Dr. Lynn KatzLynne F. Katz, Ed.D.‌

Research Associate Professor
Director, UM Linda Ray Intervention Center (LRIC) and Director FDLRS-University of Miami
Multidisciplinary Educational Services Center
Ed.D, University of Miami, 1999

Areas of Interest

  • Early childhood special education
  • Infant mental health
  • Parenting with high risk populations
  • Substance exposed newborns
  • Collaborations with Juvenile Court for children 0-3 in foster care and their families


Dr. Lynne Katz is a Research Associate Professor in the Department of Psychology with Secondary Appointments in Pediatrics and the School of Education and Human Development (Teaching and Learning) at the University of Miami.  She is the Director of the University's Linda Ray Intervention Center for high risk children, ages 0-3, who were born prenatally drug exposed and/or were victims of child maltreatment.  Since 1993, she has coordinated the program's comprehensive early intervention services for over 1000 infants and toddlers and their families.  She was elected to the Wall of Honor of the Miami Juvenile Court for her work, as well as being a recipient of the Eleventh Judicial Circuit Leadership Award and the Regional Child Welfare Outstanding Community Partner Award for leadership in early childhood and parenting program collaborations and research with the Juvenile Court.  She is first author of Child-Centered Practices for the Courtroom & Community: A Guide to working effectively with young children & their families in the child welfare system.  Her research interests include: longitudinal educational outcomes of children born prenatally substance exposed, developmental impact of child maltreatment on young children, building evidence-based parenting programs for parents who have maltreated their children, implementation science, strategies to improve language development in high risk babies and toddlers and translational research to practice implementations.

Selected Publications

Ullery, M., Gonzalez, A. & Katz, L. (2016) Mitigating the Effects of Poverty and Crime: the Long-term Effects of an Early Intervention Program for Children who were Developmentally Delayed and Prenatally Exposed to Cocaine. International Journal of Disability,Development and Education, Development and Education, 1-16.

Ullery, M. & Katz, L. (2016) Beyond Part C: Reducing Middle School Special Education for Early Intervention Children with Developmental Delays, Exceptionality,24(1),1-17.

Katz, L., Gonzalez, S., Ullery, M. & Lang, J. (2016) How the framework of implementation science guided an evidence-based dependency parenting program initiative in Florida, Juvenile and Family Court Journal 67 (4), 67-76.

Katz, L., Lederman, C. and Osofsky, J. (2010). Child-centered practices for the courtroom and community: A guide to working effectively with young children and their families in the child welfare system. Brookes Publishing Company, Baltimore, MD

Katz, L., Ullery, MA & Lederman, CS.(2014). Realizing the promise of well-being: Longitudinal research from an effective early intervention program for substance exposed babies and toddlers identifies essential components. Juvenile and Family Court Journal, Vol.65(2),pp.1-11.

Dinehart, L., Katz, L., Manfra, L. & Ullery, MA. (July 2013). Providing quality early care and education to young children who experience maltreatment: A review of the literature. Early Childhood Education Journal, Volume 41, Issue 4, pp.283-290.

Casanueva, C.,Goldman Fraser,J.,Gilbert, A.,Maze, C.,Katz, L., Ullery, MA,Stacks, A.,Lederman,C. (2013). Evaluation of the Miami Child Well-Being Court Model: Safety, Permanency, and Well-Being Findings. Child Welfare, Child Welfare 92(3), pp. 73-96.

Dinehart,L., Manfra, L., Katz, L. & Hartman, S. (2012). Associations between center- based care accreditation status and the early educational outcomes of children in the child welfare system, Children and Youth Services Review, 34, pp.1072-1080.

Perou,R., Elliott,MN.,Visser,SN., Claussen, AH.,Scott, KG., Beckwith, LH., Howard,J.,Katz, LF., & Smith, DC (2012). Legacy for ChildrenTM: a pair of randomized controlled trials of a public health model to improve developmental outcomes among children in poverty. BMC Public Health, Aug 23;12:691.

Casanueva, C.E., Fraser, J.G., Ringeisen, H., Lederman, C., Katz, L. & Osofsky, J. (2010). Maternal perceptions of temperament among infants and toddlers investigated for maltreatment: Implications for services needed and referral. Journal of Family Violence, 25(6), pp.557-574.

Lederman, C., Gomez-Kaifer, M., Katz, L., Thomlinson, B. & Maze, C. (2009). An imperative: Evidence-based practice within the child welfare system of care, Juvenile and Family Justice TODAY. National Council of Juvenile and Family Court Judges, pp.22-25.

