports for students with internalizing emotional and behavioral disorders. Educators for Children with Behavioral Disorders (TECBD) 37th Annual Conference, Tempe, AZ. Gage, N. A., & MacSuga-Gage, A. S. (2013, September). English-language learners with Emotional and Behavioral Disorders: Prevalence, Characteristics, and Future Directions. Council for Children with Behavioral Disorders Conference. Chicago, IL. MacSuga-Gage, A. S., & Gage, N. A. (2013, September). Identification Criteria for Software Utilization in Special Education: A Decision-Making Framework. Council for Children with Behavioral Disorders Conference. Chicago, IL. Gage, N. A., Evanovich, L., & Suga, G. (2013, April). Antecedent-based behavioral interventions in high school: Structural analysis at the secondary level. Council for Exceptional Children’s National Conference. San Antonio, TX Schmidt, M., Gage, N. A., Schmidt, C., & MacSuga-Gage, A. S. (2013, April). Software Identification and Evaluation Decision-Making for Special Education: Project SIED. Council for Exceptional Children’s National Conference. San Antonio, TX Gage, N. A. (2013, March). Academic achievement and school-wide positive behavior interventions and support. 10th International Conference on Positive Behavior Support. San Diego, CA Gage, N. A. (2013, March). Student perceptions of school climate as predictors of office discipline referrals. Poster Presentation at 10th International Conference on Positive Behavior Support. San Diego, CA Fallon, L. & Gage, N. A. (2013, March). Assessing social validity of culturally and contextually relevant SWPBS. Poster Presentation at 10th International Conference on Positive Behavior Support. San Diego, CA Gage, N. A., Sugai, G., & Lewis, T. J. (2013, March). Academic achievement and school-wide positive behavior supports. Society for Research on Educational Effectiveness (SREE). Washington, D.C. Gage, N. A. (2013, February). School-based interventions for internalizing behaviors: What do we know and where do we go? Midwest Symposium for Leadership in Behavioral Disorders (MSLBD), Kansas City, MO. Gage, N. A. (2013, February). A latent class analysis of the internalizing and externalizing behavior constructs. A poster presentation at Midwest Symposium for Leadership in Behavioral Disorders (MSLBD), Kansas City, MO. Gage, N. A. (2013, February). Putting the fun back in function: Functional behavior Assessment and data-based decision making. Midwest Symposium for Leadership in


Behavioral Disorders (MSLBD), Kansas City, MO. Gage, N. A. (2012, October). Students with emotional disturbance exhibiting internalizing behaviors: Differential characteristics and effective school-based interventions. Teacher Educators for Children with Behavioral Disorders (TECBD) 36th Annual Conference, Tempe, AZ. Gage, N. A. (2012, October). Disproportionality of students with limited English proficiency and emotional and/or behavioral disorders. Teacher Educators for Children with Behavioral Disorders (TECBD) 36th Annual Conference, Tempe, AZ. Gage, N. A. (2012, October). Student perceptions of school climate as predictors of office discipline referrals. Teacher Educators for Children with Behavioral Disorders (TECBD) 36th Annual Conference, Tempe, AZ. McDaniel, S. & Gage, N. A. (2012, October). Creating smarter classrooms: Data-based decision making for effective classroom management. Teacher Educators for Children with Behavioral Disorders (TECBD) 36th Annual Conference, Tempe, AZ. Josephs, N. L., Gage, N. A., & Swoszowski, N. C. (2012, October). Exploring and addressing the unique needs of girls with court involvement and in juvenile justice settings. Teacher Educators for Children with Behavioral Disorders (TECBD) 36th Annual Conference, Tempe, AZ. MacSuga-Gage, A. S. & Gage, N. A. (2012, June). Classwide positive behavior support. BEST Summer Institute, Killington, VT. Gage, N. A., Lierheimer, K. L., & Gersten, R. (2012, April). Research design and statistics for practitioners. Council for Exceptional Children (CEC) Annual Conference, Denver, CO. Gage, N. A. & Piro, S. (2012, February). What do I do with all this data? From tally marks on calendars and volumes of journal entries to pretty graphs and meaningful information- Part 2. Midwest Symposium for Leadership in Behavior Disorder, Kansas City, MO. Gage, N. A. & Piro, S. (2012, February). Clinic to the classroom: Why did the student toss the chair?- Part 1. Midwest Symposium for Leadership in Behavior Disorder, Kansas City, MO. Gage, N. A., Lierheimer, K. L., & Goran, L. (2012, February). Characteristics of students with high incidence disabilities broadly defined. Poster presentation at Midwest Symposium for Leadership in Behavior Disorder, Kansas City, MO. Gage, N. A. (2011, October). Randomized Control Trials and Interventions for Students with


