About

Kathrin Maki is an Assistant Professor in the School Psychology program. Her research centers on the examination of academic interventions and data-based decision-making within multi-tiered systems of support (MTSS), and the identification of learning disabilities. Specifically, she uses an ecological systems framework to (a) examine the effectiveness of specific academic interventions, (b) explore mechanisms impacting academic intervention effectiveness, (c) examine data-based decision rules to target academic interventions to student needs and to determine adequate responsiveness to intervention, and (d) evaluate the methodologies used in learning disabilities identification to ensure all students receive appropriate academic support in schools.

Research Interests

Disabilities Assessment and Outcomes, Early Intervention, Evidence-based Practices, Experimental and Quasi-Experimental Design and Analysis, Implementation Science, Intervention, Learning Disabilities / RTI, Literacy, Mathematics Education, Multi-tiered Systems of Support, Opportunities to Learn, Prevention Science, Problem Solving, Quantitative Research, Reading, Response to Intervention, School Psychology, Single Subject Research/Single Case Design

Education

• Ph.D. 2016 Educational (School) Psychology University of Minnesota
• M.Ed. 2010 Special Education Vanderbilt University
• B.A. 2006 Psychology and History University of Michigan
• Licensed Psychologist, Nationally Certified School Psychologist

Professional Appointments

• Affiliate Faculty, Lastinger Center, University of Florida
• Assistant Professor of School Psychology, School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida (2019-present)
• Assistant Professor of Educational Psychology, Department of Educational Psychology, Ball State University (2016-2019)

Activities and Honors

• 2022 Diane E. Haines Teaching Excellence Award, College of Education, University of Florida
• Early Career Scholar, School Psychology Research Collaboration Conference sponsored by the Society for the Study of School Psychology (February 2019)
• Assessment for Effective Intervention Article of the Year (2018)

Selected Grants

Selected Publications

Books / Book Chapters

• Sullivan, A. L., Ardoin, S. P., Maki, K. E., Harper, E. A., & Kulkarni, T. (2021). Obtaining your first academic job. In R. G. Floyd & T. L. Eckert (Eds.), Handbook of University and Professional Careers in School Psychology (pp. 39-54). Routledge.
• Burns, M. K., Maki, K. E., & Aguilar, L. (2021). Being a mentor in research. In R. G. Floyd & T. L. Eckert (Eds.), Handbook of University and Professional Careers in School Psychology (pp. 401-418). Routledge.
• Burns, M. K., Maki, K. E., Warm-bold-Brann, K., & Preast, J. L. (2018). Using response to intervention to identify SLD: Requirements, recommendations, and future research. In V. C. Alfonso & D. P. Flanagan (Eds.), Essentials of Specific Learning Disability Identification, 2nd Edition (pp. 257-285). Hoboken, NJ: Wiley.
• 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, 2nd Ed. New York, New York: Springer.

