Kathrin E. Maki, Ph.D

Transcription

1 1 Kathrin E. Maki, Ph.D Ball State University Educational Psychology School Psychology Program EDUCATION Ph.D. University of Minnesota, Minneapolis, MN, May 2016 Educational Psychology-School Psychology Dissertation: School Psychologists Consistency and Confidence in Learning Disability Identification: The Impact of Identification Methodology and Inconclusive Student Data M.Ed. Vanderbilt University, Nashville, TN, May 2010 Special Education - Mild/Moderate Disabilities Thesis: Effectively Advocating for Children with Disabilities B.A. University of Michigan, Ann Arbor, MI, May 2006 Majors: Psychology and History HONORS AND AWARDS Academic Year Eva O. Miller Fellowship, University of Minnesota ACADEMIC AND PROFESSIONAL POSITIONS 8/2015 Assistant Professor of Educational Psychology, Ball State University, Muncie, IN 8/2015-6/2016 School Psychology Internship, Mahtomedi Public Schools, Mahtomedi, MN Supervisor: Mary Schnell, Ph.D., L.P. Special education evaluation and assessment Academic and behavioral intervention Group and individual student counseling Social skills interventions with students with ASD Social skills interventions with students with EBD Provide district professional development related to student mental health, academic, behavioral, and social skills NCSP eligible upon completion (passed Praxis 6/2015)

2 2 8/2012-5/2015 Research Assistant (.25 FTE) Minnesota Center for Reading Research, University of Minnesota, Minneapolis, MN Implemented reading interventions in public schools Literacy resource development Assistance with manuscript writing Organized and managed research projects Managed project database 8/2011-8/2014 Research Assistant (.25 FTE) Minnesota Center for Reading Research: Path to Reading Excellence in School Sites (PRESS) Project, University of Minnesota, Minneapolis, MN Implemented evidence-based reading interventions with struggling readers Utilized ipads and other technology to implement reading interventions Conducted assessment of student reading skill Supported classroom teachers with quality core literacy instruction Co-led professional development for classroom teachers Reading assessment development and validation Co-directed reading interventions during summer school Developed materials for monitoring intervention fidelity Assistance with manuscript writing Managed project database Provided training and intervention implementation fidelity support for research assistants 8/2011-5/2012 Research Assistant (.25 FTE) Department of Educational Psychology, University of Minnesota, Minneapolis, MN Implemented academic interventions with school-age children Data collection Assistance with manuscript writing Co-developed research projects 8/ /2009 Research Assistant (.50 FTE), Lynn S. Fuchs, Ph.D (PI), Vanderbilt University, Nashville, TN

3 3 Implemented whole-class math interventions with school-age students Implemented small-group math interventions with school-age students struggling in math 6/2006-6/2008 Research Assistant (1.0 FTE) Colorado Learning Disabilities Research Center, Richard K. Olson, Ph.D (PI), University of Colorado, Boulder, CO Conducted a battery of reading and writing assessments with children ages 8 to 18 Coordinated assessment of children Development of training materials Supervision and training of undergraduate employees Managed research project database 9/2005-5/2006 Research Assistant (.125 FTE) University of Michigan Autism and Communication Disorders Center, University of Michigan, Ann Arbor, MI Assisted director with development, coordination, and implementation of playgroup for children with autism to promote social skills and communication 9/2005-5/2006 Research Assistant (.125 FTE) Psychology Department, Suzanne Perkins, Ph.D (PI), University of Michigan, Ann Arbor, MI Data collection RESEARCH INTERESTS My research interests focus on the school-based treatment of children with special needs. In particular, I am interested in procedures used to identify students as having a learning disability and the identification consistency of such decisions. An additional interest area is improving academic instruction and intervention for both students at-risk and students with disabilities through multi-tiered systems of support (MTSS). I m interested in matching targeted instruction/intervention to student skill need through data-based decision-making and examining how such decision-making results in improved student outcomes.