Emotional and/or Behavioral Disorders. 35th Annual Conference of Teacher Educators of Children with Behavioral Disorders, Tempe, AZ Lierheimer, K. L. & Gage, N. A. (2011, October). Bullying Prevention for Students with Autism Spectrum Disorder (ASD). 35th Annual Conference of Teacher Educators of Children with Behavioral Disorders, Tempe, AZ Josephs, N. & Gage, N. A. (2011, October). Predictors of Arrest for Girls with E/BD: An Analysis of a Nationally Representative Sample. 35th Annual Conference of Teacher Educators of Children with Behavioral Disorders, Tempe, AZ Wachsmith, S. & Gage, N. A. (2011, October). Extracurricular activities and students with Emotional and/or Behavioral Disorders. 35th Annual Conference of Teacher Educators of Children with Behavioral Disorders, Tempe, AZ Lierheimer, K. L., Gage, N. A., & Stichter, J. P. (2011, October). The Importance of Emotions for Social Functioning for Students with ASD. 35th Annual Conference of Teacher Educators of Children with Behavioral Disorders, Tempe, AZ Josephs, N. & Gage, N. A. (2011, September). Predictors of Arrest for Girls with E/BD: An Analysis of a Nationally Representative Sample. Council For Children with Behavioral Disorders, New Orleans, LA Gage, N. A. (Chair). (2011, September). Elementary Grades: Instructional Design. Society for Research on Educational Effectiveness Fall 2011 Conference: Improving Mathematics and Science Education for All Students, Washington, DC Johnson, N., Richter, M., & Gage, N. A. (2011, March). The Missouri Data Profile: Moving Beyond the Black Hole of Data Reporting. 8th International Conference on Positive Behavior Support. Denver, CO Adamson, R. M. & Gage, N. A. (2011, March). Positive Behavior Supports in Preschools: A Meta-Analysis. 8th International Conference on Positive Behavior Support. Denver, CO Gage, N. A. (2011, March). Functional Behavior Assessment: Is it an Evidence- Based Practice? 8th International Conference on Positive Behavior Support. Denver, CO Mitchell, B., Gage, N. A., Stormont, M. (2011, March). Tier 2 Interventions Within the Context of School-Wide Positive Behavior Support. 8th International Conference on Positive Behavior Support. Denver, CO Gage, N. A. (2011, February). Functional Behavior Assessment: Is it an Evidence- Based Practice? Midwest Symposium for Leadership in Behavioral Disorders, Kansas City, MO


