Rate My Professor Kathleen Tuck

Kathleen N. Tuck, Ph.D., BCBA-D, is an Associate Professor of Special Education in the School of Education and Human Sciences at the University of Kansas. She earned her Ph.D. in Early Childhood Special Education from Vanderbilt University and a master’s degree in special education from The College of William & Mary. Prior to her academic career, Dr. Tuck held dual teaching certifications in elementary general and special education. She provided at-home behavioral support for toddlers with autism, taught young students from toddler through sixth grade, served as a public school teacher for elementary students with language and behavioral support needs, and worked as an itinerant preschool educator for toddlers and preschoolers with and without support needs. In May 2024, she received promotion and tenure at the University of Kansas. She was also recognized for research excellence at the 2024-25 KU athletics events.

Dr. Tuck coordinates early childhood pre-service educator programming at both undergraduate and master’s levels. Her research focuses on the identification and implementation of evidence-based instructional practices for young students with language and behavioral support needs, supporting engagement and autonomy of all young students in inclusive classrooms through adaptive environments, and improving methodology and synthesis of single-case research design studies. Key publications include 'Noncompliance Interventions for Young Children: A Best Evidence Synthesis and Meta-Analysis' (2023), 'Implementing Visual Activity Schedules to Support Elementary Student Engagement' (2024), 'A Systematic Review and Meta-Analysis of the Relation Between Engagement and Achievement in Early Childhood Research' (2021), 'A Primer on Single-Case Research Designs: Contemporary Use and Analysis' (2019), and 'Educational Technology to Support Written Expression: A Systematic Literature Review' (2023). She serves as co-editor of Single Case in the Social Sciences and is a member of the editorial board for the Journal of Early Intervention. Her scholarship advances evidence-based practices in early childhood special education and behavioral interventions, contributing to improved outcomes for young children with disabilities in inclusive settings.