647 EDCT
Bilingual and English as a Second Language Education
School Psychology
Special and Bilingual Education
Special Education

Associate Professor
Curriculum Vitae
Scholar@TAMU Profile:
Google Scholar Profile:
Resources and Web Sites
Research Interests
Meta-Analysis of Single-Case Research
Academic and Behavioral Interventions for Students with or at-risk for Emotional and Behavioral Disorders
Multi-tiered Systems of Support for English Language Learners With and Without Disabilities
Mega Reviews
Dr. Bowman-Perrott is an Associate Professor in the Department of Educational Psychology at Texas A&M University, and previously worked as an Assistant Research Professor at the Juniper Gardens Children's Project research center with the University of Kansas. She has directed and co-directed federal grant projects funded through the Office of Special Education Programs (OSEP) and the Office of English Language Acquisition (OELA). Her research across the years has broadly focused on effective academic and behavioral interventions for students at-risk of school failure. The natural progression of her research with interventions in schools led her to investigate the efficacy of widely-used interventions through meta-analysis, a statistical procedure that summarizes findings from independent studies to allow for the comparison of treatment effects across participant and intervention variables. Meta-analysis (with the application of quality standards) allows research to be more readily translated into practice by determining for whom and under what conditions a given intervention is most effective. Dr. Bowman-Perrott’s research agenda also includes examining outcomes for students who are culturally and linguistically diverse (including English learners), The goal of her research is to help researchers and practitioners gain a better understanding of interventions that improve (and factors that contribute to) students’ academic, behavioral, and social success.
Ph.D., Education, University of Virginia (2001)
M.Ed., M.Ed., Agency Counseling, College of William and Mary (1993)
B.A., Psychology, Hampton University (1991)
2013C, 2013A, 2010A, 2010C, 2011C
SEFB442. Stdnts Emo Dis And Beh Dis
2009A, 2008A, 2008C, 2007A
2020C,2019C,2019A,2018C,2018A, 2013A, 2013C, 2014C
SPED 442. Teaching Students with Emotional and Behavioral Disorders
Research-based techniques and materials used in the instruction of students who have emotional and behavioral disorders across a variety of classroom and other educational environments; includes identification and assessment issues, placements, family involvement, and historical and legal issues.
SPED620. Bilingual Special Educ
2009B, 2008B
2020C,2019C,2017B,2016B,2015B, 2012C, 2013C, 2014C
SPED 621. Overview of Exceptional Children
2022C, 2021C, 2019A, 2018A, 2017A, 2016A, 2015A
SPED683. Field Practicum
Heather Dulas, Ph.D. (Fall 2022)
Valeria Yllades, Ph.D. (Summer 2021)
Claudia Dunn, Ph.D. (Spring 2021)
Kelsey Marie Ragan (Summer 2019)
Celal Perihan (Summer 2018)
Nan Zhang (Fall 2016)
Sharon Renee Hamrick De Marin (Summer 2016)
Samar Jameel Zaini (Spring 2016)
Books and Monographs
Boon, R., Burke, M. D., & Bowman-Perrott, L. (Eds.) (2020). Literacy Instruction forStudents with Emotional and Behavioral Disorders: Research-Based Interventions for the Classroom. Information Age Publishing: Charlotte, NC.
Riccio, C. A., Dennison, A., & Bowman-Perrott, L. (2014). Individual assessment of specific academic areas. In S. G. Little & A. Akin-Little (Eds.), Academic assessment and intervention, New York: Routledge. [published with student]
Journal Articles
Bowman-Perrott, L., Gilson, C., Boon, R. T., & Ingles, K. E. (2023). Peer-mediated interventions for students with autism and developmental disabilities: A systematic review of reviews. Developmental Neurorehabilitation, 1-21 (online first). [published with student]
Dong, X., Sanchez, L., Burke, M., & Bowman-Perrott, L., (2023). Evidence from single-case research on social skills interventions for preschoolers with EBD: A scoping review and application of quality indicators. Psychology in the Schools, 1-6 (online first). [published with student]
Bowman-Perrott, L., Ragan, K., Boon, R., & Burke, M. D. (2022). A systematic synthesis of peer tutoring interventions for students with and at-risk for emotional/behavioral disorders. Behavior Modification. doi: 10.1177/01454455221118359 [published with student]
Yllades, V., Pierson, L., Bowman-Perrott, L., & Dunn, C. (2022, Winter). Mapping review of individuals who are bilingual with autism spectrum disorders. Journal of the American Academy of Special Education Professionals (Online). [published with student]
Perihan, C., Burke, Mack D., Bowman-Perrott, L., & Bocanegra, J. (2021). Assessment and
treatment of anxiety in children and adolescents with ASD: A systematic review. Advances in Autism.
