Dr. Kristin Panos
PhD - 2019 - University of Iowa
Teaching and Learning (Special Education)
Cognate area: Educational leadership
MEd - 2003 - University of Iowa
Special Education (Behavior Disorders)
BA - 1995 - University of Iowa
Asian Languages and Literature (Mandarin)
Higher Education
2019 to present
Assistant Professor, Wichita State University, School of Education
2014 to 2019
Instructor, University of Iowa, Department of Teaching and Learning
2006 to 2009
Instructor, University of Iowa, Department of Teaching and Learning
Public School Teaching
2013 to 2014
Special Education Teacher, Grades 6-12, Behavior Disorders and Intellectual Disabilities, Polk Alternative Education Center, Cedar Rapids Community School District, Cedar Rapids, IA
2011 to 2013
Special Education Teacher, Grades K-3 and 6-8, Mild and Moderate Disabilities, Matthew Henson Elementary, Chicago Public Schools, Chicago, IL
2004 to 2010
Special Education Teacher, Grades 9-12, Mild and Moderate Disabilties, Iowa City West High School, Iowa City Community School District, Iowa City, IA
2002 to 2004
Special Education Teacher, Grades 6-8, Behavior Disorders, Roosevelt Middle School, Cedar Rapids Community School District, Cedar Rapids, IA
Refereed Articles
Datchuk, S. M., Poch, A. L., & Panos, K. L. (2020). Improving the sentence writing fluency of a student with attention deficit hyperactivity disorder and speech/language impairment: A pilot study. Insights on Learning Disabilities
Panos, K. L. & Datchuk, S. M. (2019). Constructing simple sentences: Effects of a writing fluency intervention for middle school students with disabilities. Remedial and Special Education. https://doi.org/10.1177/0741932519876694
Hua, Y., Yuan, C., Monroe, K., Hinzman, M., Alqahtani, S., Alwahbi, A., & Kern, A. (2016). Effects of the Reread-Adapt and Answer-Comprehend and goal setting intervention on decoding and reading comprehension skills of young adults with intellectual disabilities. Developmental Neurorehabilitation (19) (1), 1-11.
Hua, Y., Ford, J., Yuan, C., Monroe, K., & Therrien, W. J. (2016). Implementing the Reread-Adapt and Answer-Comprehend intervention and reinforcement. Journal of Evidence-Based Practices for Schools, 15(1), 110-129.
Hua, Y., Ford, J., Yuan, C., Monroe, K., & Therrien, W. J. (2016). Reread-Adapt and Answer-Comprehend implementation and modification guidelines. Journal of Evidence Based Practices for Schools, 15(1), 130-132.
Under Review
Smith, R. A., Allen, A., Panos, K., &; Ciullo, S. Sentence writing intervention for at-risk writers in upper elementary grades. Learning Disabilities Research & Practice.
In Preparation
Panos, K. L. & Datchuk, S. M. Effects of intervention on handwriting accuracy and speed for early elementary students with autism spectrum disorder.
Panos, K. L. & Datchuk, S. M. Handwriting intervention: Explicit instruction and timed practice for older elementary students with autism spectrum disorder.
Panos, K. L. & Datchuk, S. M. Precision teaching for sentence construction: A single baseline study of two middle school students with disabilities. Behavior Analysis in Practice
Other Scholarly Contributions
Panos, K. (2018). “Federal Title I Funding for Students who Struggle with Literacy.” Blogpost, Iowa Reading Research Center, University of Iowa
Conferences: National and International
Panos, K. & Datchuk, S. (2020, February). Effects of Handwriting Intervention on Elementary Students with Autism Spectrum Disorder. Poster presentation at the Pacific Coast Research Conference 28th Annual Meeting, San Diego, CA.
Panos, K. (2019, May). Effects of Handwriting Intervention on Letter Formation Fluency for Elementary Students with Autism Spectrum Disorder. Poster presentation at the Association for Behavior Analysis International 45th Annual Convention, Chicago, IL.
Panos, K. & Datchuk, S. (2019, January). Effects of Tertiary Intervention on Sentence Writing for Secondary Students with Disabilities. Poster presentation at the Council for Exceptional Children Annual Convention and Expo, Indianapolis, IN.
Datchuk, S., Brady, K., Evmenova, A., Panos, K., Regan, K., Wagner, K. (2019, January). High-Leverage Instructional Practices to Improve the Written Express. ion of Students with Learning Disabilities. Demonstration at the Council for Exceptional Children Annual Convention and Expo, Indianapolis, IN.
Datchuk, S., Panos, K., Rodgers, D., & Wang, L. (2018, February). How to Design and Deliver Explicit Writing Instruction for Students with Learning Disabilities in General and Special Education Classrooms. Presentation at the Council for Exceptional Children Annual Convention and Expo, Tampa, FL.
Panos, K. (2018, February). A Systematic Review of Teaching Transcription Skills to Learners with Autism Spectrum Disorder. Poster presentation at the Council for Exceptional Children Annual Convention and Expo, Tampa, FL.
