Terrance Knox-Lane, M.S.
Terrance Knox-Lane, M.S., is a doctoral candidate in the Clinical Science Ph.D program at Florida International University. He earned a Bachelor of Science degree in Psychology at the Florida State University, where he was involved in developmental psychopathology research. During his time there, he completed an Honors thesis exploring the effects of socioeconomic status on ADHD symptom-like behavior and reading-related outcomes. Before joining FIU, Terrance worked as a postgraduate research assistant at the Yale Center for Emotional Intelligence on the IES Preschool RULER Project.
Terrance’s research interests focus on the intersection of parent engagement, educational interventions, and their impact on the mental health and academic success of children from underserved communities. He is particularly interested in how parents and caregivers can promote best practices within the home to support educational outcomes. His work also explores strategies to address disruptive behaviors and boost socio-emotional outcomes among youth outside of school. As a literacy consultant, he has worked to identify effective methods for supporting students’ academic growth in home and after-school settings. Terrance is also committed to addressing mental health policies that aim to prevent the school-to-prison pipeline by expanding access to resources and services for underserved communities.
Selected Publcations, Presentations, & Posters
Lane, T. (2020). Boys are more ready for kindergarten when taught by diverse teachers. Poster Presented at Yale Postgraduate Spring Preview in New Haven, Connecticut.
Lane, T., Bailey, C.S., & Ponnock, A. (2021). Racial Mismatch: Exploring the Impact of Teacher Diversity on School Readiness. In. C. Cipriano (Chair), Race-Conscious Practice and Representation in Contemporary Social and Emotional Learning. Symposium conducted at the annual meeting of the American Educational Research Association, Washington D.C. (Moved Online)
Morales, M., Cadet, G., Obee, A., Lane, T., Waguespack, A., Hart., K. (2023, October 26-28). Examining social determinants of health on literacy outcomes among rising kindergarteners and first graders in a culturally and linguistically diverse county [Poster Presentation]. National Latinx Psychological Association: Walking With our Ancestors: Honoring Indigenous Wisdom & Decolonizing our Psychology Toward our Collective Liberation, Chicago, Illinois.
Knox-Lane, T., Poznanski, B., Zambrana, K., Cheatham-Johnshon, R., Moses, J., Chou, T., & Hart, K. (2024, June 21-23). Promoting the Use of Dialogic Reading among Low-income Families [Poster Presentation]. Society for the Psychological Study of Social Issues Conference: Frontiers of Justice: Using Psychological Science to Reinvigorate Diversity, Equity, and Inclusion, Philadelphia, Pennsylvania.
Morales, M. C., Bravo, E., Lane, T., Obee, A., Cadet, G., Waguespack, A., Hart, K. C. (2024, October 17 –19). Dual Language Learner’s Early Literacy Skills and The Home Literacy Environment: Exploring Contextual Factors. In Scaling the Public Health Pyramid: The Role of Culture and Context in Supporting Youth Wellbeing. Symposia accepted for presentation at the National Latinx Psychological Association Annual Conference: Weaving a Community-Engaged Psychological Science, San Juan, Puerto Rico.
Knox-Lane, T., Bailey, C. S., Ponnock, A., & Denham, S. A. (2023). Teacher-Child Racial Congruence and Young Children’s Preschool Adjustment. Early Childhood Research Quarterly, 63, 249-263.
Hart, K. C., Poznanski, B., Cheatham-Johnson, R., Gregg, D., Zambrana, K., Gutierrez Renzulli, A., …Lane, T.…Villodas, M. (2024). Utilizing the Summer Treatment Program Model to Promote School Readiness in Young Children Living in Urban Poverty: An Initial Effectiveness Open Trial. Evidence-Based Practice in Child and Adolescent Mental Health, 1–16.