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Educational Psychology
250 Education Sciences Bldg
56 East River Road
Minneapolis, MN 55455
Voice: 612-624-6083

Educational Psychology
250 Education Sciences Bldg
56 East River Road
Minneapolis, MN
55455-0364 USA

Tel: 612-624-6083
Fax: 612-624-8241
epsy-adm@umn.edu

photo of Stanley Deno

Stanley L. Deno

Emeritus Professor

Special education: mild disabilities

Ph.D., University of Minnesota

Office: 346 Education Sciences Building
E-mail: denox001@umn.edu

I began my career at the University of Delaware, researching the impact of instructional objectives on students' learning. But colleagues there–aware of the reputation of my mother, Dr. Evelyn Deno, in the special education field–pulled me toward research in special education. I have studied a variety of issues in classroom behavior and learning, but am most well-known for my research work focusing on the failure of students to develop basic skills in reading, writing, and arithmetic. My work has resulted in the development of procedures that teachers can use to monitor basic skills growth, to identify students at risk of continued learning difficulty, to evaluate efforts to prevent and remediate low achievement, and to aid in making instructional decisions. These procedures, called curriculum-based measurement, have been used widely in special education for students with mild disabilities. [more on curriculum-based measurement]

Selected publications

Deno, S. L. (2000) Academic progress as incompatible behavior: Curriculum-Based Measurement as Intervention. Beyond Behavior

Shin, J., Deno, S. L., Robinson, S. L., & Marston, D. (in press).  Predicting classroom achievement from active responding on a computer-based classwide instructional system. Remedial and Special Education. , 21(1), 53-60.

Espin, C., & Deno, S. L. (2000) Introduction to the special issue of Learning Disabilities Research and Practice: Views from researchers and practitioners. Learning Disabilities Research and Practice 15(2), 67-68

Shin, J., Deno, S. L., & Espin, C. (in press). Technical adequacy of maze probes for Curriculum-Based Measurement of reading growth. The Journal of Special Education.

Deno, S. L., Fuchs, L. S., Marston, D.B & Shin, J., (2001). Using curriculum-based measurement to establish growth standards for students with learning disabilities. School Psychology Review,30,4 (pp 507-524).

Shin, J., Deno, S. L., & Espin, C. (2000). Technical adequacy of maze probes for Curriculum-Based Measurement of reading growth. The Journal of Special Education 34(3), 140-153.

Espin, C., Skare, S., ,Shin, J., Deno, S. L. Robinson, S., & Brenner, B. (2000) Identifying indicators of written expression proficiency for middle school students. Remedial and Special Education, 34(3) 164-172

Rogers, D.C., Deno, S. L., and Markell, M. (In press). The systematic teaching and recording tactic (S.T.A.R.T.): A generic reading strategy. Intervention.

Deno, S. L. (1997). "'Whether' thou goest: Perspectives on progress monitoring." In E. Kameenuii, J. Lloyd, and D. Chard (Eds.) Issues in educating students with disabilities. Lawrence Erlbaum Associates, Ind. 

Deno, S. L. (2002) Problem-solving as best practice. In A. Thomas & J. Grimes (Eds.), Best practices in School Psychology IV, National Association of School Psychologists, Washington, D.C.

Deno, S. L., Espin, C. & Fuchs, L. (Accepted for publication) Evaluation strategies for preventing and remediating basic skill deficits. In G. Stoner, M. Shinn, & H. Walker (Eds.), Interventions for achievement and behavior problems. Washington, DC: National Association of School Psychology.

Complete vitae [.pdf]



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Revised November 27, 2013