Project Contributors

Riley-Tillman-Chris_1Dr. Riley-Tillman is a Professor and Chair of the Department of Educational School and Counseling Psychology at the University of Missouri. He is one of the co-developers of Direct Behavior Ratings as well as a recognized authority in evidence-based practice in schools and the application of experimental design and analysis in applied educational settings. Related to these interests, Dr. Riley-Tillman has participated in leadership roles on seven federal grants and is a Senior Advisor for the National Center on Intensive Intervention. He is also the creator and lead developer of the Evidence Based Intervention Network, a nonprofit website which contains evidence-based intervention and assessment resources for educational professionals developed by researchers. In 2016 the EBI Network had over 400,000 page views by over 59,500 unique users. He has published over 80 journal articles and 6 books on social behavior assessment, school wide service delivery, and single case design. In addition, he is the Acting Editor of the Practical Interventions in Schools book series for Guilford Press. Finally, he is a Fellow of Division 16 of the American Psychological Association and a member of the Society for the Study of School Psychology.

martinezRebecca S. Martinez, Ph.D., is an associate professor in the School Psychology Program at Indiana University in Bloomington, Indiana. A native Spanish speaker, she was raised in Mexico City, Mexico, where she attended elementary school through the third grade. She has taught bilingual fourth grade, third grade, first grade and prekindergarten in the US and has lifetime Texas teaching licenses in bilingual education and early childhood education. Rebecca joined the School Psychology faculty at Indiana University in 2003 and earned tenure in 2009.

lembke photo2, december 2011Dr. Erica Lembke is an associate professor in the Department of Special Education at the University of Missouri, a trainer for the National Center on Response to Intervention, and president-elect for the national board of the Division for Learning Disabilities. Dr. Lembke has numerous publications in peer-reviewed outlets on the topics of Curriculum-Based Measurement and Response to Intervention, including a recently co-authored book on Tier 2 Interventions. She has presented over 150 national/international and state presentations on these topics. Her research interests include designing and implementing Curriculum-Based Measures in elementary and secondary grades and developing strategies to improve elementary students’ academic performance. She has served as Co-PI on a federally funded Goal 5 IES grant, as well as garnering several smaller subcontracts and institutional grants. Prior to her graduate work, including receiving her PhD from the University of Minnesota, Erica was an elementary special education teacher, working with students with learning disabilities and mild mental retardation. Dr. Lembke has served as a researcher, teacher, consultant, and faculty member for 20 years in the area of special education.

Matt-Burns-2017-web.jpgDr. Matthew K. Burns is the Associate Dean for Research for the College of Education and a Professor of School Psychology at the University of Missouri. He is a prolific researcher (e.g., published over 175 articles and book chapters and 12 books), but is dedicated to positively influencing practice in K-12 schools and mentoring the next generation of thought leaders in education. As one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions, Dr. Burns works closely with schools to study and implement response-to-intervention models, intensive reading and math interventions, school-based teams, and generally supporting students with and without disabilities who needs are not being met. He is the immediate Past Editor of School Psychology Review and Past Editor of Assessment for Effective Intervention. Dr. Burns was also a practicing school psychologist and special education administrator before becoming an academic, and served on the faculty of the University of Minnesota for 10 years and Central Michigan University for 5 years.

Powell_Sarah_2013_220Dr. Sarah R. Powell is a graduate of the Department of Special Education at Vanderbilt University. Sarah is currently an Assistant Professor at the University of Texas. Sarah’s research interests focus on developing and testing interventions for elementary students with mathematics difficulties. Sarah is especially interested in the role of symbols in understanding mathematics and how to use schema to solve word problems. Sarah teaches courses on mathematics instruction in elementary settings, introduction to special education, and teaching students with disabilities. Sarah has also conducted work in the areas of peer learning, progress monitoring, and multi-tiered instruction.

E.M.Hughes_PictureDr. Elizabeth M. Hughes is an Assistant Professor of Special Education at Duquesne University in Pittsburgh, PA. She graduated from Clemson University with her doctoral degree in curriculum and instruction with a focus in special education. Her research interests focus on academic interventions for students with disabilities, including Tier 2 and Tier 3 mathematics interventions. Current research looks at video-modeling and the concrete-representational-abstract sequence to teach mathematical concepts to students with autism. She teaches courses on mathematics accommodations and adaptations for elementary and middle school students, systematic observation and assessments, and Response to Intervention and Instruction.

