Francis E. Lentz, Jr., Ph.D.

Francis E. Lentz, Jr., Ph.D., Professor and Co-Coordinator of the Behavior Analysis Graduate Certificate program, received his Ph.D. in Psychology from the University of Tennessee in 1982. He teaches courses in school-based interventions and psychoeducational assessment. Dr. Lentz has conducted research and published widely in the areas of direct assessment and intervention for academic and behavioral problems.

Education

Ph.D. in Psychology (major field school psychology), 1982
University of Tennessee, Tennessee

Special student, Department of Human Development and Family Life, 1980
University of Kansas, Lawrence, KS

Sixth Year Certificate in School Psychology, 1976
Western Carolina University

Master of Arts in Psychology, 1976
Western Carolina University, Cullowhee, NC

Bachelor of Arts in Psychology, 1969
Wofford College, Spartanburg, SC

Professional Experience

Pilasco-Ross Special Education Regional Resource Center
2003
Consultant, STEEP (Screening To Enhance Equitable Placement) project

Hopewell Special Education Regional Resource Center; Ohio Department of Education
2002-2004
Evaluation Consultant, S.T.E.P.S. (Students using Tools to Evaluate Progress for Success) Project

University of Cincinnati
1998-present
Professor of School Psychology

Ohio State Impovement Grant
1999-2007
Evaluation Coordinator

Hopewell Special Education Regional Resource Center (SERRC), Leadership Academy (Continuous Improvement Planning teams)
1999-2001
Technical and training consultant

Hopewell Special Education Regional Resource Center (SERRC), Intervention based Multifactored Evaluation (IBMFE) project
1993-2001
Technical and training consultant

Pilasco-Ross SERRC, Intervention Based Multifactored Evaluation project
1993-2001
Technical and training consultant

Cincinnati Public Schools, Research and Evaluation Office
1994-1998
Evaluation consultant

Minorities in Math, Science, and Engineering Program, College of Education, University of Cincinnati
1994
Evaluation consultant

Arkansas State University Head Start Evaluation Project
1992-1995
Research consultant

Federal Grant on Alternative School Psychology Services, University of Nebraska, Lincoln, NE
1991
Research Consultant

School Psychology Program, College of Education, University of Cincinnati
1988-1998
Associate Professor

School Psychology Program, College of Education, University of Cincinnati
1986-1988
Assistant professor

Kenton County School District (programs for severely handicapped youth)
1989-1995
Consulting School Psychologist

Iowa Dept. of Public Instruction
1986-1988
Trainer/consultant for Project ReAim (Federal grant to the state of Iowa)

Ohio Co. (Kentucky) school district regular classroom intervention project (State grant for innovative educational programs)
1987
Trainer/consultant

Pottsgrove School District, Pottsville, PA
1986
Consulting psychologist

College of Education, Lehigh University
1981-1986
Assistant Professor

Centennial School, Lehigh University
1981-1986
Psychologist/Research Director

Behavior Analysis Follow Through Project, Department of Human Development, University of Kansas, Lawrence, KS
1980-1981
Associate Director (field services)

Behavior Analysis Follow Through Project, Department of Human Development, University of Kansas, Lawrence, KS
1978-1980
District Advisor (Bronx, Philadelphia)

NY City Board of Education (for the Behavior Analysis Follow Through Dissemination Center)
1978-1979
Consultant

Department of Psychology, University of Tennessee, Knoxville, TN
1978-1979
Research Assistant

Department of Psychology, University of Tennessee, Knoxville, TN
1978-1979
Instructor

Head Start Program, Anderson County, TN
1978
Consultant

Southwestern Technical Institute, Sylva, NC
1976
Instructor

Buncombe Co. Public Schools, Asheville, NC
1975-1976
School Psychology Intern

Department of Psychology, Western Carolina University, Cullowhee, NC
1974-1975
Teaching Assistant

USAREUR Race Relations Institute, U.S. Army-Europe
1972
Instructor

Funded Research

Principal Investigator, Evaluation of the State Improvement Grant (SIG) in Special Education, Ohio Department of Education (Division of Special Education), 2006-7 ($174,000)

Principal Investigator, Evaluation of the State Improvement Grant (SIG) in Special Education, Ohio Department of Education (Division of Special Education), 2005-6 ($174,000).

