- About Us
Active Research Projects
- Translational Drug Abuse Prevention (TDAP)
- Students with Involved Families and Teachers (SWIFT)
Primary Research and Clinical Interests
Dr. Buchanan has been with OSLC since 2000. She received her Ph.D. from the University of Oregon. Dr. Buchanan’s research focuses on the inclusion of families and behavioral data to support youth in school, particularly during difficult transitions. Her current research project, funded through the Institute of Education Sciences, is in collaboration with the Lane Education Service District to develop and study supports for students transitioning from treatment settings to public school settings. She is also conducting a pilot of such supports for children transitioning from foster care to permanency through the NIDA funded Translational Drug Abuse Prevention Center. She also works with Dr. Chamberlain on the dissemination of the KEEP intervention and is a Co-Investigator on Chamberlain’s NIDA funded LINKS project. Dr. Buchanan’s other research interests include measurement of implementation fidelity, instrument development to measure responsiveness to behavioral interventions, and measure psychometrics. Prior to receiving her Ph.D., Buchanan served as a clinician on the GIRLS project with OSLC and helped to develop girl-specific adaptations for the Treatment Foster Care Oregon model and teen-specific adaptations for KEEP.
Q&A with Rohanna Buchanan
What are you working on right now?
My current project is Students with Involved Families and Teachers, or SWIFT. Our team provides supports for students, their families, and their teachers during difficult school transitions.
What’s your favorite thing/what do you like best about the current project?
One of my favorite things about the SWIFT project is that our team gets to help students and families problem solve ways that students can be successful in schools. Another one of my favorite things is that I have the opportunity to work with so many teachers in our community – I appreciate their commitment to teaching and supporting the diverse needs of students.
What do you like best about working at OSLC?
The thing I like best about working at OSLC is the emphasis on collaboration. Our scientists collaborate with each other, with scientists from other institutions in the United States and abroad, and we collaborate with a range of community agencies providing support and services to children and families.
Buchanan, R., Gueldner, B. A., Tran, O. K., & Merrell, K. W. (2008). Social and emotional learning in classrooms: A survey of teachers’ knowledge, perceptions, and practices. Journal of Applied School Psychology, 25, 187-203.
Merrell, K., Buchanan, R., & Tran, O. (2006). Relational aggression in children and adolescents: A review with implications for school settings. Psychology in the Schools, 43, 345-360.
Merrell, K. W., Juskelis, M. P., Tran, O. K., & Buchanan, R. (2007). Social and emotional learning in the classroom: Impact of Strong Kids and Strong Teens on students’ social-emotional knowledge and symptoms. Journal of Applied School Psychology, 24, 209-224.
Merrell, K., & Buchanan, R. (2006). Intervention selection in school psychology: Using public health models to enhance systems capacity of schools. School Psychology Review, 35, 167-180.
Buchanan, R. & Chamberlain, P. (in press). Treatment Foster Care Oregon for adolescents: Research and implementation. In J. R. Weisz & A. E. Kazdin, (Eds.) Evidence-based psychotherapies for children and adolescents (3rd ed.).
Buchanan, R., Ruppert, T., & Cariveau, T. (2016). Transition supports for at-risk students: A case example. Journal of At-Risk Issues, 19(2), 9-15.
Buchanan, R., Nese, R. N. T., & Clark, M. (2016). Stakeholders’ voices: Defining needs of students with EBD transitioning between school settings. Behavioral Disorders, 41(3), 135-147.
Buchanan, R., Nese, R. N. T., Palinkas, L. A., & Ruppert, T. (2015). Refining an intervention for students with emotional disturbance using qualitative parent and teacher data. Children and Youth Services Review, 58, 41-49.
Pears, K. C., Kim, H. K., Buchanan, R., & Fisher, P. A. (2015). Adverse consequences of school mobility for maltreated children in foster care: A prospective longitudinal study. Child Development, 86(4), 1210-1226.