Kathrin Maki

Kathrin Maki 

Assistant Professor

Kathrin Maki

Phone

352-273-4292

Email

Address

PO Box 117050
Gainesville, FL 32611

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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 utilizes 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.

Affiliations

  • School of Special Education School Psychology and Early Childhood Studies

Research Interests

Disabilities Assessment and Outcomes, Intervention, Learning Disabilities / RTI

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

Professional Appointments

  • 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

  • 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 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