Principal Investigator, Evaluation of the State Improvement Grant (SIG) in Special Education, Ohio Department of Education (Division of Special Education), 2004-5 ($170,000).

Principal Investigator, Evaluation of the State Improvement Grant (SIG) in Special Education, Ohio Department of Education (Division of Special Education), 2002-2004 ($477,000).

Principal Investigator, Evaluation of the State Improvement Grant (SIG) in Special Education, Ohio Department of Education (Division of Special Education), 2000-2002 ($114,000).

Principal Investigator, Evaluation of the State Improvement Grant (SIG) in Special Education, Ohio Department of Education (Division of Special Education), 1999-2000 ($105,000).

Principal Investigator, “Evaluation of Cincinnati Public Schools Promotion Standards Program”, Cincinnati Public Schools, 1993, ($14,000).

CoPrincipal Investigator (with D. Browder) “Predictors of eligibility for ESY students,” U.S.Dept. of Education #G008300034, 1983-84 ($58,000).

CoPrincipal Investigator (with E. Shapiro). “Project TRANS: Vocational-technical training, self management, and the learning disabled adolescent in transition.” (1985-1986, approximately $90,000).

Technical Reports

Lentz, F.E., (2007) Final Evaluation Report for The Ohio State Improvement Grant, 2004-2007. Report for the Ohio Department of Education

Lentz, F.E. (2007). Technical Report: The Validity of Two DIBELS measures (Oral Reading Fluency And Retell Fluency) In Making Educational Decisions Within The Ohio Integrated Systems Model. Report for the Ohio Department of Education.

Lentz, F.E. (2007). Technical Report: Evaluation of the behavior support components of the Ohio integrated systems model (OISM) at the end of year 2: implementation, preliminary outcomes, and stakeholder satisfaction. Report for the Ohio Department of Education.

Vander Meer, C.D., Lentz, F.E., & Stollar, S. (2005). The relationship between Oral Reading Fluency and Ohio Proficiency Testing in Reading (Technical Report). Eugene, OR: University of Oregon.

Lentz, F.E., (2006) Evaluation Report for the Ohio State Improvement Grant in Special Education. Report submitted to the Ohio Department of Education.

Lentz, F.E., (2005) Evaluation Report for the Ohio State Improvement Grant in Special Education. Report submitted to the Ohio Department of Education.

Lentz, F.E., (2004) Evaluation Report for the Ohio State Improvement Grant in Special Education. Report submitted to the Ohio Department of Education.

Lentz, F.E., (2002) Evaluation Report for the Ohio State Improvement Grant in Special Education. Report submitted to the Ohio Department of Education.

Lentz, F.E., (2001) Evaluation Report for the Ohio State Improvement Grant in Special Education. Report submitted to the Ohio Department of Education.

Lentz, F.E., (2000) Evaluation Report for the Ohio State Improvement Grant in Special Education. Report submitted to the Ohio Department of Education.

Lentz, F.E., (1998) An examination of the 1997/8 calibration between teacher rubric ratings of student academic performance and related standardized test scores for grades three, six, and eight (25 pp.), Evaluation report prepared for the Quality Improvement Office, Cincinnati Public Schools.

Lentz, F.E., (1998) An evaluation of the Cincinnati Public Schools Promotion Standards Program, 1997/8. Evaluation report prepared for the Quality Improvement Office, Cincinnati Public Schools.

Lentz, F.E., (1998) An audit of the performance of Cincinnati Public Schools on Ohio Proficiency tests. Evaluation report prepared for the Quality Improvement Office, Cincinnati Public Schools.