Goran, L. & Gage, N. A. (2011, February). The Interrelationship Between Language, Academic Skills, and Behavior for Students with Emotional or Behavioral Disorders. Midwest Symposium for Leadership in Behavioral Disorders, Kansas City, MO Gage, N. A. (2011, February). Meta-analysis and Effect Size for Single-Subject Research. Invited Presentation at KU Juniper Gardens. Gage, N. A. (2011, January). Graphing Academic and Behavioral Data in Excel. Missouri Student Council for Exceptional Children Conference, Columbia, MO Adamson, R. & Gage, N. A. (2010, October). Collaborative Home-School Interventions: A Meta-analysis. Teacher Educators of Children with Behavioral Disorders, Tempe, AZ. Gage, N. A. & Adamson, R. (2010, October). The Inter-relationship Between Students’ with E/BD Academic-Achievement and Teachers’ Experience and Education Teacher Educators for Students with Behavioral Disorders (TECBD). Tempe, AZ. Gage, N. A. & Josephs, N. (2010, October). Predictors of Arrest for Girls with E/BD: An Analysis of a Nationally Representative Sample. Teacher Educators for Students with Behavioral Disorders (TECBD), Tempe, AZ. Goran, L. & Gage, N. A. (2010, October). The Interrelationship between Language, Academics, and Behavior for Students with Emotional/Behavioral Disorders. Teacher Educators for Students with Behavioral Disorders (TECBD), Tempe, AZ. Gage, N. A. (2010, October). Meta-analysis of Single-Subject Research: History and Advancements. Teacher Educators for Students with Behavioral Disorders (TECBD), Tempe, AZ. Gage, N. A. (2010, April). Structural Analysis in the Classroom. Poster Presentation at the Council for Exceptional Children’s National Conference, Nashville, TN Gage, N. A. & Lembke, E. S. (2010, April). A Latent Growth Model of Early Numeracy Proficiency. Poster Presentation at the Division of Learning Disabilities Banquet at the Council for Exceptional Children’s National Conference, Nashville, TN Gage, N. A. (2010, January). Structural Analysis in the Classroom: How to Develop an Environmentally-based Behavior Intervention. Missouri Student Council for Exceptional Children Conference, Columbia, MO Gage, N. A. & Lewis, T. J. (2009, October). Where have we been, where are we going: 35 years of Behavioral Disorders. Teacher Educators for Students with Behavioral Disorders, Tempe, AZ. Lewis, T. J., & Gage, N. A. (2009, September). Social behavioral data


decision making: Matching assessment to intervention and monitoring progress. Invited presentation at the 32nd Annual Missouri Conference for Administrators of Special Education, Lake of the Ozarks, MO. Gage, N. A. (2009, March). Creating Graphs. 4th Annual MU Autism Conference, Columbia, MO Gage, N. A. (2008, March). SEELS/NLTS2 and autism: Portraits of autism in the national education studies. 4th Annual MU Autism Conference, Columbia, MO Stichter, J. P., Visovsky, K., Schmidt, C., Gage, N., Crowe, T. (2008, March). Designing social competence interventions to match ASD subtype characteristics: A pilot study. International Meeting for Autism Research, London, UK. Stoelb, M. & Gage, N. (2008, March). Creating graphs. 3rd Annual MU Autism Conference, Columbia, MO Stoelb, M. & Gage, N. (2008, March). Data Collection and Single-Subject Designs. 3rd Annual MU Autism Conference, Columbia, MO Stoelb, M. & Gage, N. (2008, March). Creating Data Collection Systems. 3rd Annual MU Autism Conference, Columbia, MO Stichter, J. P. & Gage, N. (2007, March). Behavioral Assessment Strategies. Invited workshop. 2nd Annual MU Autism Conference. Columbia, MO. Stichter, J. P., Bricker, J., Olive, J., & Gage, N. A. (2007, February). Addressing the Need for Social Competence for Students with Autism Spectrum Disorders Through a Teacher Training Program. Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.

6. UNIVERSITY TEACHING Courses Taught EEX 6936 Advanced Studies in Multi-Tiered Systems of Support, University of Florida: This course will provide (a) an overview an overview of the historical, legal, and theoretical foundations of multi-tiered systems of support; (b) review the research and evidence-base of a multi-tiered system of support approach in literacy and behavior; and (c) explore the advances and controversies resulting in the proliferation of multi-tiered systems of support. EEX 4520 Disability Related Policy and Legislation, University of Florida (online): This course examines the development and enactment of local, state, national and international laws and policies designed to protect the rights of persons with disabilities including Americans with Disabilities Act and other significant legislation.


