Lisa Joy Bowman-Perrott 1
Lisa Joy Bowman-Perrott, Ph.D.
Department of Educational Psychology
Special Education Program
4225 Texas A&M University
College Station, TX 77845-4225
(979) 862-3879 (office) (979) 862-1256 (fax)
EDUCATION
Ph.D.Education, University of VirginiaMay 2001
M.Ed.Agency Counseling, College of William & MaryMay 1993
B.A.Psychology, Hampton UniversityMay 1991
ACADEMIC APPOINTMENTS
2007-PresentAssistant Professor, Texas A&M University (tenure track faculty position)
College of Education and Human Development, College Station, TX
2002-2006Assistant Research Professor, University of Kansas (non-tenure track faculty position)
Juniper Gardens Children's Project, Kansas City, KS
OTHER PROFESSIONAL EXPERIENCE
2001-2002Post-Doctoral Research Fellow, University of Kansas
Schiefelbusch Institute for Life Span Studies, Juniper Gardens Children's Project
Kansas City, KS
1997-2001Homebound Instructor, Albemarle County Public Schools
Charlottesville, VA
1997-1998Special Education Teacher, Albemarle County Public Schools
Charlottesville, VA
1996Project Associate, Center for Minority Special Education
Hampton University, Hampton, VA
1993-1996Teacher Assistant, New Horizons Children’s Center for Autism
Newport News, VA
1994-1996Unit Counselor, Adolescent Psychiatric Unit
Colonial Hospital, Newport News, VA
1994-1995Therapist, Hampton-Newport News Community Services Board
Hampton, VA
1993-1995Family Counselor, Hampton Social Services
Hampton, VA
1993-1994Autism Facilitator, New Horizons Children’s Centerfor Autism
Newport News, VA
HONORS/INTERNSHIPS/ASSISTANTSHIPS
2014CEHD Undergraduate Student Research Initiative Award
Texas A&M University, College Station, TX
2014Rising Star Award
National Alliance for Partnerships in Equity Education Foundation, Gap, PA
2013Montague-Center for Teaching Excellence Scholar
Texas A&M University, College Station, TX
2000Intern, Office for Civil Rights (OCR)
U.S. Department of Education, Washington, DC
2000Teaching Assistant/Intern (Spring)
Diagnostic and Prescriptive Teaching, Teacher/Parent Community Resources for Exceptional Children, Special Education Seminar
North Carolina A&T State University,Greensboro, NC
1999Intern, Office of Special Education Programs (OSEP)
U.S. Department of Education, Washington, DC
1999Teaching Assistant
Assessment Techniques for Exceptional Children
University of Virginia, Charlottesville, VA
1998-2001Multicultural Special Education Leadership Training Fellowship
University of Virginia, Charlottesville, VA
AREAS OF RESEARH AND PROFESSIONAL INTEREST
- Academic and behavioral interventions for students at-risk of school failure.
- Students with or at-risk for emotional and behavioral disorders.
- Culturally and linguistically diverse students, including English language learners.
RESEARCH
Articles Published in Refereed Journals (*represents graduate students)
Bowman-Perrott, L., Burke, M., *de Marin, S., *Zhang, N., & *Davis, H. (in press). A meta
analysis of single-case research on behavior contracts: Effects on behavioral and academic outcomes among children and youth.Behavior Modification. (5 year IF=2.6)
Bowman-Perrott, L., Burke, M., *Zaini, S., *Zhang, N., & Vannest, K. (in press). Promoting positive
behavior using the Good Behavior Game: A meta-analysis of single-case research. Journal of Positive Behavior Interventions. (5 year IF=2.0)
Bowman-Perrott, L., Burke, M., *Zhang, N., & *Zaini, S. (in press). Direct and collateral
benefits of peer tutoring on social and behavioral outcomes: A meta-analysis of single-case research. School PsychologyReview.(5 year IF=2.8)
Burke, M. D., Boon, R. T., *Hatton, H., & Bowman-Perrott, L. (in press). Reading interventions
for middle and secondary students with emotional and behavioral disorders: A quantitative review of single-case studies. Behavior Modification. (5 year IF=2.6)doi: 10.1177/0145445514547958 (Published online first August 26, 2014.)
