Kathrin Maki 

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