Photo of KIMBERLY VANNEST
KIMBERLY VANNEST
Office#: 604 Harrington Office Building
209 HEATON
Mail Stop: 4225
Office Phone: (979) 862-3881
E-mail:
Other Title: Leadership Fellow in Research
Primary Emphasis Area: Special Education
Vita: View Document
Web Site: http://d2k.tamu.edu/https://singlecaseresearch.o
Short Bio
Dr. Kimberly Vannest is a Professor in the Special Education program within the Educational Psychology Department and a Research Faculty Fellow in the College of Education and Human Development at Texas A&M University. She is a co-Pi or PI on four funded programs through IES, DoDea, and TEA.

Research interests involve the prevention and treatment of Emotional and Behavioral Disorders in children and youth, the identification of evidence-based practices, and single case experimental design methodology. She is an advocate to improve the support and training for the teachers and clinicians who provide these services through online and on-demand professional development.

Has published more than 100 academic works including journal articles, encyclopedias, books, book chapters, software, and parent guides. She has served as a PI, co-PI, or leadership team member for extramural funded projects with the National Science Foundation, the Department of Defense Education Activities, the Texas Education Agency, and the Institute for Education Sciences. She has also received awards and fellowships for her research, teaching, and service.

Dr. Vannest is currently or has reviewed for a large number of journals, serves on editorial boards for leading journals in the filed, grant reviews for NSF and IES, engages in graduate program accreditation reviews for other US and international University programs. Graduated doctoral students hold positions in state leadership, tier-one research universities, and school districts in the US.
Research Interests
Interventions for Students with Emotional & Behavioral Disorders
Military Connected Children Youth and Families
Single Case Research
Publications (journal articles, books, book chapters)*

1. Morin, K., Ganz, J. B., Vannest, K. J., *Haas, A., *Nagro, S., Peltier, C., *Fuller, M., & *Ura, S. (2018 online first October). A systematic review of single-case research on video analysis as professional development for special educators. Journal of Special Education. (IF = 2.26)

2. Vannest, K.J., *Peltier, C. & *Haas, A. (2018). Explicit and transparent reporting of effect sizes. Research in Intellectual and Developmental Disabilities, 79, 10-18. (IF 1.82)

3. *Peltier, C., Vannest, K. J., & *Marbach, J. (2018). The effects of schema instruction on students[48]19 mathematical problem solving: A single case meta-analysis. The Journal of Special Education, 52 (2), 89-100. (IF 2.262) *

4. Peltier, C., & Vannest, K. J. (2017). A meta-analysis of schema instruction on the problem solving performance of elementary students. Review of Educational Research, 87 (5), 889-920. Online first July 2017 *

5. Ganz, J. B., Morin, K., Foster, M. J., Vannest, K. J., Genc, D., Gregori, E., & Gerow, S. (2017). High-technology augmentative and alternative communication for individuals with intellectual and developmental disabilities and complex communication needs: A meta-analysis. Augmentative and Alternative Communication. 33(4), 224-238. *

6. *Peltier, C., & Vannest, K. J. (2017). The effects of schema-based instruction on the mathematical problem solving of students with emotional and behavioral disorders. Behavioral Disorders. Online first May 2017 DOI: 10.1177/0198742917704647 (IF .972)

7. Peltier, C., & Vannest, K. J. (2017). Using the concrete representational abstract (CRA) instructional framework for mathematics with students identified with an emotional or behavioral disorder. Preventing School Failure. Online first August 2017 DOI: 10.1080/1045988X.2017.1354809 *

8. Soares, D.A., Harrison, J.R., Vannest, K.J. & McClelland, S.S. (2016). Effect size for token economy use in contemporary classroom settings: A meta-analysis and moderator analysis of single case research. School Psychology Review, 45 (5) 379-399

9. Peltier, C., & Vannest, K.J. (2016). Schema-based strategy instructional and the mathematical problem solving performance of two students with emotional or behavioral disorders. Education and Treatment of Children. 36, 521-543 *

10. Soares, D.A. George, C. C., & Vannest (2016). Screening and Progress Monitoring in Secondary Schools. In J. Harrison, B. Schultz, & S. Evans. School Mental Health Services for Adolescents. New York: Oxford University Press

Show All

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

Meta-Analyses of Variables Related to Instruction in Augmentative and Alternative Communication Implementation. (Co-PI)
US Department of Education - Institute of Education Sciences (Federal)
2018/09/01 - 2020/08/31
Total Funding: 600,000.