Bowman-Perrott, L., Benz, M. R., *Hsu, H., Kwok, O., *Eisterhold, L., & Zhang, D. (2013). Patterns
and predictors of disciplinary exclusion over time: An analysis of the SEELS national
dataset. Journal of Emotional and Behavioral Disorders, 21(2), 83-96.(5 year IF=2.1) doi: 10.1177/1063426611407501 (Published online first October 13, 2011.)
Bowman-Perrott, L., *Davis, H., Vannest, K. J., *Williams, L., Greenwood, C. R., & Parker, R.
(2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School PsychologyReview, 42(1), 39-55.(5 year IF=2.8)
Zhang, D., Benz, M. R., Kwok, O., *Hsu, H. Y., & Bowman-Perrott, L. (2011). The impact of
basic-level parent engagements on student achievement: Patterns associated with race/ethnicity and SES. Journal of Disability Policy Studies, 22(1), 28-39. (5 year IF=.664)
Bowman-Perrott, L., Herrera, S. G., & Murry, K. (2010). Complexities in learning to read and
reading to learn for English language learners. Reading and Writing Quarterly, 26(1), 91
107. doi: 10.1080/10573560903397064(Acceptance rate=11-20%, Cabell’s Directories)
Bonner, F., Lewis, C., Bowman-Perrott, L., Hill-Jackson, V. & *James, M. (2009, Winter).
Definition,identification, identity and culture: A unique alchemy impacting the success of gifted African American males in school. Journal for the Education of the Gifted, 33(2), 176-202.(Acceptance rate=17%, Cabell’s Directories)
Bowman-Perrott, L. (2009). ClassWide Peer Tutoring: An effective strategy for students with
emotional and behavioral disorders. Intervention in School and Clinic,44(5), 259-267.doi: 10.1177/1053451208330898(5 year IF=.44)
Bowman-Perrott, L., & Lewis, C. W. (2008). An examination of reading and discipline data for
elementary and secondary African American students: Implications for special education. Multicultural Learning and Teaching, 3(2), 73-98.
Kamps, D. M., Greenwood, C., Arreaga-Mayer, C., Veerkamp, M. B., Utley, C., Tapia, Y.,
Bowman-Perrott, L., & Bannister, H. (2008). The efficacy of ClassWide Peer Tutoring in middle schools. Education and Treatment of Children, 31(2), 119-152.(Acceptance rate=21-30%, Cabell’s Directories)
Bowman-Perrott, L., Greenwood, C., & Tapia, Y. (2007). The efficacy of CWPT used insecondary
alternative school classrooms with small teacher/pupil ratios and students with emotional and behavioral disorders. Education and Treatment of Children, 30(3), 65-87.(Acceptance rate=21-30%, Cabell’s Directories)
Bowman, L. (2005). Grade retention: Is it a help or hindrance to student academic success?
Preventing School Failure, 49(3), 42-46.
Bowman, L. (2004). Early identification of middle school at-risk students with learning and
behavioral disorders. Multiple Voices, 7(1), 48-59.
Kea, C. D., Penny, J. M., & Bowman, L. (2003). The experiences of African American students
in special education master’s programs at traditionally White institutions. Teacher Education and Special Education, 26(4).(Acceptance rate=11-20%, Cabell’s Directories)
Bowman, L. (2000). Juvenile delinquency among African American males: Implications for
Special education. Multiple Voices, 4(1), 62-72.
Manuscripts inReview
Bowman-Perrott, L., *de Marin, Mahadevan, L., & *Etcchells, M. (in review). Academic, social, and
linguisticoutcomes of Englishlanguage learners participating in peer tutoring interventions: Asystematic review.