EEX 6222 Evaluation in Special Education, University of Florida (online): This course is designed to increase knowledge of trends, issues, and practices related to educational evaluation and assessment of students with disabilities and focus on the historical, legal, procedural, and ethical aspects of educational evaluation. EEX 7304 Introduction to the Field of Inquiry in Special Education, University of Florida: This seminar is designed to assist doctoral students in the acquisition, organization, and interpretation of information about research in special education. Students are introduced to the nature of inquiry and the process of generating questions about a broad array of disability-related research topics. EEX 6936 Historical and Theoretical Foundations of Disability in Education, University of Florida: This course addresses the evolution of public policy, theoretical perspectives, and professional practice in the education of individuals with disabilities. Topics include influential individuals, historical events, social systems, and political movements. EEX 6936 Meta-Analysis in Prevention and Intervention Science, University of Florida: This course provides (a) an overview of meta-analysis in the identification of evidence-based prevention and intervention practices, (b) practical, hands-on training and experience conducting meta-analytic analyses, and (c) an opportunity to conduct a meta-analysis in the prevention and intervention science field. EEX 6936 Nature of Autism (online), University of Florida: This graduate level course is designed to familiarize the learner with the unique characteristics of individuals with autism spectrum disorders and effective teaching strategies for instructing these students. EEX 3616 Core Classroom Management Strategies, University of Florida: The purpose of this course is to provide pre-service teachers with group and individual behavior management and instructional procedures that can be used in a variety of educational and human environments. Course content provides both theoretical understanding and practical application of strategies aimed at creating safe, encouraging, and effective learning environments for all students. EEX 7934 Trends in Special Education, University of Florida: This seminar is designed to provide doctoral students with an opportunity to explore a wide range of trends in special education and related areas within the broader context of history, society, and contemporary education. SPED 8440 Advanced Behavior Management (Co-taught with Tim Lewis), University of Missouri: The purpose of this course will be to provide the student with behavior management procedures that can be used in a variety of educational environments. Emphasis will be placed on (a) instructional procedures rather than the content (i.e., curriculum) of instruction, (b) behavior and program evaluation, and (c) principles of applied behavior analysis. Guest Lectures


Gage, N. A. (2017, September). Emotional and Behavioral Disorders. EEX 7934 Trends in Special Education, University of Florida

Gage, N. A. (2017, July). Analysis of effect in single-subject design research. EEX 6936 Single-

Subject Research Design, University of Florida. Gage, N. A. (2015, July). Analysis of effect in single-subject design research. EEX 6936 Single-

Subject Research Design, University of Florida. Gage, N. A. (2013, March). Single-subject research methods. EPSY 5600: Research Methods

and Statistics, University of Connecticut Gage, N. A. (2013, February). Emotional and behavioral disorders. EPSY 3110: Introduction to

Exceptionality, University of Connecticut Gage, N. A. (2013, February). Qualitative research Methods. EPSY 5600: Research Methods

and Statistics, University of Connecticut Gage, N. A. (2012, April). Behavior is behavior: Autism, assessment, and instruction. EPSY

4100: Instructional Methods, University of Connecticut Gage, N. A. (2012, February). Emotional and behavioral disorders. EPSY 3110: Introduction to

Exceptionality, University of Connecticut Gage, N. A. (2009, March). Functional behavior assessment. SPED 3100: Introduction to

Special Education, University of Missouri Doctoral Students

Role Student Major Completion Date

External Member Huzeyfe Cakmakci Counseling and Counselor Education

External Member Steevie Frankl Counseling and Counselor Education

Member Matthew Wilson Curriculum and Instruction

External Member Jason Dodge Higher Education Administration

December 2016

External Member Miwa Nguyen Higher Education Administration

December 2017

External Member Terolyn Lay Higher Education Administration

December 2017


External Member Seth Assan Higher Education Administration

External Member Paul Joslyn Psychology May 2017 External Member Christopher Rubow Psychology December

2016 External Member Hyun Han Research and Evaluation

Methodology

External Member Jun Liu Research and Evaluation Methodology

External Member Yu Su Research and Evaluation Methodology

Member Lia Thibodaux School Psychology

Chair Nicolette Grasley-Boy Special Education

Co-Chair Jun Wang Special Education December 2016

Co-Chair Alexandria Harvey Special Education

Co-Chair Jonte Myers Special Education

Co-Chair Valentina Contesse Special Education Co-Chair D’Annette Mullen Special Education Co-Chair Danielle Leuschen de

