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Gage, Nicholas A.



N. GageNicholas A. Gage
Assistant Professor
School of Special Education, School Psychology & Early Childhood Studies
College of Education
University of Florida
1403 Norman Hall
PO Box 117050
Gainesville, FL 32611
352-273-4282
gagenicholas@coe.ufl.edu

Research Biography

Dr. Gage is an Assistant Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. He has a Ph.D. in Special Education from the University of Missouri where he studied special education policy, statistical analysis, single-subject research, Positive Behavior Support (PBS), School-Wide Positive Behavior Interventions and Supports (SWPBIS), and Applied Behavioral Analysis (ABA). In addition to his doctoral studies, Dr. Gage was an Institute of Education Sciences (IES) Post-doctoral Fellow in the Center for Behavioral Education and Research (CBER) at the University of Connecticut working on statistical and methodological advances in the emotional and behavioral disorders (EBD) research field. Specific research interests include identification of policies and practices at the national, state, local and classroom level to support the academic, social, and behavioral needs of students with or at-risk for emotional and/or behavioral disorders through rigorous and diverse research practices and his expertise is in supporting schools, districts, and states in leveraging their data resources to best develop effective and efficient systems of support for students’ academic and behavioral needs. Specific interests include statistical modeling, research design and methodology, single-subject research, and functional behavioral assessment.

Degrees

Ph.D. in Special Education, December 2010
University of Missouri, Columbia, MO
Specializing in Emotional and/or Behavioral Disorders, Research Design, Meta-Analysis, and Public Policy

M.P.A. in Public Administration and Policy Analysis, May 2009
University of Missouri, Columbia, MO

M.A. in Education, January 2006
Goddard College, Plainfield, VT

B.A. in Cultural Studies, August 2003
Goddard College, Plainfield, VT

Key Professional Appointments

Assistant Professor, University of Florida (2013 – Present)

Institute of Education Science Postdoctoral Fellow, Center for Behavioral Education and Research, University of Connecticut (2011-2013)

Research Assistant Professor, University of Missouri (2011)

Activities & Honors

Editorial Boards:

Journal of Disability Policy Studies- (2011- present)

Behavioral Disorders (2011- present)

Remedial and Special Education (2013 – present)

Journal of Positive Behavior Interventions (2014-Present)

Certifications:

What Works Clearinghouse Certified Review (2011-present)

What Works Clearinghouse Certified Reviewer-Single Case Design (2011-present)

SWIS™ Facilitator – Certified SWIS facilitator Spring 2012-present

Awards:

2014 Ted Carr Early Career Research Award, Association of Positive Behavior Support

2011 Council for Children with Behavioral Disorders Carl Fenichel Memorial Research Award for Meta-analysis of Single-Subject Research Using Hierarchical Linear
Modeling: Empirical Examination

Service Positions:

Vice President, Council for Children with Behavioral Disorders (CCBD)

Grants

PI: Evaluation of Connecticut K-3 Early Literacy Initiative- University of Connecticut (2014)

Lead Evaluator: Florida Department of Education Teacher Quality Partnership Grant Program, “Advancing the Development of Preservice Teachers (Project ADePT)” (2014-2017)

PI: The Wing Institute Graduate Research Funding Program in Evidence-based Education Grant (2008)

Selected Publications

Gage, N. A., MacSuga-Gage, A. S., Prykanowski, D. A., Coyne, M., & Scott, T. M. (in press). Investigating the collateral effects of behavior management on early literacy skills. Education and Treatment of Children.

Childs, K., Kincaid, D., George, H., & Gage, N. A. (in press). The relationship between school-wide implementation of positive behavior intervention and support and student discipline outcomes. Journal of Positive Behavior Interventions.

Gage, N. A., Larson, A., & Chafouleas, S. M. (in press). The Meriden School Climate Survey-Student Version: Reliability and Validity. Assessment for Effective Intervention.

MacSuga-Gage, A. S., & Gage, N. A. (in press). Student-level effects of increased teacher-directed opportunities to respond. Journal of Behavioral Education. doi: 10.1007/s10864-015-9223-2

Gage, N. A., Sugai, G., Lewis, T., & Brzozowy, S (2015). School-wide positive behavior supports and academic achievement. Journal of Disability Policy Studies, 25, 199-209. doi: 10.1177/1044207313505647

Gage, N. A. & Scott, T. M. (2014). Advancing the science of direct observation in emotional and/or behavioral disorders research: Reliability and unified validity. Behavioral Disorders, 39, 177-180.

Gage, N. A., Prykanowski, D. A., & Hirn, R. (2014). Increasing reliability of direct observation measurement approaches in emotional and/or behavioral disorders research using generalizability theory. Behavioral Disorders, 39, 228-244.

Gage, N. A., Prykanowski, D. A., & Larson, A. (2014). School climate and School-based bullying: A latent class growth model analysis. School Psychology Quarterly, 29, 256-271. doi: 10.1037/spq0000064

Gage, N. A. (2014). Students with emotional disturbance manifesting internalizing behavior: A latent class analysis. Education and Treatment of Children, 36, 127-145. doi: 0.1353/etc.2013.0038

Gage, N. A., Freeman, J., Horner, R. H., Sugai, G., Lewis, T. J., & Strickland-Cohen, K (2014). Funding support for school-wide positive behavior interventions and supports implementation and scale-up: A descriptive study of nine states. Journal of Disability Policy Studies. 25, 164-174. doi: 10.1177/1044207313488943

Gage, N. A. & Lewis, T. J. (2014). HLM-meta-analysis of single-subject design research. Journal of Special Education, 48(1), 3-16. doi: 10.1177/0022466912443894

Gage, N. A., Gersten, R., Sugai, G., & Newman-Gonchar, R. (2013). Disproportionality of English learners with Emotional and/or Behavioral Disorders: A Comparative Meta-Analysis with English Learners with Learning Disabilities. Behavioral Disorders, 38, 123-136.

Gage, N. A., Lewis, T J., & Stichter, J. P. (2012). Functional behavioral assessment-basedinterventions for students with emotional and/or behavioral disorders in school: An HLM-meta-analysis. Behavioral Disorders, 37(2), 55-77.

Gage, N. A. & Lewis, T. J. (2012). Analysis of effect for single-case design research. Journal of Applied Sports Psychology. doi: 10.1080/10413200.2012.660673

Gage, N. A., Lewis, T. J., & Adamson, R. (2010). Where have we been, where are we going?: 35 years of behavioral disorders. Behavioral Disorders, 35(4), 280-293

Gage, N. A., Adamson, R., Mitchell, B. S., Lierheimer, K., O’Connor, K. V., Bailey, N., Schultz, T., Schmidt, C., & Jones, S. (2010). Promise and possibility in special education services for students with emotional or behavioral disorders: Peacock Hill revisited. Behavior Disorder, 35(4), 294-307.

Selected Links

Association for Positive Behavior Support http://apbs.org

Council for Children with Behavioral Disorders http://www.ccbd.net/CCBD/Home/

National Technical Assistance Center for Positive Behavior Interventions and Supports http://pbis.org