Rate My Professor Howard Wills

Wills’ research interests encompass evidence-based academic and behavioral interventions for students with challenging behavior, the development and evaluation of multi-tiered systems of support and classroom management interventions, and technology-based self-monitoring to aid children and adults with disabilities. He leads efforts to scale up the I-Connect self-monitoring intervention and the CW-FIT classroom management program through community-engaged research employing single-case and randomized control group designs. Key publications include “Use of evidence-based, small-group reading instruction for English language learners in elementary grades: Secondary-tier intervention” (Kamps et al., Learning Disability Quarterly, 2007), “Implementation of a self-monitoring application to improve on-task behavior: A high school pilot study” (Wills et al., 2014), “Classroom Observations and Effects of Reading” (Wills et al., 2010), and “Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Teams (CW-FIT) Program” (Wills et al., 2016). In recognition of his contributions, he received the 2015 mid-career award from the Friends of the Life Span Institute. His work significantly influences classroom practices, student engagement, and behavioral support strategies across U.S. schools.