Pico Special Education

Co-Chair Rachel Kaplan Special Education Co-Chair Talia Campese Special Education Member Shaunte Duggins Special Education August

2015 Member Ah Lee Special Education

Member Alisa Hanson Special Education

Member David Peyton Special Education

Member Debra Prykanowski Special Education

Member Emily Crews Special Education Member Wilhelmina van Dijk Special Education

7. SERVICE AND CONSULTATION

Professional Leadership President (2017-18), Council for Children with Behavioral Disorders (CCBD), a


subdivision of the Council for Exceptional Children (CEC) President-Elect (2016-17), Council for Children with Behavioral Disorders (CCBD), a

subdivision of the Council for Exceptional Children (CEC) Vice President (2016-17), Council for Children with Behavioral Disorders (CCBD), a

subdivision of the Council for Exceptional Children (CEC) Certification What Works Clearinghouse Certified Reviewer- Experimental and Quasi-Experimental Designs (Version 3.0) What Works Clearinghouse Certified Reviewer- Single-Case Research Designs School-wide Information System (SWIS) Facilitator Associate Editor Remedial and Special Education (2017-present) Consulting Editor Preventing School Failure (2015-present) Guest Editor Behavioral Disorders- Special Issue on Unified Validity of Direct Observation Research with Students with Emotional and/or Behavioral Disorders (with Terry Scott) Editorial Board Member Journal of Disability Policy Studies- (2011- present) Behavioral Disorders (2011- present) Remedial and Special Education (2013 – present) Journal of Positive Behavior Interventions (2014-present) Beyond Behavior (2015-present) Journal of Emotional and Behavioral Disorders (2017-present) Publication Committee Council for Children with Behavioral Disorders- (2012- present) Guest Reviewer Exceptional Children (2016-present) Journal of Emotional and Behavioral Disorders (2016-present)


Behavioral Disorders (2009-2011) Journal of Disability Policy Studies- (2010- 2011) Learning Disabilities Quarterly (2011 – present) Behavior Research Methods (2012- present) Education and Treatment of Children (2012- present) Remedial and Special Education (2012- 2013) The Elementary School Journal (2013- present) Adolescence (2013- present) Journal of Experimental Education (2012-present) Educational Policy (2014-present) Review of Educational Research (2015-present) Exceptional Children (2015-present) Educational Research & Evaluation (2016-present) Criminal Justice and Behavior (2016-present) International Journal of School and Educational Psychology (2016-present) What Work Clearinghouse- Quick Reviews and Intervention Reports (2010-present) Grant Reviewer U.S. Department of Education i3 Competition- Evaluation Reviewer (2011-present) U.S. Department of Education School Leadership Program (2013) U.S. Department of Education, Office of Innovation & Improvement, Arts in Education-Model Development and Dissemination Grant Program (2014) U.S. Department of Education, Office of Innovation & Improvement, Professional Development Arts Educators Grant Program (2014) Conference Reviewer Society for Research on Educational Effectiveness (2011- present)


International Conference on Positive Behavior Support (2009- present) Midwest Symposium for Leadership in Behavioral Disorders (2012- present) Conference Planning Committee Member Midwest Symposium for Leadership in Behavioral Disorders (2012- present) Committee Membership Member, Evaluation Committee- Florida APBS Network Technical Working Group Member Regional Education Laboratory Midwest, Teacher Performance Feedback Review (2013-2014) Regional Education Laboratory Midwest, Formative Assessment Systematic Literature Review (2014) Consultation with Schools Metcalfe Elementary School, Gainesville, FL- support in implementing classroom management and school-wide positive behavior support (2015-present) P.K. Yonge Developmental Lab School, Gainesville, FL- support in implementing classroom management, school-wide positive behavior support, and bullying prevention (2014-present) Lake Forrest Elementary School, Gainesville, FL- support in implementing classroom management and school-wide positive behavior support (2014-present) High School in the Community, New Haven, CT- Consultation, presentation, and training on school-wide data collection and use (Fall, 2012) Coventry Middle School, Coventry, CT- Presentation on School-wide Positive Behavior Interventions and Supports (Spring, 2012) Meriden Public Schools, Meriden, CT- Instrument validation and statistical consultation for district-wide school climate measure (Fall, 2011- present) Statistical/Methodological Consultation Statistical Consultant- Edgenuity Inc., Scottsdale, AZ Statistical Consultant- Florida's Positive Behavior Support:MTSS Project, University of South Florida, Tampa Bay, FL Statistical and Methodological Consultant- Instruction Research Group and Russell Gersten, Los Alamitos, CA Methodological and statistical consultant- Turning the Curve Alternative Reading Assessment- Dr. Michael Coyne and LiteracyHow, Storrs, CT