Articles

• Adams, S. R.* & Maki, K. E. (in press). Comparison of the effects of drill-based interventions on multiplication fact retention, fluency, and maintenance. Psychology in the Schools.
• Barrett, C., Spear, S.,* Clinksales, A.,* Wood, L., & Maki, K. E. (in press). What is cost-effective? A systematic review of cost-effectiveness analyses of school-based programs from 2000-2020. School Psychology.
• Maki, K. E., Moody, M. E.,* Cullins, S. L.,* & Griffin, T. L.* (2022). Examination of modified incremental rehearsal to explore causal mechanisms and increase effectiveness. Journal of Behavioral Education. Advance online version.
• Maki, K. E., Kranzler, J. H., & Wheeler, J.* (2022). Ethical dilemmas in school psychology: Which dilemmas are most prevalent today and how well prepared are school psychologists to face them? School Psychology Review. Advance online version.
• Hajovsky, D. B., Maki, K. E., Chesnut, S. R., Morsi, C. A., & Burns, M. K. (2022). Predicting specific learning disability status in a RtI identification model: Comparing measures of achievement and cognitive ability. Learning Disabilities Research & Practice, 37, 280-293.
• Maki, K. E. & Hammerschmidt-Snidarich, S. (2022). Reading fluency intervention dosage: A novel research synthesis. Journal of School Psychology, 92, 148-165.
• Maki, K. E., Kranzler, J. H., & Moody, M. E.* (2022). Dual Discrepancy/Consistency pattern of strengths and weaknesses method for the identification of specific learning disability: Does clinical judgment improve classification accuracy? Journal of School Psychology, 92, 33-48.
• Barrett, C. A., Burns, M. K., Maki, K. E., Clinkscales, A., Hajovsky, D. B., & Spear, S. E. (2022). Language used in school psychological evaluation reports as predictors of SLD identification within a response to intervention model. School Psychology, 37(2):107-118. https://doi.org/10.1037/spq0000485
• Maki, K. E., Ittner, A., Pulles, S., Burns, M. K., Helman, H., & McComas, J. J. (2022). Examining the effectiveness of a class-wide reading intervention for third graders. Contemporary School Psychology, 26, 359-367. https://doi.org/10.1007/s40688-020-00343-4
• Maki, K. E. & Adams, S. R.* (2022). Special education evaluation practices and procedures: Implications for referral and eligibility decisions. Contemporary School Psychology, 26, 350-358. https://doi.org/10.1007/s40688-020-00335-4.
• Adams, S. R.* & Maki, K. E. (2021). Examining the differential effectiveness and efficiency of alternative multiplication drill interventions with third-grade students. Journal of Applied School Psychology, 37, 352-376. https://doi.org/10.1080/15377903.2020.1848956
• Maki, K. E., McGill, R. J., Conoyer, S. J., Fefer, S. A., & Ward, T. (2021). Assessing the impact of cumulative data presentation on specific learning disabilities identification decisions. Journal of Psychoeducational Assessment, 3, 372-380.
• Maki, K. E., Zaslofsky, A. F., Knight, S.*, Ebbesmeyer, A.*, & Boatman, A.* (2021). Intervening with multiplication fact difficulties: Examining the utility of the Instructional Hierarchy to target interventions. Journal of Behavioral Education, 30, 534-558. https://doi.org/10.1007/s10864-020-09388-0.
• Maki, K. E., Barrett, C. A., Hajovsky, D. B., & Burns, M. K. (2020). An examination of the relationships between SLD identification and growth rate, achievement, cognitive ability, and student demographics. School Psychology, 35(5), 343–352 https://doi.org/10.1037/spq0000400
• Kranzler, J. H., Maki, K. E., Eckert, T. L., Benson, N. F., Floyd, R. G., & Fefer, S. A. (2020). How do school psychologists interpret intelligence tests for the identification of specific learning disabilities? Contemporary School Psychology, 24, 445-456. https://doi.org/10.1007/s40688-020-00274-0
• Burns, M. K., Barrett, C. A, Maki, K. E., & Hajovsky, D. B. (2020). Recommendations in school psychological evaluation reports for academic deficits: Frequency, types, and consistency with student data. Contemporary School Psychology, 24, 478-487. https://doi.org/10.1007/s40688-020-00313-w
• Burns, M. K., Maki, K. E., Brann, K., McComas, J. J., & Helman, L. A. (2020). Comparison of reading growth among students with severe reading deficits who received reading intervention to students with disabilities and typically achieving children. Journal of Learning Disabilities, 53, 444-453. https://doi.org/10.1177%2F0022219420918840
• Benson, N. F., Maki, K. E., Floyd, R. G., Eckert, T. L., Kranzler, J. H., & Fefer, S. A. (2020). A national survey of school psychologists’ practices in identifying specific learning disabilities. School Psychology, 35(2), 146–157. https://doi.org/10.1037/spq0000344
• Maki, K. E. & Adams, S. R.* (2020). Specific Learning Disabilities identification: Do the identification methods and data matter?. Learning Disability Quarterly, 43, 63-74. https://doi.org/10.1177/0731948719826296
• Hammerschmidt-Snidarich, S., Maki, K. E., & Adams, S. R.* (2019). Evaluating the effects of repeated reading and continuous reading using a standardized dosage of words read. Psychology in the Schools, 56, 635-651. https://doi.org/0.1002/pits.22241
• Maki, K.E. & Adams, S. R. (2019). A current landscape of specific learning disability identification: Training, practices, and implications. Psychology in the Schools, 56, 18-31.