Bowman-Perrott, L., Lewis, C., & *Hsiao, Y. (in review). Disciplinary exclusion of students with
emotional and behavioral disorders and learning disabilities: A district-level analysis.
Manuscripts in Preparation
Bowman-Perrott, L. (in preparation). Examining the effects of group contingencies on problem
behaviors and academic performance: A meta-analysis of single-case and group research.
Bowman-Perrott, L. (in preparation). School-level factors associated with disciplinary exclusion.
Bowman-Perrott, L. (in preparation). The use of curriculum-based measurementwith English
languagelearners.
Bowman-Perrott, L. (in preparation). Check In/Check Out: A meta-analysis of intervention efficacy.
Bowman-Perrott, L., & *deMarin, S. (in preparation). Reading interventions for English language
learners: A quantitative review.
*Zaini, S., & Bowman-Perrott, L. (in preparation). The Good Behavior Game: An investigation of
research quality.
*Zaini, S., Burke, M. D., & Bowman-Perrott, L. (in preparation). Self-regulation interventions for
students with attention deficit/hyperactivity disorder: A meta-analysis of single-case research.
Book Chapters, Contributions, and Encyclopedia Entries
Bowman-Perrott, L., & *Adame, C. (2014). Peertutoring. In C. R. Reynolds and K. J. Vannest
(Eds.),Encyclopedia ofspecial education: A reference for theeducation of children, adolescents, and adults withdisabilities and other exceptional individuals.NY: Wiley InterScience.
Riccio, C. A., *Dennison, A., & Bowman-Perrott, L.(2014). Individual assessment of
specific academic areas. In S. G. Little & A. Akin-Little (Eds.), Academic assessment and intervention, New York: Routledge.
Bowman-Perrott, L. (2010). Introduction to grade retention among struggling readers. Reading and
Writing Quarterly, 26(1), 91-107. doi: 10.1080/10573560903396819
Bowman, L., Brown, B., Davis, C., Manno, C., & Olmeda, R. E. (2003). Personal reflections:
Cultural factors.In J. M. Kauffman, Characteristics of emotional and behavioral disorders of children and youth (8th ed.). Upper Saddle River, NJ: Prentice-Hall.
Kea, C. D., Cartledge, G., & Bowman, L. (2002). Intervention techniques for African American
learners with behavioral problems. In B. A. Ford and F. Obiakor (Ed.), Creating successful learning environments for African American learners with exceptionalities. Austin, TX: Pro-ED.
Bowman, L., Brown, B., Davis, C., Manno, C., & Olmeda, R. E. (2001). Personal reflections:
Cultural factors.In J. M. Kauffman, Characteristics of emotional and behavioral disorders of children and youth (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
Reports Prepared for Federal and Local Agencies
Bowman-Perrott, L. (2012). ClassWide Peer Tutoring for success in science. Catalyst Research
Grant Final Report. Submitted to the College of Education and Human Development, Texas A&M University.
Bowman, L. (2006). LAS ESTRELLASFinal Report submitted to the Office of English Language
Acquisition, U.S. Department of Education. CFDA 84.195B. PR/Award #T195B010039-04.
Juniper Gardens Children’s Project, University of Kansas.
Bowman, L. (2005). LAS ESTRELLASBiennial Performance Report (2003-2005) submitted to the
Office of English Language Acquisition, U.S. Department of Education. CFDA 84.195B.
PR/Award # T195B010039-04. Juniper Gardens Children’s Project, University of Kansas.
Bowman, L. (2004). LAS ESTRELLASAnnual Performance Report (2004-2005) submitted to the
Office of English Language Acquisition, U.S. Department of Education. CFDA 84.195B.
PR/Award # T195B010039-04. Juniper Gardens Children’s Project, University of Kansas.
Bowman, L. (2004). ClassWide Peer Tutoring in an alternative education setting. Final Performance
Report for Project LASER. Submitted to the University of South Florida for the Office of Special Education Programs, U.S. Department of Education.