Lentz, F.E., (1998) A three year evaluation of the promotion standards program (1994-1997). (35 pp.), Evaluation report prepared for the Quality Improvement Office, Cincinnati Public Schools.

Lentz, F.E., (1997) An examination of the calibration of teacher rubrics against student performance on local and Ohio Proficiency tests for grades 3, 6, and 8 (60 pp.), Evaluation report prepared for Quality Improvement Office, Cincinnati Public Schools.

Lentz, F.E., (1996) An evaluation of the Cincinnati Public Schools Promotion Standards Program: 1995-1996 (19 pp.), Evaluation report prepared for Quality Improvement Office, Cincinnati Public Schools.

Lentz, F.E., (1995) Evaluation of the second year of the Promotion Standards Program, 1994-1995 (19 pp.), Evaluation report prepared for Quality Improvement Office, Cincinnati Public Schools.

Lentz, F.E., (1995) Preliminary analysis of measurement qualities of instruments used in the Promotion Standards Program for Cincinnati Public Schools: 1993-1994 data (31 pp.), Evaluation report prepared for Quality Improvement Office, Cincinnati Public Schools.

Lentz, F.E., (1993) Minorities in math, science, and engineering: An evaluation report. Prepared for the Office of Research and Development, College of Education, University of Cincinnati.

Awards and Honors

1996 School Psychology Quarterly/American Psychological Association Division 16 Fellows Award for best article (based on ‘the degree to which they are likely to have a significant and sustained impact on the field’). (Lentz, F. E., Allen, S., & Ehrhardt, K. (1996). The conceptual elements of strong interventions in school settings)

Refereed Journal Publications

McKissick, M., Hawkins, R., Lentz, F., Hailley, J., & McGuire, S. (in press). Using randomized contingency components to decrease disruptive behavior and increase student engagement in an urban second grade classroom. Psychology in the Schools.

Shapiro, E.S., and Lentz, F.E. (in press) Data Based Program Modification and the Launching of Careers: A Feschrift for Stan Deno (and Phyllis Mirkin). In C. Espin, K. McMaster, & S. Rose (Eds.). A Measure of Success (Festschrift for Dr. Stanley Deno). Baltimore: Brookes.

Skinner, C. H., Scala, G., Dendas, D., & Lentz, F. E. (2008). The color wheel: Implementation guidelines. Journal of Evidence-Based Practices for Schools, 8, 134-140.

Barnett, D., Daly, E, Jones, K., &. Lentz, F. (2004) Response to intervention: Emirically-based education service decision from increasing and decreasing intensity single subject designs. Journal of Special Education, 38(2), 66-79

Daly, E.J., Murdoch, A., Lillenstein, L., Webber, L., & Lentz, F. (2002). An examination of methods for testing treatments: Conducting brief experimental analyses of the effects of instructional components on oral reading fluency. Education and Treatment of Children, 25(3), 273-287.

Barnett, D., Bell, S., Gilkey, C., Lentz, F., Graden, J., Stone, C., & Smith, J. (1999). The promise of meaningful eligibility determination: Functional intervention-based multifactored preschool evaluation. Journal of Special Education.

Barnett, D., Bell, S, Bauer, A., Lentz, F., Petrelli, S., Air, A., Hannum, L., Ehrhardt, D., Peters, C., Barnhouse, L., Reifin, L., & Stollar, S. (1997). The Early Childhood Intervention Project: Building Capacity for service delivery. School Psychology Quarterly, 12, 293-315

Barnett, D., Lentz, F., Bauer, A., Barnhouse, L., & Macmann, G. (1997). Ecological foundations of early intervention: Planned activities and systematic sampling. Journal of Special Education, 30 (4), 471-490.

Barnett, D., Bauer, A., Ehrhardt, K., Lentz, F. & Stollar, S. (1996). Keystone targets for change: Planning for widespread positive consequences. School Psychology Quarterly, 11 (2), 118-136.

