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Wendy Oakes

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Associate Director of Graduate Programs & Associate Professor
Faculty, TEMPE Campus, Mailcode 5411

Wendy Peia Oakes is an associate professor at the Mary Lou Fulton Teachers College at Arizona State University. Her work focuses on practices that improve educational access and outcomes for young children with and at risk for emotional and behavioral disorders. For example, her research addresses comprehensive, integrated, three-tiered (Ci3T) models of prevention; the implementation of evidence-based academic and behavioral interventions; and professional development for preservice and in-service educators in implementing practices with fidelity.

Professor Oakes serves as an associate editor for Remedial and Special Education and Special Issue Co-Editor for Education and Treatment of Children. She served as the President of the Council for Exceptional Children (CEC) –Council for Children with Behavioral Disorders and, currently, President-elect for the CEC-Division for Research.

  • Ph.D. Curriculum and Instruction (Special Education, Emotional and Behavioral Disorders) 2009
  • M.Ed. Educational Leadership, Northern Arizona University 2006
  • B.S. Special Education, University of Maryland-College Park 1989
Research Interests: 

I am researching the design, implementation, and evaluation of comprehensive, integrated three-tiered (Ci3T) models of prevention as part of an Institute of Education Sciences funded Researcher-Practitioner Partnership. This project is focused on creating positive, proactive learning environments for all students. Ci3T models offer a framework for applying evidence-based practices  addressing academic, behavioral, and social skill domains in PK - 12 school systems. Our leadership team is examining the effect of high-fidelity implementation of Ci3T models on student outcomes, teacher efficacy, and structures for sustaining these practices.   


As a teacher educator, I am interested in examining issues of teachers' sense of efficacy, specifically related to classroom management and practices for addressing the needs of children with the most challenging behaviors. I am focused on preparing teacher candidates to successfully implement evidence-based practices for supporting student behavior within a tiered framework. 


I am part of a research team interested in creating free-access systematic behavior screening tools for the early detection of students experiencing internalizing and/or externalizing behavior patterns. We have examined the reliability, validity, and feasibility of a brief screening tool for use with students in grades K-12. We are currently developing a companion tool for early childhood settings. Our team has created multiple resources to support the adoption and use of systematic behavior screening as part of regular school practices. 


Guiding research questions:

  • How can schools implement and sustain proactive approaches for the early detection and intervention of students' learning and behavior difficulties?
  • How can we best prepare teachers to create positive, proactive learning environments for young children?

  • How do teachers best learn about and use evidence-based practices for creating positive and engaging learning environments?

Research Activity: 
  • Thompson, Nicole L.Oakes, Wendy Peia, Gummer, Edith. Higher Education Partnership – Morocco (2019 -2024). Science, Technology, Innovation, and Partnerships in Higher Education Program, USAID.
  • Oakes, Wendy PeiaEnhancing Ci3T: Building Professional Capacity for High Fidelity Implementation to Support Students’ Educational Outcomes (Project ENHANCE). Integrated MTSS Research Network (2019-2024). Institute of Education Sciences (DoEd), University of Kansas.
  • Oakes, Wendy Peia. Project SCREEN: Validation of a Free-Access Screening Tool for K-12 Educators to Screen Students for Internalizing and Externalizing Behavior Patterns (2019-2022). Institute of Education Sciences (DoEd), University of Kansas.
  •  Oakes, Wendy PeiaImplementing Comprehensive Integrated Three-tiered Models to Meet Students Academic Behavior and Social Needs: A Research-Practitioner Partnership.  (2015 - 2017) Institute of Education Sciences (DoEd), University of Kansas.
  • Oakes, Wendy PeiaJimenez-Silva, MargaritaWilcox, Martha Jeanne. Preparing Early Childhood Special Educators for Arizona (2013 - 2019) Office of Special Education Programs (DoEd) 
Fall 2021
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
TEL 493Honors Thesis
Spring 2021
Course NumberCourse Title
TEL 492Honors Directed Study
TEL 493Honors Thesis
Fall 2020
Course NumberCourse Title
DCI 791Seminar
Fall 2019
Course NumberCourse Title
ECS 430Sys Pol Advoc in ECD/SPE
Spring 2019
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
Fall 2018
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
Spring 2018
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
Fall 2017
Course NumberCourse Title
ECS 315Classroom Org & Child Guidance
ECS 430Sys Pol Advoc in ECD/SPE
Honors / Awards: 

Excellence in Integration of Scholarship with Teaching, Mary Lou Fulton Teachers College, Arizona State University (2018)

Centennial Professorship Award, Arizona State University (2017)

Ted Carr Initial Researcher Award, Association for Positive Behavior Support (2014)


Associate Editor, Remedial and Special Education (RASE)

Associate Editor, Behavioral Disorders (BD)

Associate Editor, Journal of Positive Behavior Interventions (JPBI)

Guest Editor, Education and Treatment of Children (ETC)

Professional Associations: 

Association for Positive Behavior Support (APBS)

Council for Exceptional Children (CEC)

Council for Children with Behavioral Disorders (CCBD)

Division for Early Childhood (DEC)

              Division for Research (DR)

              Teacher Education Division (TED)

              Teacher Educators for Children with Behavior Disorders (TECBD)

National Association for the Education of Young Children (NAEYC)

Expertise Areas: