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Direct linkMason, Erica N.; Benz, Sarah A.; Lembke, Erica S.; Burns, Matthew K.; Powell, Sarah R. – Learning Disabilities Research & Practice, 2019
This article is about a school-district-initiated partnership with university faculty and their effort to implement a mathematics multi-tiered system of support (MTSS). In addition to reporting research about MTSS implementation, we describe how this district translated research into practice. We also share the perceptions of key stakeholders…
Descriptors: College School Cooperation, School Districts, Program Implementation, Stakeholders
Burns, Matthew K.; Maki, Kathrin E.; Karich, Abbey C.; Coolong-Chaffin, Melissa – Learning Disabilities: A Multidisciplinary Journal, 2017
The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions,…
Descriptors: Feedback (Response), Reciprocal Teaching, Teaching Methods, Reading Comprehension
Burns, Matthew K.; Warmbold-Brann, Kristy; Zaslofsky, Anne F. – School Psychology Review, 2015
Ecological systems theory (EST) has been suggested as a framework to provide effective school psychology services, but previous reviews of research found questionable consistency between methods and the principles of EST. The current article reviewed 349 articles published in "School Psychology Review" (SPR) between 2006 and 2015 and…
Descriptors: Systems Approach, Periodicals, Intervention, Journal Articles
Burns, Matthew K.; Davidson, Katherine; Zaslofsky, Anne F.; Parker, David C.; Maki, Kathrin E. – Assessment for Effective Intervention, 2018
The amount of information that students successfully learn and later recall from each intervention session is limited and is called the acquisition rate (AR). Research has consistently supported the effects of modifying intervention set sizes with AR data, but research with AR is in its infancy. The current study compared the relationship between…
Descriptors: Short Term Memory, Reading Skills, Language Acquisition, Aptitude Treatment Interaction
Parker, David C.; Burns, Matthew K.; McMaster, Kristen L.; Al Otaiba, Stephanie; Medhanie, Amanuel – Assessment for Effective Intervention, 2018
The current study determined growth patterns during an 8-week writing intervention and then examined the association between growth pattern and students' initial skills as determined by instructional-level data. One hundred forty-seven first-grade students struggling with early literacy skills received a writing intervention at one of two tiers of…
Descriptors: Writing Instruction, Grade 1, Elementary School Students, Emergent Literacy
Taylor, Crystal N.; Aguilar, Lisa; Burns, Matthew K.; Preast, June L.; Warmbold-Brann, Kristy – Journal of Psychoeducational Assessment, 2018
Teaching children too many words during a lesson reduces retention. The amount of new information a student can successfully rehearse and recall later is called acquisition rate (AR), which has been reliably measured with students in first, third, and fifth grades. The purpose of this study was to examine the reliability of assessing AR for sight…
Descriptors: Reliability, Sight Vocabulary, Teaching Methods, Elementary School Students
Burns, Matthew K.; Barrett, Courtenay A.; Maki, Kathrin E.; Hajovsky, Daniel B.; Duesenberg, McKinzie D.; Romero, Monica E. – Contemporary School Psychology, 2020
School psychological reports of evaluation results have the potential to provide data that are timely, synthesized, and interpreted and could include recommendations for evidence-based interventions and accommodations for improving student outcomes. The current study examined 130 school psychological reports from 13 school districts and found that…
Descriptors: School Psychology, Student Evaluation, Evidence Based Practice, Intervention
Burns, Matthew K.; Zaslofsky, Anne F.; Maki, Kathrin E.; Kwong, Elena – Assessment for Effective Intervention, 2016
Incremental rehearsal (IR) has consistently led to effective retention of newly learned material, including math facts. The number of new items taught during one intervention session, called the intervention set, could be used to individualize the intervention. The appropriate amount of information that a student can rehearse and later recall…
Descriptors: Intervention, Multiplication, Grade 3, Grade 4
Burns, Matthew K.; Aguilar, Lisa N.; Young, Helen; Preast, June L.; Taylor, Crystal N.; Walsh, Allison D. – School Psychology, 2019
The purpose of this study was to examine the effects of Incremental Rehearsal (IR) and traditional drill (TD) on retention of multiplication facts with 29 students in third and fourth grades with low mathematical skills. Results indicated that IR led to significantly more facts being retained, and was essentially equal to TD for efficiency as…
Descriptors: Drills (Practice), Teaching Methods, Instructional Effectiveness, Mathematics Instruction
Burns, Matthew K.; Ysseldyke, Jim; Nelson, Peter M.; Kanive, Rebecca – School Psychology Quarterly, 2015
Computational fluency is an important aspect of math proficiency. Despite widely held beliefs about the differential difficulty of single-digit multiplication math facts, little empirical work has examined this issue. The current study analyzed the number of repetitions needed to master multiplication math facts. Data from 15,402 3rd, 4th, and 5th…
Descriptors: Elementary School Students, Mathematics Instruction, Multiplication, Mathematics Skills
Jimerson, Shane R., Ed.; Burns, Matthew K., Ed.; VanDerHeyden, Amanda M., Ed. – Springer, 2016
The second edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars…
Descriptors: Response to Intervention, Student Evaluation, Reading Skills, Writing Skills
Larabee, Kaitlyn M.; Burns, Matthew K.; McComas, Jennifer J. – Journal of Behavioral Education, 2014
Despite their recent popularity in schools, there is minimal consensus in the educational literature regarding the use of mobile devices for reading intervention. The word box intervention (Joseph "Read Teach" 52:348-356, 1998) has been consistently associated with improvements in student decoding performance. This early efficacy study…
Descriptors: Handheld Devices, Educational Technology, Technology Uses in Education, Grade 1
Karich, Abbey C.; Burns, Matthew K.; Maki, Kathrin E. – Review of Educational Research, 2014
Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational…
Descriptors: Meta Analysis, Educational Technology, Teaching Methods, Student Participation
Scholin, Sarah E.; Burns, Matthew K. – Psychology in the Schools, 2012
Curriculum-based measurement is commonly used within a response-to-intervention framework to assess the effectiveness of intervention and to triage students into intervention tiers (e.g., the lowest 10% receive a Tier 3 intervention, and those in the 11th to 25th percentiles receive a Tier 2 intervention). We conducted a meta-analysis of 18…
Descriptors: Response to Intervention, Reading Fluency, Data Analysis, Curriculum Based Assessment
Burns, Matthew K.; Lembke, Erica S.; Duesenberg-Marshall, McKinzie D.; Hopkins, Stephanie; Hirt, Stacy; Romero, Monica E.; Thomas, Elizabeth; Steinbauer, Jo Ann; Del Gaiso, Amber; Crooks, Scott – Journal of Research in Special Educational Needs, 2023
The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the…
Descriptors: Academic Achievement, Educational Assessment, Individualized Education Programs, Educational Quality