Katz, L., Ceballos, S., Scott, K. & Wurm, G. (2007). The critical role of a pediatric nurse practitioner in an early intervention program for children with prenatal drug exposure, Journal of Specialists in Pediatric Nursing, 12(2), pp.123-127.

Osofsky, J. Kronenberg, M.,Hammer, J., Lederman, C., Katz, L. Adams,S., Graham,M., Hogan, A. (2007). The development and evaluation of the intervention model for the Florida Infant Mental Health Pilot Program. Infant Mental Health Journal, 28 (3), pp.259-280.

Bono, K., Bolzani, L. Claussen, A. Scott, K. Mundy, P. & Katz, L. (2005). Early intervention with children prenatally exposed to cocaine: expansion with multiple cohorts. Journal of Early Intervention, 27(4), pp.268-284.

Claussen, A., Scott, K., Mundy, P., & Katz, L. (2004). Effects of three levels of early intervention services on children prenatally exposed to cocaine, Journal of Early Intervention, (26), pp.204-220.

Dice, J., Claussen, A., Katz, L., & Cohen, J. (2004). Parenting programs in Dependency Drug Court, 55(3), Juvenile and Family Court Journal, pp. 1-10.

Lederman, C., Osofsky, J., & Katz, L. (2001). When the bough breaks the cradle will fall: Promoting the health and well- being of infants and toddlers in Juvenile Court, Juvenile and Family Court Journal, 52(4), pp. 33-37.

Scott, K., Hollomon, H., Claussen, A. & Katz, L. (1998). Conceptualizing early intervention from a public health perspective. Infants & Young Children, 11, pp.37-48.


TAL 680 - Working With Families of Young Children with Disabilities: Strategies and Medical Issues - School of Education

Current Research

My research has been influenced by Bronfenbrenner's work as well as Erickson's model of psycho-social developmental stages across the lifespan.  My work focuses on the potential negative impacts on development, school readiness and relationship-building from multiple risks factors including: parental substance abuse coupled with mental health issues, poor parenting models, lack of access to early intervention, insecure parent-child relationships and attachment issues, child maltreatment all typically resulting is school readiness failures.  It recognizes the many systems in which high risk children are embedded.  Developing evidence-based responses to counteract these risks has been my focus, as well as delivering those responses with fidelity, and linking the multiple systems in which the child and family are embedded in ways which are less burdensome to achieve optimal outcomes in the areas of safety, permanency and well-being.

The Miami Child Well-Being Court™ model (MCWBC) is an example of one of the components within the Center which has been built over the last 15 years and it is being replicated nationally.  Through our court collaborations, we have produced both an Implementation Guide and a Clinician's Guide to the model we have built.  Funded as Translating Child Parent Psychotherapy into the Juvenile Court System , our Miami site was funded by the National Center for Injury Prevention and Control at the Centers for Disease Control and Prevention (CDC) to investigate our pioneering problem-solving approach, putting the young child's emotional and developmental needs front and center in judicial decision-making, case planning, and permanency determination.  The model aligns with the high incidence of these children in special education and the need for early interventions.  Our model requires collaborative practice/behavioral changes on the part of all parties involved with dependency court to address the trauma of child abuse and neglect with timely evidence-based treatment and meaningful monitoring of the child's well-being. (Miami Child Well-Being Court Model, final report to Centers for Disease Control and Prevention, 2013).

Over the past decade, the model has generated a high degree of interest.  Jurisdictions across the country and internationally have reached out to me and my team for technical assistance and to access several materials we have been developed as a tool kit, to assist communities seeking to adopt our model.  These include a set of self-assessment tools for newly adopting communities to use when putting the model into place and maintaining the new practices across all the front line professionals, a handbook defining the essential elements of the model, a detailed guide for therapists taking on the augmented roles required in the model, and our book, Child-Centered Practices for the Courtroom & Community: A Guide to Working Effectively with Young Children and their Families in the Child Welfare System (Katz, Lederman & Osofsky, 2010.) This toolkit provides communities with a guide for replicating our model into the next decade.

I believe training a wide range of students is an important component of being a successful researcher, as these students will need specific competencies and skills to move into their fields of preference to work with vulnerable families.  I believe they will be better prepared by having had a hands-on community- based research experience at the Center.  By providing support to them in their areas of interest and also promoting their interactions with real families outside of laboratory research, they become more worldly and knowledgeable about vulnerable populations.  Students have been at undergraduate and graduate levels and have been majors in Psychology, Special Education, Mental Health and Social Work over the last 20+ years.  Additional work-study support and mentoring has been a crucial aspect of our Center's vision.

Not admitting graduate students at this time. Students can seek research credits once enrolled for the Linda Ray research project.