Datchuk, S., & Panos, K. (2017, May). The Effects of Explicit Instruction and Timed Practice on Sentence and Paragraph Writing Fluency of Adolescents. Symposium presentation at the Association for Behavior Analysis International 43rd Annual Convention, Denver, CO.
Panos, K., & Datchuk, S. (2017, May). Effectiveness of Explicit Sentence Instruction with Frequency Building to Performance Criteria for Middle School Students with Learning and Behavior Problems. Poster presentation at the Association for Behavior Analysis International 43rd Annual Convention, Denver, CO.
Panos, K., Rodgers, D., & Datchuk, S. (2017, November). Effects of Explicit Instruction with Frequency Building to a Performance Criterion on Sentence and Paragraph Writing for Students with Learning, Intellectual, and Developmental Disabilities. Poster presentation at the Association for Behavior Analysis International, Ninth International Conference, Paris, France.
Monroe, K., & Wang, L. (2016, May). Effects of Guided Notes on Study Skills of Young Adults with Intellectual Disabilities. Symposium presentation at the Association for Behavior Analysis International 42nd Annual Convention, Chicago, IL.
Monroe, K. (2015, March). A Systematic Review of Abduction Prevention Training for Individuals with Intellectual and Developmental Disabilities. Poster presentation at the University of Iowa Council for Exceptional Children Symposium, University of Iowa, Iowa City, IA.
Monroe, K., Yuan, C., Rodgers, D., & Hua, Y. (2015, May). Effects of the GRIP Notetaking Strategy for Post-secondary Students with Intellectual and Developmental Disabilities. Symposium presentation at the Association for Behavior Analysis International 41st Annual Convention, San Antonio, TX.
Panos, K. (2015, March). Multi-Tiered Systems of Support, Teacher Leader Program, University of Iowa, Iowa City, IA
Panos, K. (2016, March). Adaptations: Accommodations and Modifications for Students with Disabilities, Presentation for Pre-Service Teachers, Student Chapter of the University of Iowa Chapter of Council for Exceptional Children, University of Iowa, Iowa City, IA
2014 - 2019
Scholar, Special Education Leaders Applying Research in Schools (SELARiS), US Office of Special Education Programs Leadership Training Stipend of $30,000 per year, University of Iowa
2017
Recipient, Office of the Dean Graduate Student Travel Award, University of Iowa ($500)
2017
Recipient, Audrey Qualls Travel Award, Iowa Testing Programs, University of Iowa ($500)
Unfunded and Under Revision
Co-Principal Investigator (2020 to 2024): Project Arise: Achieving Results in Special Education through the Development and Pilot Testing of the ARISE Parent Mentor Program Model. Special Education Research Grants, U. S. Department of Education. $1,373,601— unfunded. (PI Heidi Cornell).
Co-Investigator (2020): Flexible Transition Training for Families and Service Providers for Individuals with ASD. Education and Training Grants, Autism Speaks. $5,000 — unfunded. (PI Angela Beeler).
University, College, Department, and Program
Program Chair, WSU Special Education, Low-Incidence, 2019 to present
Member, WSU College of Applied Studies Technology Committee, 2019 to present
Member, WSU College of Applied Studies Accreditation Steering Committee, 2019 to present
Member, WSU College of Applied Studies Advanced Programs Committee, 2019 to present
Member, WSU College of Applied Studies Wu-nite Steering Committee (Post-secondary program for students with intellectual disabilities), 2019 - 2020
Member, WSU School of Education Project-based Learning Initiative, 2019 to present
National
2016
Guest Reviewer, Journal of Evidence Based Practices in Schools
2020
Guest Reviewer, Learning Disabilities Research in Practice
Local and Regional
2017
Intern, Iowa Research Reading Center, Supervisor: Deborah Reed, University of Iowa College of Education and Iowa Department of Education, Iowa City, IA
2014 to 2017
Supervisor, Mentors of Young Adults with Autism and Developmental Disabilities, four semesters, University of Iowa, Iowa City, IA
2015 to 2017
Admissions Committee Member, UI REACH Program for students with cognitive disabilities, University of Iowa, Iowa City, IA
2015 to 2016
Vice President, University of Iowa Student Chapter of the Council for Exceptional Children, Iowa City, IA
2014 to 2015
Secretary, University of Iowa Student Chapter of the Council for Exceptional Children, Iowa City, IA
2011 to 2012
Stakeholder Committee Member, Full-Day School Initiative, Chicago Public Schools, Chicago, IL
2014 to present
Council for Exceptional Children
Division for Research
Division on Autism and Developmental Disabilities
Council for Children with Behavior Disorders
Division for Learning Disabilities
Teacher Education Division
2014 to present
American Educational Research Association
2014 to present
Association of Behavior Analysis International
2020 - Certified Instructor, Verified Course Sequence in Applied Behavior Analysis