Board-certified Behavior Analyst Training for Teachers/Paraprofessionals: Preparing Researchers, Educators, & Parents (PREP): Tools for Autism and Behavior. (Co-I)
Texas Higher Education Coordinating Board (State)
2018/08/08 - 2020/06/30
Total Funding: 591,868.

Project TACTICAL. (PI)
Bossier Parish ISD - Department of Defense (Federal)
2017/09/25 - 2022/03/24
Total Funding: 30,000.

Project SOAR: Supporting Opportunities for Achievement and Resilience. (PI)
Bossier Parish ISD - Department of Defense (Federal)
2016/09/01 - 2021/08/31
Total Funding: 134,501.
Courses Taught
2018 - 2019
EPSY 685, EPSY 691, SPED 685, SPSY 691
2017 - 2018
EPSY 691, SPED 642, SPED 684, SPED 685, SPSY 691
2016 - 2017
EPSY 685, EPSY 691, SPED 642, SPED 683, SPED 685
2015 - 2016
EPSY 630, EPSY 691, SPED 642, SPED 683, SPED 685, SPSY 685
2014 - 2015
EPSY 630, SPED 642, SPED 683, SPED 685
2013 - 2014
EPSY 630, SPED 642
2012 - 2013
SPED 642, EPSY 630, EPSY 691, SPED 683, SPED 685
2011 - 2012
EPSY 630, EPSY 691, SPED 685, SPSY 691
2010 - 2011
CPSY 685, EPSY 685, EPSY 691, SPED 642, SPED 683, SPED 685, SPSY 691
2009 - 2010
EPSY 691, SPED 642, SPED 685, SPSY 691
2008 - 2009
CPSY 685, EPSY 691, SEFB 684, SPED 683, SPED 684, SPED 689, SPSY 691, EPSY 682, SPED 685
2007 - 2008
EPSY 685, EPSY 691, SPED 685, SPED 689, EPSY 485, EPSY 682, SEFB 618
2006 - 2007
EPSY 684, EPSY 691, SPED 615, SPED 683, SPED 684, SPED 685, EPSY 682, EPSY 685
2005 - 2006
EPSY 682, EPSY 683, EPSY 685, EPSY 691, SEFB 471, SEFB 618, SPED 683, SPED 642, SPED 685
2004 - 2005
EPSY 485, SEFB 442, SEFB 471, SEFB 684, SPED 615, SPED 683, SPED 685, EPSY 683, SPED 642
2003 - 2004
EPFB 210, EPSY 691, SEFB 442, SEFB 471, SEFB 610, SEFB 684, SPED 615, SPED 617, SPED 642, SPED 683, SPED 685
2002 - 2003
EPFB 210, EPSY 485, EPSY 685, SEFB 425, SEFB 471, SEFB 610, SEFB 618, SEFB 684, SPED 615, SPED 617, SPED 642, SPED 683, SPED 685
2001 - 2002
CDED 617, EPSY 685, SEFB 471, SEFB 610, SPED 302, SPED 615, SPED 617, SPED 685
Former Doctoral Students
Tufan Adiguzel (Summer, 2008), Ph.D.
Catherine George (Fall, 2008), Ph.D.
Kimberly Harvey (Fall, 2008), Ph.D.
Judith R. Harriso (Spring, 2009), Ph.D.
David Kahn (Summer, 2011), Ph.D.
Denise Soares (Fall, 2011), Ph.D.
Susan Bruhl (Spring, 2012), Ph.D.
Benjamin Mason (Fall, 2012), Ph.D.
Wole Peters (Spring, 2013), Ph.D.
Bonnie Haecker (Fall, 2013), Ph.D.
John Davis (Summer, 2015), Ph.D.
Kristi Morin (Summer, 2017), Ph.D.
Corey James Peltier (Fall, 2017), Ph.D.
Editorial Positions

Editorial Board Member (2018 - ). Beyond Behavior

Editorial Board Member (2018 - ). Teaching Exceptional Children

Editorial Board Member (2008 - ). Behavioral Disorders

Awards

(2007). Montague Teaching Scholar.  Center for Teaching Excellence, Texas A & M University.

(2007). Outstanding New Faculty Member.  CEHD, TAMU

(2005). Fish Camp Namesake.  Associated Student Body, TAMU

(2004). Regents Fellow.  Regents Initiative, TAMU

EPSY Faculty   |   EPSY Staff