Rohanna Buchanan, PhD

Dr. Buchanan has been with OSLC since 2000 and also works on several projects through OSLC Developments, Inc. (ODI). She received her Ph.D. from the University of Oregon. Rohanna-BW-2Dr. 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.

Read more about Dr. Buchanan’s work at the Oregon Social Learning Center, ODI’s research partner organization.

Representative Publications:

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.