Lead Evaluator- Early Literacy and Assessment Project, Norwalk Public Schools, Norwalk, CT Survey Development and Analysis- Massachusetts Association of 766 Approved Private Schools (maaps)

8. GRANTS Funded or Under Review 2018 University of Florida’s College Research Incentive Fund (CRIF), “Project Ignite: Igniting

School Engagement Through STEM for Students with/or at Risk for Emotional and Behavioral Disorders” PI: Nicholas A. Gage & Co-PI: Ashley S. MacSuga-Gage – under review, $39,585

2017 National Science Foundation, Cyber-Human Systems, “Designing Pedagogical Agents

that Reach At-Risk Learners” PI: Kristy Boyer & Co-PI: Nicholas A. Gage – under review, $498,654

2016 Office of Special Education Programs, U.S. Department of Education, “Project

TIER: Teachers, Intervention, and Efficacy Research: Developing the Next Generation of Special Education Scholars” PI: Holly Lane & Co-PI: Nicholas A. Gage – FUNDED $1,250,000

2016 Institute of Education Sciences, U.S. Department of Education, “An intervention to

provide youth with visual impairments with strategies to access graphical information in math word problems”, IES National Center for Special Education Research Technology for Special Education, Development & Innovation Goal - PI: Carole Beal, Co-PI: Nicholas A. Gage– FUNDED $1,400,045

2015 University of Connecticut, “Evaluation of Connecticut K-3 Early Literacy Initiative” PI: Nicholas A. Gage – funded $24,999 2015 University of Florida’s College Research Incentive Fund (CRIF), “Project MTS-PD: A

Data Based Decision-Making Professional Development Package to Increase Teachers’ Use of Evidence-Based Classroom Management Practices”

PI: Nicholas A. Gage, Co-PI: Ashley S. MacSuga-Gage – FUNDED $5,000 2014 Florida Department of Education Teacher Quality Partnership Grant Program,

“Advancing the Development of Preservice Teachers (Project ADePT)” PI: Buffy Bondy & Ester De Jong Lead Evaluator: Nicholas A. Gage – FUNDED $3,000,000

2008 Wing Institute Graduate Research Grant Competition, “An evidence-based intervention

across multiple environments: Using structural analysis to impact children and youth with or at risk of emotional/behavioral disorders” PI: Nicholas A. Gage- FUNDED $5,000


Unfunded 2017 National Institute of Justice, Comprehensive School Safety Initiative, “Project PASS: A

Randomized Controlled Trial of Positive Alternatives to School Suspension.” PI: Nicholas A. Gage, Co-PIs: Ashley S. MacSuga-Gage, Joni Splett, Kristina DePue- unfunded $2,961,253

2017 UF – City of Gainesville Research Award, “Project Ignite: Igniting School Engagement

Through STEM for Black Students at Risk for Suspension and Dropout.” PI: Nicholas A. Gage, Co-PI: Scott J. Wasman – unfunded $59,655

2016 Spencer Foundation Small Grant, “Project ENGAGE: Evaluating the Relationship

Between Classroom Management and Student Engagement.” PI: Nicholas A. Gage, Co-PI: Ashley S. MacSuga-Gage – unfunded $49,855