Bowman, L. (2002). LAS ESTRELLASAnnual Performance Report (2002-2003) submitted to the
Office of English Language Acquisition, U.S. Department of Education. CFDA 84.195B.PR/Award # T195B010039-04. Juniper Gardens Children’s Project, University of Kansas.
Bowman, L. (2001). LAS ESTRELLASAnnual Performance Report (2001-2002) submitted to the
Office of English Language Acquisition, U.S. Department of Education. CFDA 84.195B. PR/Award # T195B010039-04. Juniper Gardens Children’s Project, University of Kansas.
Funded Grants
Riccio, C. A. (PI), McCormick, A. S. (Co-PI), & Bowman-Perrott, L. (Co-PI) (2010-2014). U.S.
Department of Education (CFDA 84.325D) Doctoral training in school psychology/special education: Focus on children who are English language learners. (Funded, Total Award, $1,190,126)
Bowman-Perrott, L. (PI). ClassWide Peer Tutoring for success in science (2010-2011). College of
Education and Human Development Catalyst Grant, Texas A&M University. (Funded, Total Award, $5,000)
Bowman, L. (PI) (2003-2004). LASER Research Associate Grant, University of South Florida.
ClassWide Peer Tutoring in an alternative education setting. U.S. Department of Education, Office of Special Education Programs. (Funded, Total Award $5,000)
Bowman, L. (PI), Herrera, S. (Co-PI), & Greenwood, C. (Co-PI/Mentor) (2001-2006). Training for
All Teachers (CFDA84.195B). LAS ESTRELLAS:Enhancing Secondary Teachers’ Repertoires in working with English Language Learners for Academic Success. U.S. Department of Education, Office of English Language Acquisition. (Funded, Total Award $1,092,094)
Utley, C. (PI), Sailor, W. (Co-PI), & Bowman, L. (Co-PI) (2001-2005). Field Initiated Research
(CFDA 84.324C).Positive behavioral supports as a comprehensive, proactive and school-wide intervention program for preventing problem behaviors, referrals and suspensions in urban elementary at-risk students and students with emotional/behavioral disorders. U.S. Department of Education, Office of Special Education Programs. (Funded, Total Award $898,610)
Other Grant Writing
McCormick, A. S. (PI), Riccio, C. A. (Co-PI), & Bowman-Perrott, L. (Co-PI) (2008). Doctoral
trainingprogram in school psychology/special education: focus on Hispanic children with disabilities and their families. U.S. Department of Education (Unfunded, Total Budget $955,890).
Riccio, C. A. (PI), Bowman-Perrott, L. (Co-PI), & Kwok, O-M. (Co-PI) (2007). FACES: Trajectory
throughmiddle school. National Science Foundation (Unfunded, Total budget of $1,060,028.00).
Bowman, L. (PI) (2000). Student Initiated Research (CFDA 84.324B). Critical factors related to
dropout: A retrospective analysis of middle school students with learning disabilities and emotional disturbances. U.S. Department of Education, Office of Special Education Programs. (Approved, Unfunded)
Bowman, L. (1999). Critical factors related todropout: A retrospective analysis of students with
disabilities.Spencer Foundation Dissertation Fellowships. (Unfunded)
National/International Presentations
Bowman-Perrott, L., & *Davis, H. (2013, April). Academic outcomes associated with peer tutoring:
Ameta-analysis of single-case research.Session, Council for Exceptional Children, San Antonio, TX.
Bowman-Perrott, L., & Burke, M. D., *Zaini, S., &*Zhang, N. (2013, April).The academic and
socialbehavioral benefits of peer tutoring: A meta-analysis of single-case studies. Poster,Council for Exceptional Children, San Antonio, TX.
Burke, M. D., Bowman-Perrott, L., *Zaini, S., *Zhang, N. *Hong, E., & *Hatton, H. (2013, April).