Presentations

• Maki, K. E., Zaslofsky, A. F., Codding, R. S., Goodridge, A., & VanDerHeyden, A. M. (2023, February). Connecting the Dots: Math Anxiety and Math Performance. Presented at the National Association of School Psychologists Annual Convention in Denver, CO.
• Maki, K. E., Moody, M. E., & Kranzler, J. H., (2022, August). Clinical Judgment and Specific Learning Disability Classification Accuracy. Presented at the American Psychological Association Annual Convention in Minneapolis, MN.
• Maki, K. E. & Zaslofsky, A. F. (2022, August). Math Smarter: Matching Intervention to Student Needs. Presented at the American Psychological Association Annual Convention in Minneapolis, MN.
• Maki, K. E., Kranzler, J. H., & Moody, M. E. (2022, February). Clinical Judgment and Specific Learning Disability Identification Classification Accuracy. Presented at the National Association of School Psychologists Annual Convention in Boston, MA.
• Harris, B., Fallon, L. M., Van Norman, E. R., & Maki, K. E. (2022, February), Navigating Job Searches for Academic Positions. Presented at the National Association of School Psychologists Annual Convention in Boston, MA.
• Puig, L.* Maki, K. E., Choi, D.,* & Moody, M. E.* (2022, February). A novel synthesis of single-case design reading intervention effects. Presented at the National Association of School Psychologists Annual Convention in Boston, MA.
• Moody, M. E.*, Cullins, S.*, Griffin, T. L.*, & Maki, K. E. (2022, February). Examining the effects of a virtual modified multiplication fact intervention. Presented at the National Association of School Psychologists Annual Convention in Boston, MA
• Maki, K. E., McGill, R., Conoyer, S., & Fefer, S. (2021, February). The impact of data presentation on SLD identification decision making. Presented at the National Association of School Psychologists Annual Convention in Salt Lake City, UT.
• Maki, K. E., Barrett, C. A., Hajovsky, D. B., Burns, M. K., & Romero, M. (2020, February). Specific learning disabilities: Factors related to identification and recommendations. Presented at the National Association of School Psychologists Annual Convention in Baltimore, MD.
• Maki, K. E., Zaslofsky, A. F., Van Norman, E. R., & Ysseldyke, J. E., (2020, February). Specific learning disabilities identification. Optimizing the problematic construct with RtI. Presented at the National Association of School Psychologists Annual Convention in Baltimore, MD.
• Zaslofsky, A. F., Maki, K. E., Burns, M. K., & Codding, R. S. (2020). Game set match: Better academic outcomes using the learning hierarchy. Symposium presented at the annual meeting of the National Association of School Psychologists, Baltimore, MD.
• Fallon, L. Maki, K. E., Dever, B., Hier, B., & Jimerson, S. (2020, February). Effectively mentoring student research: Leading a productive lab. Presented at the National Association of School Psychologists Annual Convention in Baltimore, MD.
• Hammerschmidt-Snidarich, S., Maki, K. E., Zaslofsky, A. F., & Varma, S. (2018, February). Inter-disciplinary Collaboration: Designing interventions for increased effectiveness, efficiency, and engagement. Presented at the Pacific Coast Research Conference in San Diego, CA.
• Burns, M. K., Maki, K. E., Stevenson, N., & Miciak, J. (2017, February). Identifying Specific Learning Disabilities: Where Do We Go From Here? Presented at the Pacific Coast Research Conference in San Diego, CA.

Other Publications

• Burns, M. K., Maki, K. E., Warm-bold-Brann, K., & Preast, J. L. (2018). Using response to intervention to identify SLD: Requirements, recommendations, and future research. In V. C. Alfonso & D. P. Flanagan (Eds.), Essentials of specific learning disability identification (2nd ed., pp. 257-285). Hoboken, NJ: Wiley.
• Maki, K. E. & Adams, S. R. (2019). Specific learning disabilities identification: Do the identification methods and data matter? Learning Disability Quarterly. Advanced online version. doi: 10.1177/0731948719826296
• Hammerschmidt-Snidarich, S., Maki, K. E., & Adams, S. R. (2019). The differential effectiveness of repeated reading and continuous reading: New conceptualizations of intervention dosage. Psychology in the Schools, 56, 635-651. doi: 10.1002/pits.22241
• Maki, K. E., & Adams, S. R. (2019). A current landscape of specific learning disability identification: Training, practices, and implications. Psychology in the Schools, 56, 18-31.
• Burns, M. K., Maki, K. E., Helman, L., McComas, J., & Young, H. (2018). Contributions of the components of phonemic awareness to letter-sound knowledge of kindergarten students. Reading & Writing Quarterly: Overcoming Learning Difficulties, 34, 409-418. doi: 10.1080/10573569.2018.1468835
• Maki, K. E., Burns, M. K., & Sullivan, A. (2018). School psychologists' confidence in LD identification decisions. Learning Disability Quarterly, 41, 243-256. doi: 10.1177/073194871876925
• Maki, K. E. (2018). Response to intervention for specific learning disabilities identification: The impact of training and experience on identification consistency. School Psychology Forum, 12, 6-16.
• Van Norman, E. R., Maki, K. E., Burns, M. K., Helman, L., & McComas, J. J. (2018). Comparison of progress monitoring data from general outcome measures and specific subskill mastery measures for reading. Journal of School Psychology, 67, 179-189.
• Maki, K. E., Burns, M. K., & Sullivan, A. (2017). Learning disability identification consistency: The impact of methodology and student evaluation data. School Psychology Quarterly, 32, 254-267.
• Maki, K. E., Floyd, R. G., & Roberson, T. (2015). State learning disability eligibility criteria: A comprehensive review. School Psychology Quarterly, 30, 457-469. doi: 10.1037/spq0000109