4 4 PEER REVIEWED PUBLICATIONS Maki, K. E., Burns, M. K., & Sullivan, A. (July, 2016). Learning disability identification consistency: The impact of methodology and student evaluation data. School Psychology Quarterly. Advanced online publication Burns, M. K., Maki, K. E., Sadeh, S. S. (accepted for publication). A pilot study of the effects of repeated reading and supported cloze procedure on reading decoding and fluency with struggling readers in fourth and fifth grades. Journal of Applied School Psychology. Burns, M. K., Zaslofsky, A. F., Maki, K. E., & Kwong, E. (2016). Effect of modifying instructional set size with acquisition rate data while practicing single-digit multiplication facts. Assessment for Effective Intervention, 41, doi: / Burns, M. K., Pulles, S. M., Maki, K. E., Kanive, R., Hodgsen, J., Helman, L. A., & McComas, J. J. (2015). Relationship between instructional level as measured by a reading inventory and reading performance in corresponding leveled books. Journal of School Psychology, 53, doi: /j.jsp Maki, K. E., Floyd, R. G., & Roberson, T. (2015). State learning disability eligibility criteria: A comprehensive review. School Psychology Quarterly, 30, Burns, M. K., Karich, A. C., Maki, K. E., Anderson, A., Pulles, S., Ittner, A., McComas, J., & Helman, L. (2015). Identifying classwide problems in reading with screening data. Journal of Evidence Based Practices in Schools, 14, Karich, A. C., Burns, M. K., & Maki, K. E. (2014). Updated meta-analysis of learner control within educational technology. Review of Educational Research, 84, SUBMITTED MANUSCRIPTS AND MANUSCRIPTS IN PREPARATION Burns, M. K., Maki, K. E., Sadeh, S., & McComas, J. (under review). Modifying rehearsal for nonresponding kindergarten students. Burns, M. K., Wang, Z., Taylor, C., Preast, J., Warmbold-Brann, K., & Maki, K. E., (under review). Fitting reading accuracy, fluency, and comprehension to the learning hierarchy. Wagner, D., Coolong-Chaffin, M., Burns, M. K., & Maki, K. E., (under review). Comparison of teacher judgment and brief experimental analysis for selecting reading intervention for English language learners. Burns, M. K., Maki, K. E., Karich, A. C., & Coolong-Chaffin, M. (under review). Using performance feedback to increase reading comprehension strategy use with seventh grade students with comprehension difficulties.

5 5 Burns, M. K., McComas, J. J., Helman, L., Maki, K. E., & Hammerschmidt-Snidarich, S. M. (under review). Effectiveness of a standardized tier 2 intervention protocol that targets specific reading skills with early elementary students in an urban school. Burns, M. K., Kanive, R., Maki, K. E., Pulles, S. M., Ward, J., & Walick, C. (under review). Using math procedures and applications to conduct brief experimental analysis. Kanive, R. Maki, K. E., Zaslofsky, A. F., Burns, M. K. Pulles, S. M. et al. (under review). Metaanalysis of the effects of pre-teaching on student learning. Maki, K. E., Burns, M. K., & Sullivan, A. (in preparation). School psychologists confidence in LD identification decisions. Maki, K. E. & Burns, M. K. (in preparation). Classifying learning disabilities in reading: (Mis)alignment between theoretical underpinnings and identification. BOOK CHAPTERS Burns, M. K., Maki, K. E., Karich, A. C., Hall, M., McComas, J., & Helman, L. (2015). Problem analysis at tier 2: Using data to find the category of the problem. In S. R. Jimerson, M. K. Burns, & A. VanDerHeyden (Eds.), Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support, 2 nd Ed. New York, New York: Springer. Burns, M. K. & Maki, K. E. (in preparation). A response to intervention (RTI) approach to SLD identification. In D. Flanagan & V. C. Alfonso (Eds.), Essentials of SLD Identification, 2 nd Edition. INVITED PROFESSIONAL PRESENTATIONS Burns, M.K., Maki, K.E., & Moran, S. (2012, November). PRESS: Solving Problems at Three Tiers. Presented to the East Metro School Psychologists Association, Saint Paul, MN. Ittner, A. & Maki, K.E. (2012, August). Partner Reading as a Classwide Intervention. Presented at the Minnesota Center for Reading Research Summer Conference, Saint Paul, MN. PEER-REVIEWED NATIONAL PROFESSIONAL PRESENTATIONS Maki, K. E. (2016, February). School Psychologists Confidence in Learning Disability Identification Decisions. Presented at the national Association of School Psychologists Annual Convention in New Orleans, LA. Maki, K. E. (2016, February). School Psychologists Learning Disability Identification Consistency. Presented at the national Association of School Psychologists Annual Convention in New Orleans, LA.

