DAN ZHANG

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dalun@tamu.edu

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DAN ZHANG Associate Dean for Faculty Affairs

Associate Dean for Faculty Affairs

EDUCATIONAL PSYCHOLOGY

OFFICE OF THE DEAN

Curriculum Vitae

Dr. Dan (Dalun) Zhang is Professor of Special Education, Associate Dean for Faculty Affairs, and Director of the Center on Disability and Development at Texas A&M University. His research interest is centered on assisting youth with disabilities to make a successful transition from high school to adulthood. Over the course of his career, Dr. Zhang has been able to secure over $36 million in external funding for research, teaching, and demonstration projects. He has published over 86 research papers in peer-reviewed refereed journals, several book chapters, and many reports. Dr. Zhang has delivered over 100 research and keynote presentations at international/national levels. Dr. Zhang served as Chair of the Special Education Program, Research Coordinator, Center Director, and Interim Associate Dean for Faculty Affairs. He also served as Vice President, Vice Chair, President-elect, and President for different professional organizations, including the American Association on Intellectual and Developmental Disabilities, the Division on Career Development and Transition of the CEC and the Council on Research and Evaluation of the AUCD (Association of University Centers on Disabilities). In addition, Dr. Zhang has served on the editorial boards of several journals.

Education

Ph.D., Special Education, University of New Orleans (1998)

M.Ed., Special Education, University of New Orleans (1994)

M.A., Educational Theory, East China Normal University (1987)

B.A., Education, East China Normal University (1983)

COURSES TAUGHT

EPSY636. Techniques Of Research

2009B,2008B

EPSY683. Field Practicum In

2007A

EPSY685. Directed Studies

2008C,2006B

EPSY685. DIRECTED STUDIES

2018A,2017B

SPED619. CRITCL RESRCH PRACT SPED

2017C,2016C

SPED623. SELF DETERMINATION & ADV

2015B

SPED632. Trans Fr School To Work

2007C,2006C,2005C

SPED632. TRANS FR SCHOOL TO WORK

2014C

SPED683. Field Practicum

2009B,2009A,2008C,2008B,2008A

SPED684. Professional Internship

2009A,2006B

SPED685. Directed Studies

2008C,2008B,2007C,2007A,2006B

SPED685. DIRECTED STUDIES

2019C,2018C,2018B,2017B,2017A

SPED685. Drct Stds: In-absentia

2007C

SPED689. Special Topics In Multicltrl Spec Education

2008C

SPED689. Special Topics In Slf Dtrmntn And Advc

2009B,2008B

FORMER DOCTORAL STUDENTS

Melina Renee Cavazos, Ph.D. (Fall 2021)

Yi-Fan Li, Ph.D. (Summer 2021)

Jaime Duran (Fall 2013)

Eric Roberts (Spring 2013)

Jacqueline Pacha (Spring 2013)

Song Ju (Summer 2012)

Cheryl Grenwelge (Spring 2010)

Leena Jo Landmark (Fall 2009)

SELECTED PUBLICATIONS

Books and Monographs

Martin, J. E., & Zhang, D. (2020). Student involvement in the transition process. In M. L. Wehmeyer, & K. W. Webb (Eds.). Handbook of Adolescent Transition Education for Youth with Disabilities. New York: Routledge.

Landmark, L. J., & Zhang, D. (2013). Compliance and best practices in transition planning: Effects of disability and ethnicity. Remedial and Special Education, 34, 113-125. doi: 10.1177/0741932511431831

Ju, S., Byrns, G., & Zhang, D. (2010). Teaching math to students with significant disabilities. College Station, TX: Texas A&M University

Journal Articles

Landmark, L. J., & Zhang, D. (2019). Self-determination at a career and technical school: Observations of IEP meetings. Advances in Neurodevelopmental Disorders. doi: 10.1007/s41252-019-0096-6

Zhang, D., Roberts, E., Landmark, L. J., & Ju, S. (2019). Effect of self-advocacy training on students with disabilities: Adult outcomes and advocacy involvement after participation. Journal of Vocational Rehabilitation.

