Leslie Rogers profile photo

Leslie Rogers

Specialty area(s)

High Incidence Special Education, Parent Engagement, Formative Assessments, and Self-Regulation

A student taking Dr. Rogers' SPE 440 shared the following, 

"People always ask me why I want to be a special educator.  I’m quick to respond with, “I love to be around kids and I have an uncle who has down syndrome, whom I also love to be around, so I just thought I’d combine the two.”  However, I never really thought about the skills I actually need to practice in order to meet the needs of children with disabilities, until I stepped into SPE 440.  Excited I walked in, and excited I walked out, but never did I think about what actually happens behind the scenes of a child’s development in the special education program.  I walked in thinking that we were going to learn about specific disabilities and how to treat them, but instead it was a class more meaningful than most classes I’ve had thus far.  We learned about many strategies we can use when going through an IEP meeting to make it the most beneficial for the teachers, the parents and the student.  We interacted with many people via telephone or Skype, and discussed effective ways we can help children advocate for themselves in their lives.  We went through IEP’s and the legal rights children have when they receive special education.  To say the least, we covered many topics, but the most important skill we discussed was the importance of collaboration and communication between teachers and parents when meeting the basic needs of a child."

Brief biography

Dr. Rogers' received her B.S. in Special Education in 1993 from the University of Wisconsin - Madison, her M.Ed. in Special Education in 1998 from the University of Maryland - College Park, and her Ph.D. in Special Education in 2010 from Vanderbilt University. Since 2005, her research has focused on investigating the efficacy of educational programs that include a component related to academic self-regulated learning. Dr. Rogers also examines the impact that student-, family-, and teacher-level variables have on student outcomes and parent and teacher satisfaction. One such examination is a 5-year mixed methods (survey and interviews) longitudinal examination of effective home-school communication approaches. If families or teachers are interested in participating in this research, they should contact Dr. Rogers at lrogers@uwlax.edu. Individuals may also learn about this research by attending annual presentations at the Council for Exceptional Children (CEC) and Association for Middle Level Educators' conferences. 

Current courses at UWL

EDS 445, EDS 452, EDS 492, and SPE 440


2010 Ph.D. Vanderbilt University, Nashville, TN
Special Education

1998 M.Ed. University of Maryland, College Park
Special Education

1993 B.S. University of Wisconsin, Madison,
Special Education, Emotional and Behavioral Disorders

Teaching history

EDS 402
EDS 445
EDS 452
EDS 463
SPE 401/501
SPE 430
SPE 440/540
SPE 452/552

Professional history


International Baccalaureate Board of Governors Appointments

2011-2012 Busan International Foreign School (BIFS) Board
Busan, Republic of Korea Member

Teaching Appointments

2013-Present Department of Educational Studies Assistant
University of Wisconsin – La Crosse Professor
La Crosse, Wisconsin

2011-2012 Department of Education Assistant
Kyungsung University Professor
Busan, Republic of Korea

2010-2011 Department of Education Assistant
Keimyung University Professor
Daegu, Republic of Korea

2003-2004 Fairfax County School District LD/ED
2001-2002 Mount Vernon High School Teacher
Alexandria, VA Grades: 9-12

1995-2000 Department of Defense Dependent Schools Consultant
Brussels District Superintendent Office Teacher
Belgium, Netherlands, Germany Grades PK-12

1994-1995 Onalaska School District SED
Onalaska Middle School Teacher
Onalaska, WI Grades 5-8

Research Experience

2014-2015 Applying SRSD to math instruction Principal
UWL and Westby Public Schools Investigator

2009-2010 Dissertation Principal
Peabody College of Vanderbilt University Investigator

Exceptional Children Editorial
Editor: Dr. Steve Graham Assistant

Project Write (SRSD) Assessor
Peabody College of Vanderbilt University

2006-2007 Single-Subject Design Meta-Analysis Principal
Peabody College of Vanderbilt University Investigator

2005-2006 Positive Behavioral Supports (PBS) Research
Peabody College of Vanderbilt University Assistant

2002-2003 Educational Policy Reform Research Institute Research
University of Maryland, College Park Assistant

Research and publishing

Book Chapters

Lane, K. L., Barton-Arwood, S. M., Rogers, L. A., & Robertson, E. J. (2007). Literacy
interventions for students with and at-risk for emotional or behavioral disorders: 1997 to present. In J. C., Crockett, M. M. Gerber and T. J. Landrum (Eds). Achieving the radical reform of special education: Essays in honor of James M. Kauffman. Mahway, NJ: Lawrence Erlbaum Associates.