6 6 Maki, K. E. & Snidarich, S. (2015, February). Alleviating the Summer Slide: Effects of a Summer Fluency Intervention. Presented at the national Association of School Psychologists Annual Convention in Orlando, FL. Maki, K. E. & Snidarich, S. (2015, February). Predicting Student Reading: The Utility of Real and Nonsense Words. Presented at the national Association of School Psychologists Annual Convention in Orlando, FL. Pulles, S. M. & Maki, K. E. (2015, February). The Role of School Psychologists in Tier 1 Reading Interventions. Presented at the national Association of School Psychologists Annual Convention in Orlando, FL. Maki, K. E. (2014, February). Comparing State Specific Learning Disability Eligibility Criteria and Prevalence Rates. Presented at the National Association of School Psychologists Annual Convention, Washington, D.C. Pulles, S. M., Maki, K. E., & Kanive, R. (2014, February). Relationship between instructional level as measured by a reading inventory and reading performance in corresponding leveled books. Presented at the National Association of School Psychologists Annual Convention, Washington, D.C. Demers, J., Maki, K. E., & Karich, A. C. (2014, February). Examining the Key Learning Variables that Contribute to Student Reading Growth. Presented at the National Association of School Psychologists Annual Convention, Washington, D.C. Kanive, R., Pulles, S. M., Maki, K. E., & Ward, J. (2014, February). Using Math Procedures and Applications to Conduct Brief Experimental Analyses. Presented at the National Association of School Psychologists Annual Convention, Washington, D.C. Burns, M.K., Karich, A.C., Maki, K.E., Anderson, A., & Moran, S. (2013, February). The Role of the School Psychologist within Effective Grade-Level Teams. Presented at the National Association of School Psychologists Annual Convention, Seattle, WA. Maki, K.E., Karich, A.C. Burns, M.K., & Coolong-Chaffin, M. (2013, February). Using Performance Feedback to Increase Reading Comprehension Strategy Use. Presented at the National Association of School Psychologists Annual Convention, Seattle, WA. Wagner, D., Coolong-Chaffin, M., Hall, M., & Maki, K.E. (2013, February). BEAs and ELLs: Empirical Data and Teacher Perceptions. Presented at the National Association of School Psychologists Annual Convention, Seattle, WA. Olson, J., Moran, S., & Maki, K.E. (2012, February). Comparison of Classification Accuracy of Oral Reading Fluency and Reading Inventory Levels for Reading Failure Risk among Second and Third Grade Students. Presented at the National Association of School Psychologists Annual Convention, Philadelphia, PA. Peterson-Brown, S., Parker, D.C., Maki, K.E., Moran, S, & Burns, M.K. (2012, February). Establishing Growth Norms for Tier 2 Reading Interventions. Presented at the National Association of School Psychologists Annual Convention, Philadelphia, PA.

7 7 PEER-REVIEWED REGIONAL PROFESSIONAL PRESENTATIONS Demers, J., Maki, K. E., & Karich, A. C. (2014, February). Examining the Key Learning Variables that Contribute to Student Reading Growth. Presented at the Minnesota School Psychologists Association Annual Conference, Minneapolis, MN. Maki, K. E. Karich, A. C., Hall, M., & Burns, M. K. (2013, October). Comparison of Targeted and Tier 2 Interventions. Presented at the Midwest Instructional Leadership Council Summit, Saint Paul, MN. Maki, K.E., Burns, M.K, & Moran, S. (2012, October). The Use of a Partner Reading Intervention to Address Classwide Reading Problems. Presented at the Midwest Instructional Leadership Council Summit, Saint Paul, MN. Moran, S., Maki, K.E., Burns, M.K., Helman, L., & McComas, J. (2012, October). Implementing Tier 2 Interventions for Struggling Readers. Presented at the Midwest Instructional Leadership Council Summit, Saint Paul, MN. OTHER EMPLOYMENT 5/2015-Present Consultant Serve Minnesota Action Network, Minnesota Math Corps Curriculum development Math intervention development 8/2010-6/2011 Special Education Teacher (1.0 FTE) Metropolitan Nashville Public Schools Worked as a resource room special education teacher with fourth and fifth grade students with learning disabilities, emotional/behavioral disturbances, Autism, cognitive impairments, and other health impairments. FIELD WORK 9/2013-5/2014 School-Based Practicum, Mahtomedi Public Schools, Mahtomedi, MN Supervisor: Carol Hokanson, Ph.D. Hours: 301 Assisted with evaluation and assessment activities Co-led group counseling Participated in behavioral intervention team