Function-based interventions for students with EBD: A meta-analysis of academic and behavioral outcomes (Poster). Council for Exceptional Children Annual Convention, San Antonio, TX.
*Frew, L., Bowman-Perrott, L., & Benz, M. (2011). Repeated disciplinary exclusion of students with
BD.Poster session, Council for Children with Behavior Disorders, New Orleans, LA.
Bowman-Perrott, L., *Eisterhold, L., & Benz, M. R. (2010). Patterns and predictors of disciplinary
exclusion over time: A national perspective. Poster session, Council for Exceptional Children, Nashville, TN.
Zhang, D., Benz, M., Bowman-Perrott, L., *Hsu, H., & Kwok, O. (2010). Parent involvement in
special education: Relationship to race, SES, and student achievement. Poster session, Council for Exceptional Children, Nashville, TN.
Bowman-Perrott, L., & Chance Lewis (2009). An examination of reading and discipline data for
elementary andsecondary African American students: Implications for special education. Symposium presentation, American Educational Research Association. San Diego, CA.
Bowman-Perrott, L., Herrera, S., Martinez, T., & Fanning, C. (2007, February). Translating
research to practice for secondary educators of ELL: Review of data and student outcomes. Session presentation, National Association for Bilingual Education, San Jose, CA.
Bowman-Perrott, L., Martinez, T., & Tapia, Y. (2006, February). Measuring student and
teacher outcomes: A review of data collection tools. Session presentation, Kansas Association of Teachers of English to Speakers of Other Languages and Bilingual Educators Annual Conference. Manhattan, KS.
Bowman, L., *Thorne, S., Utley, C., Moore, D., & Sailor, W. (2005, April). School-wide, targeted
group, and individual supports: Applications of positive behavior support in an urban elementary school classroom. Pre-Convention Session. Council for Exceptional Children, Baltimore, MD.
Herrera, S., Murry, K., Becker, T., Martinez, T., & Bowman-Perrott, L. (2005, November).
Reaching adequate yearly progress in diverse schools. Session presentation, U.S. Department of Education, Office of English Language Acquisition 2005 Celebrate Our Rising Stars Summit. Washington, DC.
Kamps, D., Peterson, L., Maheady, L., Bowman, L., & Van Norman, R. (2005, May). New
developments in peer tutoring. Panel session presentation,Association for Behavior Analysis International Conference, Chicago, IL.
McCart, A., Utley, C., Obiakor, F. E., Bowman, L., Wolf, N. (2005, April). Implementing
positive behavior support (PBS) in urban multicultural schools: Research and reality. Pre-Convention Session. Council for Exceptional Children, Baltimore, MD.
Bowman, L. J., Herrera, S., & Ross, S. (2004, February). LAS ESTRELLAS: Enhancing
Secondary Teachers’ Repertoires in Working with English Language Learners for Academic Success. Session presentation, National Association of Bilingual Education Conference, Albuquerque, NM.
Abbott, M., Tapia, Y., & Bowman, L. (2003, April). Helping teachers profit from student
assessment: ClassWide Peer Tutoring-Learning Management System. Poster Session, Council for Exceptional Children Conference, Seattle, WA.
Kea, C. D., & Bowman, L. J. (2003, April). Interventions for African American learners with
behavioral problems. Session presentation, Conference on Children and Youth with Behavior Disorders. Council for Children with Behavioral Disorders, St. Louis, MO.
Klingner, J., Dimino, J., & Bowman, L. (2003, April). Bilingual special education: Effective
instructional strategies for English-language learners in inclusive classrooms. Panel session, Council for Exceptional Children Conference, Seattle, WA.
Kea, C., Cartledge, G., & Bowman, L. (2002, April). The enticement of culturally and
linguistically diverse groups in special education: Repairing the pipeline-persistence of African American graduate students. Poster session, Council for Exceptional Children Conference, New York, NY.
Bowman, L., & Kauffman, J. (2001, November). The early identification of middle school
students with learning disabilities and emotional disturbances: Results of a retrospective analysis. Session presentation, Teacher Educators for Children with Behavior Disorders Conference, Tempe, AZ.