Stephen-Kilgus-2017-web.jpgStephen Kilgus, Ph.D. is currently an Associate Professor in the School Psychology Program within the College of Education at the University of Missouri. Dr. Kilgus received his Ph.D. in School Psychology from the University of Connecticut in 2011. He completed his pre-doctoral internship within the Home and School Consultation division of the May Institute, Inc., located in Randolph, MA. Dr. Kilgus’s primary research interests include the development and validation of emotional and behavior assessment tools and procedures. He is particularly interested in assessment treatment utility, or the effect of assessment on intervention outcomes. An additional research interest includes the evaluation of Tier 2 targeted emotional and behavior interventions. Dr. Kilgus currently serves as an editorial board member for four peer-reviewed journals, including the Journal of School Psychology, School Psychology Review, School Psychology Quarterly, and Assessment for Effective Intervention.

stormont_melissaDr. Melissa Stormont is a professor in special education at MU. Dr. Stormont has published extensive research related to the educational and social needs of young children vulnerable for failure in school, ADHD, and children who are homeless. She has focused the majority of her research efforts on contributing factors to early behavior problems in young children. Dr. Stormont has published more than 65 articles and book chapters related to the needs of children at-risk for failure. She has also written four books on young learners who are at risk for failure. Dr. Stormont is on the editorial boards of Psychology in the Schools, Behavior Disorders, Intervention in School and Clinic, School Psychology Quarterly, and the Journal of Applied School Psychology. She has an extensive record of work within both the fields of special education and school psychology. She has published 75 articles, book chapters and books. Dr. Stormont is a Co-PI with Dr. Reinke on a 2.9 million dollar efficacy trial to evaluate a teacher training program funded by IES.

Dr. Maggin’s is a faculty member at the University of Illinois Chicago. His research addresses three areas related to the education of students with and at risk for developing emotional and behavioral disorders (EBD) including (a) the identification of evidence-based practices through the use of various research synthesis methods, (b) the training of school personnel to use a continuum of effective assessment and intervention methods to identify and treat students with varying behavioral profiles, and (c) the development of school-based methods to ensure that effective interventions are implemented with integrity.

Special Thanks to the Original Students who Developed the Project

East Carolina University: Holly Beamon, Jacqueline Carrigg, Brynn Grech, Summer Ricketts, Anastasia Scheemaker, Kathryn Weegar

Student Contributors Over the Years

University of Missouri: Amanda Allen, Shianne Bisig, Dan Cohen, Lauren Henry, Sarah Owens, Alex Smith, Wes Sims, Crystal Taylor

Duquesne University: Alisa Baroffio, Nicole Bobrzynski, Katelyn Emigh, Lucia Gugliotta-Kremer, Ciarra Lewis, Michelle Mannella and Emily Zeh

East Carolina University: Jessica Amon, Amanda Bostian, Ashley Bouknight Wingard, Shannon Brooks, Megan Fox, Julie Harris, Lindsey Long, Katie McDuffy, Leigh McCulloch, Jessica Nimocks, Ashley Noble, Albee Ongsuco, Kate Pearson, Sarah Raab, Kelly Reigle, Shomara Reyes, Amanda Strickland, Jessica Tomasula, Hillary Tunstall

Indiana University: Ellen Anderson, Avital Deskalo, Susie Galford, Kristen Gerpe, Courtney Lemons, Maryellen McClain, Ashley Schwartz, Kelly Spegel, Megan Trachok, Ashley Visner, Natasha Williams, Megan Balensiefer, Craig Barnhart, Adrienne Cox, Luke Erichsen, Becky McKinney, Michelle Jochim, Sarah Sparks, Mindy Whalen, Stacy White


We would like to thank several individuals for their inspiration and feedback in the development of this project. Specifically, Chris would like to thank Brian Martens, Tanya Eckert, Vernon Hall and Jim Wright for training and mentorship that lead to this project. We would like to thank Matt Burns and Rachel Brown-Chidsey for their work in modeling interventions via YouTube. Finally, we would like to thank Erin Riley-Tillman, Michael Brown, Sandra Chafouleas, Scott Methe and Christy Walcott for website feedback.