8 8 Implemented academic and behavioral interventions 5/2013-5/2014 Research Practicum, Psychology Department, University of Memphis, Memphis, TN Supervisor: Randy G. Floyd, Ph.D, L.P. Hours: 246 Participated in research team meetings Developed research project examining learning disability identification practices Developed data entry system Developed research coding system Data collection Manuscript development Worked on a research project analyzing state eligibility criteria regarding Specific Learning Disabilities. 1/2013-5/2013 Intervention Practicum, Minneapolis Public Schools, Minneapolis, MN Supervisor: Julie Hirsch, Ph.D Hours: 58 Implemented social/emotional and behavioral interventions Implemented solution-focused counseling Developed professional development training Co-led small group social skills group 9/2011-5/2012 Assessment Practicum, Minneapolis Public Schools, Minneapolis, MN Supervisor: Pat Sullivan, Ed.S Hours: 124 Collected weekly progress monitoring data Conducted systematic student observations Conducted teacher and parent interviews Consulted with a teacher regarding a student s behavior Assisted supervisor with school-based tasks TEACHING AND SUPERVISORY EXPERIENCE Spring 2015 EPsy 8812 Assessment II Teaching Assistant (for EPsy 8841 credit) 1/2015-5/2015 University of Minnesota Provided feedback on student assignments

9 9 Supervised small group of graduate students Lead weekly meetings with small group of students Assisted course instructor in teaching students how to conduct standardized assessments Observed students conducting assessments Guest lectured in two classes Spring 2014 EPsy 5801, Graduate Student Instructor (.125 FTE) 1/2014-5/2014 University of Minnesota Co-taught a graduate level course on educational assessment Utilized Smart Boards, smart phones, tablets, and computers to engage students in course content and as a means of class discussion Co-developed course syllabus Graded student assignments Assigned final grades Independently taught approximately one-half of class meetings Led class discussions Fall 2013 EPsy 8816/8818 Academic Intervention Graduate Teaching Assistant (for 9/ /2013 EPsy 8841 credit), University of Minnesota Provided feedback on student assignments Led class lecture and discussion during one class session Observed students in school setting implementing academic interventions Provided feedback on students intervention implementation GUEST LECTURES Spring 2015 EPsy 5801 Assessment and Decision Making in School and Community Settings, University of Minnesota Led a two-hour class lecture and discussion on data-based decision making and using assessment data to make educational plans and goals. Spring 2015 EPsy 8823 Ethics and Professional Standards in School Psychology, University of Minnesota Led a one-hour lecture and discussion on legal and ethical implications of psychoeducational assessment and evaluation. Spring 2015 EPsy 8812 Assessment in School Psychology II, University of Minnesota

10 10 Led a two-hour lecture and discussion on conceptual and psychometric issues in the identification of specific learning disability. Fall 2013 EPsy 8816 Academic Intervention, University of Minnesota Led a three-hour class lecture and discussion on single-case research designs and brief experimental analysis. SERVICE ACTIVITIES 9/2014-5/2015 Student Representative, Minnesota Association of School Psychologists Executive Board 9/2013-5/2014 Vice President, School Psychology Student Association, University of Minnesota, Minneapolis, MN 9/2012-1/2015 Student Lead, Future Faculty Group, University of Minnesota, Minneapolis, MN PROFESSIONAL ASSOCIATIONS National Association of School Psychologists (NASP) Minnesota School Psychologists Association (MSPA) Center for Personalized Prevention Research Early Career Investigators Network (CPPR-ECIN)