Perihan, C., Burke, M. D., Bowman-Perrott, L., Bicer, A., Gallup, J., Thompson, J., Sallese, M. (2020). Effects of cognitive behavioral therapy for reducing anxiety in children with high functioning ASD: A systematic review and meta-analysis. Journal of Autism and Developmental Disorders, 50, 1958-1972. Published first online February 27, 2019. [published with student]
Campbell, A., Bowman-Perrott, L., Burke, M. D., & Sallese, M. R. (2018). Reading, writing, math, and content-area interventions for improving behavioral and academic outcomes of students with emotional and behavioral disorders. Learning Disabilities: A Contemporary Journal, 16(2), 119-138. [published with student]
Bowman-Perrott, L., de Marin, S., Mahadevan, L., & Etchells, M. (2016). Academic, social, and linguistic outcomes of English language learners participating in peer tutoring interventions: A systematic review. Education and Treatment of Children, 39(3), 359-388. [published with student]
Hutchins, N., Burke, M. D., Hatton, H., & Bowman-Perrott, L. (2016). Social skills interventions for students with challenging behavior: Evaluating the quality of the evidence base. Remedial and Special Education. doi: 10.1177/0741932516646080 [published with student]
Bowman-Perrott, L., Burke, M. D., de Marin, S., Zhang, N., & Davis, H. (2015). A meta-analysis of single-case research on behavior contracts: Effects on behavioral and academic outcomes among children and youth. Behavior Modification, 39, 247-269. [published with student]
Bowman-Perrott, L., Burke, M. D., Zaini, S., & Zhang, N., & Vannest, K. (2015). Promoting positive behavior using the Good Behavior Game: A meta-analysis of single-case research, Journal of Positive Behavioral Interventions, 1-11 [published with student]
Burke, M. D., Boon, R. T., Hatton, H., & Bowman-Perrott, L. (2015). Reading interventions for middle and secondary students with emotional and behavioral disorders: A quantitative review of single-case studies. Behavior Modification, 39(1), 43-68. doi: 10.1177/0145445514547958 [published with student]
Bowman-Perrott, L., Burke, M., Zhang, N., & Zaini, S. (2014). Direct and collateral benefits of peer tutoring on social and behavioral outcomes: A meta-analysis of single-case studies. School Psychology Review, 43, 260-285 [published with student]
Burke, M. D., Boon, R. T., Hatton, H., & Bowman-Perrott, L. (2014). Reading interventions for middle and secondary students with emotional and behavioral disorders: A quantitative review of single-case studies, Behavior Modification [published with student]
Bowman-Perrot, L., Davis, H., Vannest, K. J., Williams, L., Greenwood, C. R., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School Psychology Review, 42 (1), 39-59. [published with student]
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.) [published with student]
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. [published with student]
Bonner, F., Lewis, C., Bowman-Perrott, L., Hill-Jackson, V. & James, M. (2010). Definition, identification, identity and culture: A unique alchemy impacting the success of gifted African American males in school. Journal for the Education of the Gifted, 33(2), 176-202 [published with student]
Bowman-Perrott, L., Herrera, S. G., & Murry, K. (2010). Complexities in learning to read and reading to learn for English language learners. Reading and Writing Quarterly, 26(1), 91-107.
Bowman-Perrott, L. (2009). ClassWide Peer Tutoring: An effective strategy for students with emotional and behavioral disorders. Intervention in School and Clinic, 44(5), 259-267.
Bowman-Perrott, L. & Lewis, C. (2008). An examination of reading achievement and discipline data for elementary and secondary African American students: Implications for special education. Multicultural Learning & Teaching, 3(2), 73-98.
Kamps, D. M., Greenwood, C., Arreaga-Mayer, C., Veerkamp, M. B., Utley, C., Tapia, Y., Bowman-Perrott, L., & Bannister, H. (2008). The efficacy of ClassWide Peer Tutoring in Middle Schools. Education and Treatment of Children, 31(2), 119-152.
Bowman-Perrott, L., Greenwood, C., & Tapia, Y. (2007). The efficacy of CWPT used in secondary alternative school classrooms with small teacher/pupil ratios and students with emotional and behavioral disorders. Education and Treatment of Children, 30(3), 65-87.
Bowman, L. (2005). Grade retention: Is it a help or hindrance to student academic success? Preventing School Failure, 49(3), 42-46
Bowman, L. (2004). Early identification of middle school at-risk students with learning and behavioral disorders. Multiple Voices, 7(1), 48-59.
Kea, C. D., Penny, J. M., & Bowman, L. (2003). The experiences of African American students in special education master's programs at traditionally White institutions. Teacher Education and Special Education, 26(4).
Bowman, L. (2000). Juvenile delinquency among African American males: Implications for Special education. Multiple Voices, 4(1), 62-72.
Book Chapters
Bowman, L., Brown, B., Davis, C., Manno, C., & Olmeda, R. E. (2003). Personal reflections: Cultural factors. In J. M. Kauffman, Characteristics of emotional and behavioral disorders of children and youth (8th ed.). Upper Saddle River, NJ: Prentice-Hall.