Zhang, D. Walker, J. M., Leal, D. R., Landmark, L. J., & Katsiyannis, A. (2019). A call to society for supported decision-making: Theoretical and legal reasoning. Jounral of Child and Family Studies. doi: 10.1007/s10826-019-01381-0

Song, J., Zhang, D., & Landmark, L (2018). Culturally and Linguistically Diverse Family Involvement in Transition Planning: A Research Synthesis. Journal of Special Education Leadership, 31, 16-23.

Zhang, D., Grenwelge, C., & Petcu, S. (in press). Preparing individuals with disabilities for inclusive employment through the Postsecondary Access and Training in Human Services (PATHS) Program. Inclusion.

Landmark, L.J., Zhang, D., Ju, S., McVey, T. C., & Ji, M.Y. (2017). Experiences of disability advocates and self-advocates in Texas. Journal of Disability Policy Studies, 27, 203-211.

Boles, M. B., Ganz, J. B., Hagan-Burke, S., Gregori, E. V., Neely, L., Mason, R. A., Zhang, D., & Willson, V. (2016). Quality review of single-case studies concerning employment skill interventions for individuals with developmental disabilities. Cadernos de Educac[227][227]o (UFPel), 53, 15-51

Tass[233], M. J., Schalock, R. L., Thissen, D., Balboni, G., Bersani, H., Borthwick-Duffy, S.A., Spreat, S., Widaman, K.F., Zhang, D. & Navas, P. (2016). Development and standardization of the Diagnostic Adaptive Behavior Scale: Application of item response theory to the assessment of adaptive behavior. American Journal on Intellectual and Developmental Disabilities, 121, 79-94

Zhang, D., Peng, X., Yalvac, B., Eseryel, E., *Nadeem, U., & *Islam, A. (In Press) Integrating student-made screencasts into computer-aided design education, Computer-Aided Design & Applications.

Barrett, D. E., Ju, S., Katsiyannis, A. & Zhang, D. (2015). Females in the juvenile justice system: Influences on delinquency and recidivism. Journal of Child and Family Studies, 24, 427-433

Barrett, D. E., Katsiyannis, A., Zhang, D. & Kingree, J.B. (2015). Predictors of teen childbearing among delinquent and non-delinquent females. Journal of Child and Family Studies, 24, 970-978

Ju, S., Kortering, L., Osmani, K., & Zhang, D. (2015). Vocational rehabilitation transition outcomes: A look at one state's evidence. Journal of Rehabilitation, 81(2) 47-58.

Balboni, G., Tasse[180][180], M. J., Schalock, R. L., Borthwick-Duffy, S. A., Spreat, S., Thissen, D., Widaman, K. F., Zhang, D., & Navas, P. (2014). The Diagnostic Adaptive Behavior Scale: Evaluating its diagnostic sensitivity and specificity. Research in Developmental Disabilities, 35, 2884-2893.

Barrett, D. B., Katsiyannis, A., Zhang, D., & Zhang, D. (2014). A structural equation modeling analysis of influences on juvenile delinquency. Behavioral Disorders, 113-127.

Barrett, D.E., Katsiyannis, A., Zhang, D. & Zhang, D. (2014). Delinquency and recidivism: A multi-cohort, matched -control study of the role of early adverse experiences, mental health problems and disabilities. Journal of Emotional and Behavioral Disorders, 22, 3-15. Doi: 10.1177/1063426612470514. [CIF: 2.36]

Ju, S., Pacha, J., Moore, K., & Zhang, D. (2014). Employability skills for entry-level employees with and without disabilities: A comparison between the perspectives of educators and employers. Journal of Vocational Rehabilitation, 40, 203-212.

Roberts, E., Ju, S., & Zhang, D. (2014). Review of practices that promote self-advocacy for students with disabilities. Journal of Disability Policy Studies. [CIF: 1.095]

Zhang, D., Katsiyannis, A., Ju, S., & Roberts, E. L. (2014). Minority representation in special education: Five-year trends. Journal of Child and Family Studies, 23, 118-127. doi: 10.1007/s10826-012-9698-6

Bowman-Perrott, L., Benz, M. R., *Hsu, H., Kwok, O., *Eisterhold, L., & Zhang, D. (2013).Patterns and predictors of disciplinary exclusion over time: An analysis of the SEELS National dataset. Journal of Emotional and Behavioral Disorders, 21(2), 83-96. (Published online first October 13, 2011.)