Lentz, F. E., Allen, S., & Ehrhardt, K. (1996). The conceptual elements of strong interventions in school settings. School Psychology Quarterly, 11 (2), 118-136.

Ehrhardt, K., Barnett, D., Lentz, F., Stollar, S., & Reifin, L. (1996). Innovative methodology in ecological consultation: Use of scripts to promote treatment acceptability and integrity. School Psychology Quarterly, 11 (2), 149-168.

Lentz, F., & Daly, E. (1996). Is the behavior of change agents controlled metaphysically?: An analysis of the behavior of those who change behavior. School Psychology Quarterly, 11 (4), 337-352.

Daly, E., Lentz, F., & Boyer, J. (1996). Academic responding: An essential link between assessment and intervention in reading. School Psychology Quarterly, 11 (4), 369-386.

Barnett, D., & Lentz, F. (1995). Functional outcome assessment: A good heuristic that went a bridge too far. School Psychology Quarterly, 8, 231-237.

Bell, P., Lentz, F. E., & Graden, J. (1992). Effects of curriculum test overlap on standardized achievement scores: Identifying systematic confounds in educational decision making. School Psychology Review, 21, 644-655.

Shapiro, E. S., & Lentz, F. E. (1991). Vocational Technical Programs: Follow-up of student with learning disabilities. Exceptional Children, 58 (1), 47-59.

McCurdy, B., Cundari, L., & Lentz, F. (1990). Enhancing instructional efficacy: An examination of time delay and the opportunity to observe instruction. Educational and Treatment of Children, 13, 226-238.

Browder, D., Lentz, F., Wilansky, C., & Knoster, T. (1989 Determining extended school year eligibility: From esoteric to explicit criteria. Journal of the Association for the Severely Handicapped (JASH), 13, 235-243.

Lentz, F. E. (1988). On-task behavior, academic performance, and classroom disruptions: untangling the target selection problem in classroom interventions. School Psychology Review, 17, 243-257.

Schoen, S., & Lentz, F., & Suppa, R. (1988). An examination of two prompt fading procedures and opportunities to observe in teaching handicapped preschoolers self-help skills. Journal of the Division for Early Childhood, 12, 349-358.

Lentz, F., & Shapiro, E. (1987). Training behavioral school psychologists: Development of a model. Professional School Psychology, 2, 181-190.

Browder, D., Schoen, S., & Lentz, F. (1987). Learning to learn through observation. Journal of Special Education, 20, 447-462.

Lentz, F. (1986). Outcome evaluation of programs for the behavior disordered. Education and Treatment of Children, 8 (4), 321-356.

Lentz, F., & Shapiro, E. (1986). Functional assessment of the academic environment. School Psychology Review, 15, 346-357.

Saudargas, R., & Lentz, F. (1986). Estimating percent of time and rate via direct observation: A suggested observational procedure and format. School Psychology Review, 15, 36-48.

Shapiro, E., & Lentz, F. (1986). Assessing academic behavior: A behavioral approach. School Psychology Review, 14, 325-328.

Browder, D., & Lentz, F. (1985). Eligibility for extended school year services: from litigation to assessment and evaluation. School Psychology Review, 14, 188-195.

Shapiro, E., & Lentz, F. (1985). A survey of school psychologists’ use of behavior modification procedures. Journal of School Psychology, 23, 69-79.

Shapiro, E., Lentz, F., & Sofman, R. (1985). Validity of rating scales in predicting anger in classroom settings. Journal of School Psychology, 23, 69-79.

Lentz, F., Poole, G., & Milner, J. (1978). Effects of ovariectomy and hormone replacement on DRL behavior in the rat. Physiology and Behavior, 20, 477-480.

Book Chapters

Barnett, D., Macmann, G., & Lentz, F. (2003) Personality assessment research: Applying criteria of confidence and helpfulness. In C.R. Reynolds & R. Kamphaus (eds.), Handbook of psychological and educational assessment of children (2nd ed., Vol. 2). New York: Guilford.

