Dr. Sheldon L. Loman conducts research and teaches inclusive practices for supporting students with extensive support needs to teacher candidates earning their licenses in special education and research methodologies to educational doctorate (EdD) students. He earned his Ph.D. in Special Education from the University of Oregon.
Before his work at Portland State University, Dr. Loman worked as a special education teacher and positive behavior support coordinator in a diverse urban school district in California. He has developed the research-based Basic FBA to BSP widely used by schools and districts to train school-based personnel to use function-based positive behavior supports (see www.basicfba.com). He recently completed his role as a co-project director on a four-year $1.25 million personnel preparation grant entitled DiSE (Diverse Special Educators) that prepared special educators from culturally and linguistically diverse backgrounds to support students from culturally and linguistically diverse backgrounds with extensive support needs.
Areas of Expertise:
Inclusive practices for individuals with extensive support needs
Positive Behavioral Interventions and Supports (PBIS) and Multi-tiered Systems of Support (MTSS)
Functional Behavioral Assessment (FBA)
Educational systems change
Loman, S. L., Strickland-Cohen, M. K., & Walker, V. L. (2018). Promoting the accessibility of SWPBIS for students with severe disabilities. Journal of Positive Behavior Interventions, 20, 113-123. https://doi.org/10.1177/1098300717733976
Walker, V. L., & Loman, S. L. (2022). Strategies for including students with extensive support needs in SWPBIS. Inclusive Practices. 1(1), 23-32. https://doi.org/10.1177/27324745211000307
Loman, S.L., & Horner, R.H. (2014). Examining the efficacy of a basic functional behavioral assessment training package for school personnel. Journal of Positive Behavior Interventions, 16 (1), 18-30. doi: 10.1177/1098300712470724.