Refereed Journal Articles

Rogers, L. A., & Graham, S. (2008). A meta-analysis of single subject design writing
intervention research. Journal of Educational Psychology, 100, 879-906.

Lane, K.L., Wehby, J., Robertson, E. J., & Rogers, L. (2007). How do different types
of high school students respond to positive behavior support programs? Characteristics and responsiveness of teacher-identified students. Journal of Emotional and Behavioral Disorders, 15, 3 – 20.

Lane, K. L., Wolery, M., Reichow, B., & Rogers, L. A. (2007). Describing baseline
conditions: Suggestions for study reports. Journal of Behavioral Education, 16, 224- 234.

Lane, K. L., Rogers, L. A., Parks, R. J., Weisenbach, J. L., Mau, A. C., Merwin, M. T., &
Bergman, W. A. (2007). Function-based interventions for students nonresponsive to primary and secondary prevention efforts: Illustrations at the elementary and middle school levels. Journal of Emotional and Behavioral Disorder, 15, 169-183.


International/National Presentations

Rogers, L. A. (2014, April). Using School Volunteers to Improve the Writing Performance of 3rd-Grade Students: The Writing Academy. Poster presented at the International Conference for the Council of Exceptional Children, Boston, MA.

Rogers, L. A. (2012, April). Effective Teaching Principles. Key Speaker at Foreign Teacher’s Workshop at Kyungsung University, Busan, Republic of Korea.

Rogers, L. A. (2010, December). Differentiated Instruction in the U.S.A. Key Speaker at
the Graduate Student festival at Keimyung University, Daegu, Republic of Korea.

Rogers, L.A. (2009, April). Evidence-based writing practices: A meta-analysis of single subject design studies. Poster presented at the International Conference for the Council of Exceptional Children, Seattle, WA.

Rogers, L. A., & Graham, S., (2008, April). Writing interventions that work: Evidence-based
practices. Presentation at the International Conference for the Council of Exceptional Children. Boston, MA.

Graham, S., & Rogers, L. (2008, February). Effective writing instruction: A meta-
analysis of single subject design studies. Presentation at Pacific Coast Research Conference, San Diego, CA.

Graham, S., Rogers, L. A., Harris, K. (2007, May). Writing interventions that
work: Evidence-based practices. A poster presented at annual meeting of the International Council for Exceptional Children, Boston, MA.

Lane, K. L., Robertson, E. J., Rogers, L. A., & Wehby, J. (2006, May). Positive
behavior support at the high school level: Outcomes and recommendations. A poster presented at an international symposium at the Association for Behavioral Analysis International, Atlanta, GA.

Regional & State Presentations

Kabashi, L., & Rogers, L. A. (2014 January). The Effectiveness of Google Docs on
Promoting Student Engagement and Reflection. Poster presentation for the 21st
Century Teaching at UW-L conference in La Crosse, WI.

Rogers, L. A. (2010, May). Improving Student’s Story-Writing Skills Using the Self-
Regulated Strategy Development Model. In-service training for teachers at Joelton
Elementary School in Joelton, TN.

Harris, K. R. & Rogers, L. A. (2009, January). Improving Your Child’s Writing. A
presentation for parents and teachers at Currey Ingram Academy, Nashville, TN.

Rogers, L., A., Parks, R. J., Mau, A. C., Bergman, W. A., & Lane, K. L. (2006,
November). Using a function-based assessment to design an effective tertiary
intervention for a non-responsive middle school student. A paper presented at the
Tennessee Association of Applied Behavior Analysis, Nashville, TN.

Invited Presentations

Rogers, L. A. (2009, December). The Writing Academy. Dissertation proposal
presentation for teachers at Joelton Elementary School in Joelton, TN.

Rogers, L. A. (2006, Summer). The Effects of Stress on Teaching and Job
Attrition. A paper presented in SPED 3860 at Vanderbilt University, Nashville, TN.