Olmeda, R., Bowman, L., Brown, B., & Davis, C. (2000, November). Multicultural special
education leadership training program: Meeting the need for multicultural educators. Presentation, Council for Exceptional Children: Symposium on culturally and linguistically diverse exceptional learners, Albuquerque, NM.
Bowman, L., Brown, B., Davis, C., Kauffman, J., Mallory, G., and Olmeda, R. (1999,
November). Deviance or cultural difference? Behavioral disorders in multicultural contexts. Panel session, National Conference on Teaching Exceptional Children with Behavioral Disorders, Scottsdale, AZ.
Bowman, L. (1999, April). Dropout prevention. Poster session, Council for Exceptional
Children Conference, Charlotte, NC.
Regional/State Presentations
Bowman-Perrott, L., & Kea, C. (2008). Disproportionate representation in special education
and disproportionate disciplinary experiences among culturally and linguistically diverse students. Session, Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.
Bowman-Perrott, L. (2007). Exploring the role of culture in the implementation of academic and
behavioral interventions for students with or at risk for E/BD. Session presentation, Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.
Bowman, L. (2005, February). ClassWide Peer Tutoring as an intervention for middle and high
school students with E/BD in alternative education classrooms. Session presentation, Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.
Smith, C., Eppler, B., Rosen, C., Nelson, M., & Bowman, L. (2005, February). Challenges faced
in meeting the needs of students with significant behavioral disorders across educational, mental health and juvenile justice settings. Panel session presentation, Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.
*Thorne, S., Bowman, L., Utley, C., Moore, D., Heir, N., & Sailor, W. (2005, February). The
effects of a comprehensive class-wide intervention on an identified at-risk student’s academic engagement time and frequency of problem behaviors. Poster session, Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.
Bowman, L. J. (2004, February). Dropout prevention: How do we keep students from falling
through the proverbial crack? Session presentation, Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.
Utley, C., Sailor, W., Bowman, L., *Thorne, S., *Gordon, K., Moore, D., & Moore, A. (2004,
February). School-wide application of PBS: Using office referral data to make data-based decisions to evaluate program effectiveness. Poster session, Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.
Bowman, L. J. (2004, May). ClassWide Peer Tutoring in alternative education settings.
Presentation, LASER Think Tank, San Juan, PR.
Bowman, L. J. (2003, December). ClassWide Peer Tutoring in an alternative education setting.
Presentation, LASER Conference, Houston, TX.
Bowman, L. J. (2003, September). ClassWide Peer Tutoring in an alternative education setting.
Presentation, LASER Think Tank, Albuquerque, NM.
Bowman, L. (February, 2002). The early identification of middle school students with learning
disabilities and emotional disturbances who are at risk for dropping out: Results of a
retrospective analysis. Session presentation, Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.
Bowman, L., & Kauffman, J. (November 2001). The early identification of middle school students
with learning disabilities and emotional disturbances: Results of a retrospective analysis.
TECBD Conference, Tempe, AZ.
Olmeda, R., & Bowman, L. (2000, February). Cultural difference or behavioral deficit? Poster
Session, Midwest Symposium for Leadership in Behavior Disorders, Kansas City,
Missouri.
Bowman, L. (1999, February). Dropout prevention. Session presentation, Virginia State
Federation, Council for Exceptional Children, Roanoke, VA.
Bowman, L., Brown, B., & Davis, C. (1999, June). Multicultural special education. Presentation,
Multicultural Special Education Leadership Training Colloquium, Washington, DC.
Bowman, L., Brown, B., Davis, C., & Olmeda, R. (1999). Deviance orcultural difference?
Behavioral disorders in multicultural contexts. Teaching Exceptional Children with Behavioral Disorders (TECBD) Conference, Scottsdale, AZ.
Bowman, L., Brown, B., Davis, C., & Olmeda, R. (1999). Multicultural special education.