Barnett, D., Lentz, F., & Macmann, G. (2002). Child assessment: Psychometric qualities of professional practice. In E. S. Shapiro & T. Kratochwill (Eds.), Behavioral Assessment (2nd ed.). NY: Guilford.

Lentz, F. E., & Wehmann, B. A. (1995). Best practices in interviewing. In Thomas, A., & Grimes, J. (eds.). Best practices in school psychology. Washington: National Association of School Psychologists.

Lentz, F. E., & Kramer, J. (1993). Academic skill assessment: An evaluation of the role and function of curriculum-based measures. In Kramer, J. (Ed.), Curriculum-based assessment (pp. 105-122). Lincoln, NE: The Buros Mental Measurement Institute.

Lentz, F. (1988). Direct academic measurement: A conceptual review. In E. Shapiro & T. Kratochwill (Eds.), Behavioral assessment in the schools: Approaches to classification and intervention. New York: Plenum Publishing Corp.

Lentz, F. E. (1988). Behavioral reduction techniques. In J. Witt, S. Elliot, F. Gresham (Eds.) Handbook of behavior therapy in education. New York: Plenum Publishing Co.

Lentz, F. (1988). Effective reading interventions in the regular classroom. In J. Graden, J. Zins, M. Curtis (Eds.), Alternative educational delivery systems: enhancing instructional options for all students. Washington, DC: National Association of School Psychologists Publication.

Shapiro, E., & Lentz, F. (1986). Direct assessment of academic skills, In T. Kratochwill (ed.), Advances in school psychology, Vol. V. Hillsdale, NJ: Lawrence Erlbaum Associates.

Lentz, F., & Shapiro, E. (1985). Behavioral school psychology: A conceptual model for the delivery of psychological services. In T. Kratochwill (ed.). Advances in school psychology, Vol. IV, (pp. 191-222. Hillsdale, NJ: Lawrence Erlbaum & Associates.

Hazel, R., Lentz, F., Birkimir, J., & Brown, J. (1980). A guide to successful parent involvement in the behavior analysis program. Lawrence, KS: The Behavior Analysis Follow Through Project, The University of Kansas.

Publications: Published Reviews
Lentz, F. (1985). Behavior analysis forms for clinical intervention. In J. Mitchell (eds.) The ninth mental measurements yearbook (pp. 127-128). Lincoln, NE: University of Nebraska Press.

Lentz, F. (1985). PEP: Primary education program. In J. Mitchell (ed.), The ninth mental measurements yearbook. (pp. 931-932). Lincoln, NE: University of Nebraska Press.

Lentz, F. (1989). Human figure drawing test. In J. Connelly & J. Kramer (Eds.) The tenth mental measurement yearbook. (pp.361-363). Lincoln, NE: University of Nebraska Press.

Lentz, F. (1989). Louisville Behavior Checklist. In J. Connelly & J. Kramer (Eds.) The tenth mental measurement yearbook. (pp.176-177). Lincoln, NE: University of Nebraska Press.

Editorial Experience

School Psychology Quarterly, Editorial board member, 1991-1997

Journal of Behavioral Education, Editorial board, 1991-1997

School Psychology Review, Editorial board, 1984-1989

Professional School Psychology, Editorial board, 1984-1986

Journal of Applied Behavior Analysis, ad hoc reviewer

Handbook of behavior therapy in education. Plenum Publishing, chapter reviewer

Alternative educational delivery systems: enhancing instructional options for all students. National Association of School Psychologists Publication, chapter reviewer

Proposal reviewer for Division 16 APA program, 1986, 1987.

National Presentations

Lentz, F. (1995). Validity and reliability of instruments and procedures used in a promotion standards assessment program. Annual conference of the American Educational Research Association (paper presented by Jack Lewis because unable to attend due to family illness).