2016 National Academy of Education/Spencer Postdoctoral Fellowship, “Disproportionate

Representation of English Language Learners with Emotional and/or Behavioral Disorders”, PI: Nicholas A. Gage – unfunded $27,750

2016 Institute of Education Sciences, U.S. Department of Education, “Explicit Reading

Instruction for Students with Identified Reading Deficits: A Regression Discontinuity Design”. Subcontract with University of Louisville, PI: Nicholas A. Gage – unfunded $51,212

2015 Brady Education Foundation, “Project IGNITE: Igniting At-Risk Adolescents’ Interest in

STEM” PI: Nicholas A. Gage, Co-PI: Scott Wassman – unfunded $88,928 2015 University of Florida, Opportunity Grant, “Project PARTICL: Psychometric Evaluation

of an Audio Recording-based Instrument to Assess Teachers’ Implementation of Evidence-Based Classroom Management Skills” PI: Nicholas A. Gage, Co-PIs: Kristy Boyer, Carole Beal, & Ashley S. MacSuga-Gage – unfunded $99,626

2015 American Pediatric Association, “Psychometric Evaluation of the Cognitive and Reading

Assessment Tool for iPad (CRATI) to Identify Preschoolers At-Risk for Dyslexia”, PI: Nicholas A. Gage, Co-PI: Linda Lombardino – unfunded $15,959

2015 National Institute of Health, Loan Repayment Program, “Psychometric Evaluation of the

PK-CRATI to Identify Preschoolers At-Risk for Dyslexia” PI: Nicholas A. Gage, Faculty Advisor: Linda Lombardino – unfunded $70,000

2015 Institute of Education Sciences, U.S. Department of Education, “Project PARTICL:

Psychometric evaluation of an Audio Recording-based Instrument to Assess Teachers’ Implementation of Evidence-Based Classroom Management Skills”, Topic: Social and Behavioral Outcomes to Support Learning, Goal 5: Measurement (Development/Refinement Project) PI: Nicholas A. Gage Co-PI: Ashley S. MacSuga-Gage – unfunded $1,332,283


2014 Office of Special Education Programs, U.S. Department of Education, “Project ExSELERaTE (Exceptional Special Education Leaders in Experimental Research and Teacher Education): Developing the Next Generation of Special Education Scholars” PI: Holly Lane & Co-PI: Nicholas A. Gage unfunded $

2014 University of Florida Opportunity Grant, “Project ENGAGE: Evaluating the Relationship

Between Classroom Management and Student Engagement” PI Nicholas A. Gage, Co-PI: Timothy Vollmer, & Co-PI: Ashley S. MacSuga-Gage – unfunded $1,250,000

2014 National Institute of Health (NIH) R01, “Trajectories of co-morbid behavior challenges in adolescents with intellectual disabilities” PI: Fran Conners & Co-PI: Nicole Swoszowski, University of Alabama; Statistical Consultant- Nicholas A. Gage - unfunded

2011 Institute of Education Sciences Goal 1 Social and Behavioral Outcomes to Support

Learning- “An exploratory examination of the effects of co-teaching with students with emotional and behavioral disorders” PI: Timothy Landrum & Co-PI: Nicholas A. Gage - unfunded

9. AWARDS

2017 Excellence Award for Assistant Professors, University of Florida 2015 Association of Positive Behavior Support (APBS) Ted Carr Early Career Research

Award, APBS International 2011 Council for Children with Behavioral Disorders Carl Fenichel Memorial Research Award

for Meta-analysis of Single-Subject Research Using Hierarchical Linear Modeling: Empirical Examination of the Procedure and Functional Behavior Assessment-based Intervention.

2010 Doctoral Student Scholar of the Year Award- Department of Special Education,

University of Missouri 2008 Leadership in Behavior Disorders Grant- Department of Special Education, University of

Missouri 2007 Service Excellence Award- Thompson Center for Autism and Neurodevelopmental Disorders

Documents

Dissertation Areas of Expertise · based bullying: A latent class growth model analysis. School Psychology Quarterly, 29, 256-271. doi: 10.1037/spq0000064 Gage, N. A. (2014). Students