Dr. Buchanan has been with OSLC since 2000 and she also works on several projects at ODI. 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 work targets behavioral health supports for students in school settings. Dr. Buchanan also works with Dr. Chamberlain on the implementation of the KEEP intervention. Dr. Buchanan’s other research interests include measurement of implementation fidelity and instrument development to measure responsiveness to behavioral interventions. 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.
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.
Kim, H. K., Buchanan, R., & Price, J. M. (2017). Pathways to Preventing Substance Use Among Youth in Foster Care. Prevention Science, 18, 567-576.
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 edition, 177-196.
Buchanan, R., Nese, R. T., & Clark, M. (2016). Stakeholders’ voices: Defining the needs of students with emotional and behavioral disorders 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. 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. (2012). Examining the equivalence of fidelity over two generations of KEEP implementation: A preliminary analysis. Children and Youth Services Review, 35(1), 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.