Lentz, F. (1988). Curriculum based assessment: A critical review. Presented at the Buros Institute of Mental Measurements Symposium on Curriculum Based Assessment.

Lentz, F. (1988). CBM: A method in search of a model? Annual convention of the National Association of School Psychologists. Chicago, IL.

Lentz, F. (1988). The technical adequacy of classroom observation. Annual convention of the National Association of School Psychologists.

Lentz, F. (1987). The curriculum based assessment component in Project ReAim. Annual convention of the National Association of School Psychologists, New Orleans, LA.

Lentz, F., Cundari, L., & McCurdy, B. (1987). A comparison of instructional procedures and observational opportunities in teaching behaviorally disordered children sight words. Annual convention of the National Association of School Psychologists, New Orleans, LA

Lentz, F. (1987). Creating a knowledge base for interventions. Annual convention of the American Psychological Association, New York.

Lentz, F. (1987). Curriculum based assessment: A method in search of a model. Annual convention of the American Psychological Association, New York.

Lentz, F. (1987). Strong inference: A proposal for creation of an empirical knowledge base for academic interventions. Mardi Gras Research Symposium, Louisiana State University, Baton Rouge, LA.

Lentz, F., & Shapiro, E. (1987). A measurement model for direct assessment of academic problems. Invited colloquia, Dept. of Educational Psychology, University of Nebraska, Lincoln, NE.

Schoen, S., Lentz, F., & Suppa, R. (1987). Stimulus control procedures during instruction of handicapped children. Annual convention of the Council for Exceptional Children, Chicago, IL.

Lentz, F. (1986). Validity of oral reading probes with behavior disordered adolescents. Annual convention of the National Association of School Psychologists, Hollywood, FL.

Lentz, F. (1986). Validity of treatment objectives for behaviorally disturbed students. Annual convention of the National Association of School Psychologists, Hollywood, FL.

Lentz, F. (1986). Treatment validity: Beyond the metaphysics of clinical art. Annual convention of the American Psychological Association, Washington, DC.

Beatty, K., Suppa, R., & Lentz, F. (1985). Extended school year performance in reading by learning disabled students. Second International Conference on Learning Disabilities, New Orleans, LA.

Lentz, F. (1985). Analysis of academic problems within the classroom environment. Annual convention of the National Association of School Psychologists, Las Vegas, NV.

Lentz, F. (1985). Training teachers of the behavior disordered in a university laboratory school: integrating graduate and inservice training. The National Conference for Behavior Disordered Adolescents, Pensacola, FL.

Lentz E., & Shapiro, E. (1985). The use of behavioral interventions by school psychologists. Annual convention of American Psychological Association, Toronto.

Shapiro, E., & Lentz, F. (1985). Behavioral assessment of aggressive behavior in classroom settings. Annual convention of the American Psychological Association, Toronto.

Lentz, F., & Shapiro, E. (1984). Direct assessment of academic skills. Annual convention of the National Association of School Psychologists, Philadelphia, PA.

Lentz, F., & Murphy, M. (1984). An analysis of psychological and psychiatric reports of emotionally disturbed children. Annual convention of the National Association of School Psychologists. Philadelphia, PA.

Lentz, F. (1984). Continuous monitoring of student behavior in a behavior disordered program: Teacher collected computerized data collection system. Annual convention of the Council for Exceptional Children. Washington, DC.

Lentz, F. (1983). The assessment and remediation of academic skills. Annual Convention of the American Psychological Association. Anaheim, CA.

Saudargas, R., Dixon, J., Slate, J., Creed, V., & Lentz, F. (1982). The development of a standard observational instrument for school psychologists. Annual convention of the National Association of School Psychologists. Houston, TX.

Lentz, F., Poole, G., & Milner, J. (1977). Effects of ovariectomy and implantation of steroids on the DRL-20 behavior of the rat. The annual Convention of the Southwestern Psychological Association. Ft. Worth, TX.

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