Duran, J.B., Zhou, Q., Frew, L.A., Kwok, O., & Benz, M.R. (2013). Disciplinary exclusion and students with disabilities: The mediating role of social skills. Journal of Disability Policy Studies, 24(1), 15-26

*Grenwelge, C., & Zhang, D. (2013). The effects of youth leadership training on self-advocacy of youth with disabilities: Implications for policies and practices. Journal of Disability Policy Studies, 24, 158-169

Ju, S., Zhang, D., & Katsiyannis, A. (2013). The causal relationship between academic self-concept and academic achievement for students with disabilities: An analysis of SEELS data. Journal of Disability Policy Studies, 24, 4-14. Doi: 10.1777/1044207311427727

*Landmark, L. J., *Roberts, E., & Zhang, D. (2013). Educators' beliefs and practices about parent involvement in transition planning. Career Development and Transition for Exceptional Individuals, 36, 114-123

Ju, S., Zhang, D., & Pacha, J. (2012). Employability skills valued by employers as important for entry-level employees with and without disabilities. Career Development for Exceptional Individuals, 35, 29-38

Tasse, M. J., Schalock, R. L., Balboni, G., Bersani, H., Borthwick-Duffy, S. A., Spreat, S., Thissen, D., Widaman, K. F., & Zhang, D. (2012). The construct of adaptive behavior: Its conceptualization, measurement, and use in the field of intellectual disability. American Journal of Intellectual and Developmental Disabilities, 117, 291-303

Bowman-Perrott, L., Benz, M. R., *Hsu, H., Kwok, O., *Eisterhold, L., & Zhang, D. (2011). Patterns and predictors of disciplinary exclusion over time: An analysis of the SEELS national dataset. Journal of Emotional and Behavioral Disorders

*Hsu, H., Zhang, D., Kwok, O., & Li, Y. (2011). Distinguishing the influences of father and mother's involvement on adolescent academic achievement: Analyses of Taiwan Education Panel Survey data. Journal of Early Adolescence, 31, 694-714

Wehmeyer, M. L., Abery, B., Zhang, D., Ward, K., Willis, D., Amin, W. H., Balcazar, F., Ball, A., Bacon, A., Calkins, C., Heller, T., Goode, T., Jesien, G., McVeigh, T., Nygren, M., Palmer, S., & Walker, H. (2011). Personal self-determination and moderating variables that impact efforts to promote self-determination. Exceptionality, 19, 19-30.

Zhang, D., Barrett, D. E., Katsiyannis, A., & Yoon, M. (2011). Juvenile Offenders with and without Disabilities: Risks and Patterns of Recidivism. Learning and Individual Differences, 21, 12-18

Zhang, D., *Hsu, H. Y., Katsiyannis, A., Barrett, D. E., & *Ju, S. (2011). Adolescents with disabilities in the juvenile justice system: Patterns of recidivism. Exceptional Children, 77, 283-298

Zhang, D., *Hsu, H. Y., Kwok, O., Benz, M., & Bowman-Perrott, L. (2011). The impact of basic-level parent engagements on student achievement: Patterns associated with race/ethnicity and socioeconomic status (SES). Journal of Disability Policy Studies, 22, 28-39

Zhang, J. & Goodson, P. (2011). Acculturatio and psychosocial adjustment of Chinese international students: Examining mediation and moderation effects. International Journal of Intercultural Relations, 35, 614-627

Zhang, J. & Goodson, P. (2011). Predictors of international students' psychosocial adjustment to life in the United States: A systematic review. International Journal of Intercultural Relations, 35, 139-162

Barrett, D. E., Katsiyannis, A., & Zhang, D. (2010). Predictors of offense severity, adjudication, incarceration and repeat referrals for juvenile offenders: A multi-cohort replication study. Remedial and Special Education, 31, 261-275

Grenwelge, C., Zhang, D., & Landmark, L. (2010). Comprehensive leadership training for youth with disabilities: A new and improved youth leadership forum model. TEACHING Exceptional Children, 42(4), 61-68

Landmark, L. J., Ju, S., & Zhang, D. (2010). Substantiated best practices in transition: Fifteen plus years later. Career Development for Exceptional Individuals, 33, 165-176