Kea, C. D., Cartledge, G., & Bowman, L. (2002). Intervention techniques for African American learners with behavioral problems. In B. A. Ford and F. Obiakor (Ed.), Creating successful learning environments for African American learners with exceptionalities. Austin, TX: Pro-ED.
Bowman, L., Brown, B., Davis, C., Manno, C., & Olmeda, R. E. (2001). Personal reflections: Cultural factors. In J. M. Kauffman, Characteristics of emotional and behavioral disorders of children and youth (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
Project iLEER! Literacy, Language, and Social-Emotional Support for English Learners to Improve Reading Outcomes
Project ¡LEER! will develop and provide Multi-tiered Systems of Support (MTSS) and professional development (PD) to improve the reading outcomes of English Learners (ELs) with and without disabilities. Spanish is the predominant language commonly spoken by ELs in Texas where there is a critical need for services and support (90%; Texas Education Agency/Public Education Information Management System (PEIMS; 2018-2019). Project ¡LEER! in coordination with the Region 1 Education Service Center (see interim executive director letter of support) will provide PD to underserved areas of Texas within the Rio Grande Valley, where some of the highest concentrations of ELs (e.g., 30-40%) are enrolled. Moreover, Project ¡LEER! will partner with the San Antonio Independent School District (SAISD, see superintendent letter of support) to provide MTSS PD to schools with large percentages of ELs with and without disabilities.
Project DIVERSE: Doctoral Scholars Implementing Socially Valid Evidence-Based Practices and Research for Improving the Language, Literacy, and Social-Emotional Outcomes of Culturally and Linguistically Diverse Exceptional Learners
Project DIVERSE will prepare doctoral scholars focused on developing expertise in evidence- based practices (EBPs) focused on academic language, assessment, and social, emotional, and behavioral support for Culturally and Linguistically Diverse (CLD) Learners with disabilities. Project DIVERSE focuses on a "needs based" language and disability inclusive approach to special education that (a) cuts across disability areas, (b) emphases individualized intervention of learning and/or behavior difficulties within a prevention science framework, and (c) focuses on evidence-based practices to improve special education services for CLD learners with disabilities. Project DIVERSE represents an interdisciplinary collaboration between (1) Department of Educational Psychology at Baylor University (BU), (2) Department of Educational Psychology (Bilingual/ESL and Special Education Divisions) at Texas A&M University (TAMU), and (3) Departments of Interdisciplinary Learning and Teaching and Department of Bilingual-Bicultural Studies at The University of Texas at San Antonio (UTSA). Existing doctoral programs at the three participating universities will be leveraged to prepare fifteen doctoral scholars (five per university) to assume leadership positions at institutions of higher education with preparation in evidence-based interventions and advanced research methods focused on high need CLD learners with disabilities. Project DIVERSE scholars will participate in a rigorous, research-intensive, competency-based doctoral program that combines coursework in foundational and advanced research methods and active research participation with in-depth training in evidence-based practices. These doctoral scholars will be prepared to conduct socially valid educational and behavioral research that will contribute success, wellbeing, and flourishing of this population of learners.
Catapult Grant - Track One: Web-based effect size toolkit for the meta-analysis of SCED studies
Track One: Web-based effect size toolkit for the meta-analysis of SCED studies. School of Education and Human Development (SEHD) Catapult Research Seed Grant Program, Texas A&M University, College Station, TX.
Catapult Round 3 - Improving Quality of Life through a Culturally Responsive Lens: Developing Social-Emotional and Behavioral Supports for Culturally and Linguistically Diverse Students At-Risk for Emotional and Behavioral Disorders
Co-PI. TAMU College of Education & Human Development (State)
2016-12-01 — 2018-05-31
Doctoral Training Program in School Psychology/Special Education-Focus on Children who are English Language Learners
Co-PI. US Department of Education (Federal)
2011-01-01 — 2015-12-31
Doctoral training in school psychology/special education: Focus on children who are English language learners. U.S. Department of Education (CFDA 84.325D)
Exceptional Editorial Service, Associate Editor.
School Psychology Review (2020)
Zenobia Lawrence Hikes Award Nominee.
Virginia Tech, Office for Inclusion and Diversity (2023)
Associate Editor. School Psychology (2022-Present)
Associate Editor. School Psychology Review (2014-2020)
Editorial Board Member. Behavioral Disorders (2014-Present)
Editorial Board Member. Intervention in School and Clinic (2011-Present)
Editorial Board Member. Journal of Positive Behavior Interventions (2014-Present)
Editorial Board Member. Journal of Special Education Technology (2003-Present)
Editorial Board Member. The Journal of Special Education (2007-Present)
Board of Directors. Association for Positive Behavior Support (APBS) (2007-2010)
Chair, Doctoral Program Special Education Emphasis Area, SPED Division (2016-2022)
Undergraduate Student Research Initiative Mentor/Advisor, CEHD (2014-2017)
University Grievance Committee (2015-2017)
Academy for Future Faculty Mentor (2017-2018)
CEHD Committee on Diversity Initiatives (2015-2016)
Climate Committee Co-Chair (2015-2016)