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Active Research Projects

Primary Research and Clinical Interests

La Dra. Buchanan ha trabajado en OSLC desde 2000. Se doctoró en la Universidad de Oregon. La investigación de la Dra. Buchanan se centra en la inclusión de las familias y los datos de comportamiento para apoyar a los jóvenes en la escuela, en particular durante las transiciones difíciles. Su trabajo actual se centra en el apoyo a la salud conductual de los alumnos en el entorno escolar. La Dra. Buchanan también colabora con la Dra. Chamberlain en la difusión de la intervención KEEP. Otros intereses de investigación de la Dra. Buchanan incluyen la medición de la fidelidad de la implementación, el desarrollo de instrumentos para medir la capacidad de respuesta a las intervenciones conductuales y la psicometría de las medidas. Antes de recibir su doctorado, Buchanan trabajó como clínica en el proyecto GIRLS con OSLC y ayudó a desarrollar adaptaciones específicas para niñas para el modelo Treatment Foster Care Oregon y adaptaciones específicas para adolescentes para KEEP.

Selected Publications

  • Clark, M., Buchanan, R., & Leve, L. D. (2018). Young women’s perspectives of their adolescent treatment programs: A qualitative study. International Journal of Environmental Research and Public Health, 15(2), 373. doi:10.3390/ijerph15020373

  • Kim, H. K., Buchanan, R., & Price, J. M. (2017). Pathways to preventing substance use among youth in foster care. Prevention Science, 18, 567-576. doi:10.1007/s11121-017-0800-6

  • Buchanan, R. & Clark, M. (2017). Understanding parent–school communication for students with emotional and behavioral disorders. Open Family Studies Journal, 9, 122-131.

  • Buchanan, R., Chamberlain, P., & Smith, D. K. (2017). 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., pp. 177-198). New York: Guilford Press.

  • 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., 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., 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.

  • Buchanan, R., Chamberlain, P., Price, J. M., & Sprengelmeyer, P. (2013). Examining the equivalence of fidelity over two generations of KEEP implementation: A preliminary analysis. Children and Youth Services Review, 35, 188-193.

  • 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. 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.

  • 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.

Recent Publications

  • Clark, M., Buchanan, R., & Leve, L. D. (2018). Young women’s perspectives of their adolescent treatment programs: A qualitative study. International Journal of Environmental Research and Public Health, 15(2), 373. doi:10.3390/ijerph15020373

  • Buchanan, R. & Clark, M. (2017). Understanding parent–school communication for students with emotional and behavioral disorders. Open Family Studies Journal, 9, 122-131.

  • Kim, H. K., Buchanan, R., & Price, J. M. (2017). Pathways to preventing substance use among youth in foster care. Prevention Science, 18, 567-576. doi:10.1007/s11121-017-0800-6

  • 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.