Resch, J.A., Mireles, G., Benz, M.R., Grenwelge, C., Peterson, R., & Zhang, D. (2010). Giving parents a voice: A qualitative study of the challenges experienced by parents of children with disabilities. Rehabilitation Psychology, 55, 139-150

Zhang, D.D., Landmark, L.J., Reber, A., *Hsu, H., Kwok, O., & Benz, M. R. (2010). University faculty knowledge, beliefs, and practices in providing adequate services to students with disabilities. Remedial and Special Education, 31, 276-286

Zhang, D., Landmark, L., Grenwelge, C., & Montoya, L. (2010). Self-determination practices among culturally diverse families: Parental perspectives. Education and Training in Developmental Disabilities, 45, 175-186

Zhang, D., Willson, V., Katsiyannis, A., Barrett, D. E., Ju, S., & Wu, J. Y. (2010). Truancy offenders in the juvenile justice system: A multi-cohort replication study. Behavioral Disorders, 25, 229-242

Katsiyannis, A., Zhang, D., Landmark, L., & Reber, A. (2009). Postsecondary education for individuals with disabilities: Legal and practice considerations. Journal of Disability Policy Studies, 20, 35-45

Katsiyannis, A., Ryan, J. B., Zhang, D., & Spann, A. (2008). Juvenile delinquency and recidivism: The impact of academic achievement. Reading and Writing Quarterly, 24, 177-196.

Katsiyannis, A., Zhang, D., & Conroy, M. (2008). District-level administrators' perspectives on the implementation of functional behavior assessment in schools. Behavioral Disorders, 34, 14-26

Katsiyannis, K., Zhang. D., Ryan, J. B., & Jones, J. (2007). High stakes testing and students with disabilities: Challenges and promises. Journal of Disability Policy Studies, 18, 160-167.

Landmark, L. J., Zhang, D. D., & Montoya, L. (2007). Culturally diverse parents' experiences in their children's transition: Knowledge and involvement. Career Development for Exceptional Individuals, 30, 68-79.

Zhang, D., Katsiyannis, A., Barrett, D. E., & Willson, V. L. (2007). Truancy offenders in the juvenile justice system: Examinations of first and second referrals. Remedial and Special Education, 28, 244-256.

Zhang, D., Katsiyannis, A., & Kortering, L. (2007). Performance on exit exams by students with disabilities: a four-year analysis. Career Development for Exceptional Individuals, 30, 48-57.

Barrett, D. E., Katsiyannis, A., & Zhang, D. (2006). Predictors of offense severity, adjudication, incarceration and repeat violations for adolescent male and female offenders. Journal of Child and Family Studies.

Zhang, D. (2006). Parent practices in facilitating self-determination skills: The influences of culture, socioeconomic status, and children's special education status. Research and Practice for Persons with Severe Disabilities, 30, 154-162. (Special Issue on Self-Determination).

Zhang, D., & Benz, M.R. (2006). Enhancing self-determination of culturally-diverse students with disabilities: Current status and future directions. Focus on Exceptional Children, 38(9), 1-12.

Katsiyannis A., Zhang, D., Woodruff, N., & Dixon, A. (2005). Transition supports to students with mental retardation: An examination of data from the National Longitudinal Tranisition Study 2. Education and Training in Developmental Disabilities, 40, 109-116.

Riccommini, P.J., Zhang, D., & Katsiyannis, A. (2005).Promising interventions for reducing aggressive behavior and drop-out rates. Journal of At Risk Issues, 2(2), 11-16.

Zhang, D., Ivester, J., Chen, L.J. & Katsiyannis, A. (2005). Perspectives on transition practices. Career Development for Exceptional Individuals, 28, 15-25.

Zhang, D., Ivester, J., & Katsiyannis, A. (2005). Teachers View of Transition Services in South Carolina: Results form a Statewide Survey. Education and Training in Developmental Disabilities, 40, 360-367.

Zhang, D., & Law, B. H. (2005). Self-determination as a dropout prevention strategy. Journal of At Risk Issues, 11(2), 25-31.

Zhang, D., Wehmeyer, M.L., & Chen, L.J. (2005). Parent and teacher engagement in fostering sSelf-determination in students with disabilities: A comparison between the U.S. and the R.O.C. Remedial and Special Education, 26, 55-64.

Chen, L. J, & Zhang, D. (2004). Important laws for individuals with disabilities in the U.S.: An introduction. East Taiwan Special Education Journal, 19, 41-47.

Katsiyannis, A., Zhang, D., & Barrett, D. (2004). Background and psychosocial variables associated with recidivism among adolescent males: A three-year investigation. Journal of Emotional and Behavioral Disorders, 12, 23-29.

Zhang, D., Katsiyannis, A., & Herbst, M. (2004). Discplinary exclusions in special education: A four-year analysis. Behavorial Disorders, 29, 337-347.

Zhang, J., Zhang, D., & Chen, L. (2004). Validity and reliability of Wood Motor Success Screening Tool for children with disabilities. Perceptual and Motor Skills, 99, 1251-1256.

Chen, L. J., & Zhang, D. (2003). Transition services in Taiwan: A comparison between service need and services received. Education and Training in Mental Retardation and Developmental Disabilities, 38, 334-340.

Katsiyannis, A., Zhang, D., & Conroy, M. (2003). Availability of special education teachers: Trends and issues. Remedial and Special Education, 24, 246-253.

Zhang, D. (2003). Email with special education teachers: An innovative way for college special education majors to link course contents to classroom experiences. Special Education Technology Practice, 5(1), 22-26.

Katsiyannis, A., Zhang, D., & Archwamety, T. (2002). Placement and exit trends of students with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 37, 134-145.

Katsiyannis, A., Zhang, D., & Frye, T. (2002). Recent developments in special education litigation. Principal Leadership, April, 49-53.

Zhang, D., & Katsiyannis, A. (2002). Minority representation in special education: A persistent challenge. Remedial and Special Education, 23, 180-187.

Zhang, D., Katsiyannis, A., & Zhang, J. (2002). Teacher and parent practice on fostering self-determination of high school students with mild disabilities. Career Development for Exceptional Individuals, 25, 157-169.

Zhang, J., & Zhang, D. (2002). Concurrent validity and intrarater reliability of Wood Motor Success Screening Tool for Children with Disabilities. Research Quaterly for Exercise and Sport, 73(1), 108-109.

Everson, J.M., Zhang, D., & Guillory, J.D. (2001). A statewide investigation of IEPs and transition pages in Louisiana. Career Development for Exceptional Individuals, 24, 37-49.

Katsiyannis, A., & Zhang, D. (2001). Transistion services for students with disabilities: An established responsibility for building administrators. Principal Leadership, 1(7), 38-43.

Zhang, D. (2001). Self-determination and inclusion: Are students with mild mental retardation more self-determined in regular classrooms? Education and Training in Mental Retardation and Developmental Disabilities, 36, 357-362.

Zhang, D. (2001). The effect of "Next S.T.E.P." instruction on the self-determination skills of high school students with learning disabilities. Career Development for Exceptional Individuals, 25, 121-132.

Zhang, D., & Stecker, P. (2001). Student involvement in transition planning: Are we there yet? Education and Training in Mental Retardation and Developmental Disabilities, 36, 293-303.

Everson, J., & Zhang, D. (2000). Person-centered planning: Characteristics, inhibitors, and supports. Education and Training in Mental Retardation and Developmental Disabilities, 35, 36-43.

Zhang, D. (2000). The effect of self-determination instruction on high school students with mild disabilities. Louisiana Education Research Journal, 25(1), 29-54.

Zhang, D., & Godsahll, J. (2000). Identifying and meeting the training needs of parents of individuals with developmental disabilities: What do the parents say? Journal of Intellectual Disability Research, 44, 524.

Zhang, D., Everson, J.M., & Goodstone, J.L. (1998). A statewide investigation of school districts' practices on collecting follow-up data of special education graduates. Louisiana Education Research Journal, 23, 89-99.

Zhang, D., Everson, J.M., & Stiegler, B. (1998). Program manager survey: Demographics, self-reported training needs, and preferred training formats. Career Development for Exceptional Individuals, 21, 173-186.

Book Chapters

Katsiyannis, A., Zhang, D., & Mackiewicz, S.M. (2012). Promising practices for effective transition for students with emotional and behavioral disorders. In J. Bakken, F. Obiakor, & T. Rotatori (Eds.), Behavioral Disorders: Current Perspectives and Issues (157-178). Advances in Special Education Series: Emerald Group Publishing Limited