[et_pb_section fb_built=”1″ _builder_version=”4.22.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_row make_equal=”on” _builder_version=”4.22.0″ _module_preset=”default” max_width=”2560px” custom_css_main_element=”display: flex;” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.22.0″ _module_preset=”default” custom_css_main_element=”align-self: center;” global_colors_info=”{}”][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” text_text_color=”#262626″ text_font_size=”18px” header_text_color=”#0270e0″ header_font_size=”48px” custom_margin=”||27px|||” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n
[\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” text_text_color=”#262626″ text_font_size=”18px” header_text_color=”#0270e0″ header_font_size=”48px” header_3_font=”||||||||” custom_margin=”||42px|||” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n
Examining the effectiveness of a class-wide reading intervention for third graders.<\/strong>\u00a0(2022) Intervening with multiplication fact difficulties: Examining the utility of the Instructional Hierarchy to target interventions.\u00a0<\/strong>(2021) Comparison of reading growth among students with severe reading deficits who received reading intervention to students with disabilities and typically achieving children<\/strong>. (2020) Evaluating the effects of repeated reading and continuous reading using a standardized dosage of words read.<\/strong>\u00a0(2019) [\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” text_text_color=”#262626″ text_font_size=”18px” header_text_color=”#0270e0″ header_font_size=”48px” header_3_font=”||||||||” custom_margin=”||42px|||” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n The incremental association of implementation leadership and school personnel burnout beyond transformational leadership. <\/strong>(2023) Reconsidering teachers\u2019 basic psychological needs in relation to well-being across an academic year. <\/strong>(2023) Bidirectional associations among teachers\u2019 burnout and classroom relational climate across an academic year.<\/strong> (2022) The role of teacher-student relationships in predicting teachers\u2019 personal accomplishment and emotional exhaustion.<\/strong>\u00a0 (2019) [\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” text_text_color=”#262626″ text_font_size=”18px” header_text_color=”#0270e0″ header_font_size=”48px” header_3_font=”||||||||” custom_margin=”||42px|||” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n The impact of the Interconnected Systems Framework (ISF) on school climate: Results from a randomized controlled trial<\/strong>.<\/em> (in press) Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBIS, Volume 2: An Implementation Guide. <\/strong>(2019) [\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” text_text_color=”#262626″ text_font_size=”18px” header_text_color=”#0270e0″ header_font_size=”48px” header_3_font=”||||||||” custom_margin=”||42px|||” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n Predicting specific learning disability status in a RtI identification model: Comparing measures of achievement and cognitive ability.<\/strong>\u00a0(2022)<\/span> An examination of the relationships between SLD identification and growth rate, achievement, cognitive ability, and student demographics.\u00a0<\/span><\/strong>(2022)<\/span> Response to intervention for specific learning disabilities identification: The impact of training and experience on identification consistency.\u00a0<\/span><\/strong>(2018)<\/span> [\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” text_text_color=”#262626″ text_font_size=”18px” header_text_color=”#0270e0″ header_font_size=”48px” header_3_font=”||||||||” custom_margin=”||42px|||” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n The interaction between general and strategic leadership and climate and their cross-level associations with implementer attitudes toward universal prevention programs for youth mental health: A multilevel cross-sectional study<\/strong>. (2022) Teacher perceptions of implementation climate related to feasibility of implementing Schoolwide Positive Behavior Interventions and Supports<\/strong>. (2022) Leading the charge in the education sector: development and validation of the School Implementation Leadership Scale (SILS). <\/strong>(2022) [\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” text_text_color=”#262626″ text_font_size=”18px” header_text_color=”#0270e0″ header_font_size=”48px” header_3_font=”||||||||” custom_margin=”||42px|||” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n Academic Achievement after Violence Exposure: The Indirect Effects of School Attachment and Motivation to Succeed.<\/strong>\u00a0(2023) School discipline as a consequence of violent victimization: Understanding the mediating roles of head injury and fighting<\/strong> (2020) [\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” text_text_color=”#262626″ text_font_size=”18px” header_text_color=”#0270e0″ header_font_size=”48px” header_3_font=”||||||||” custom_margin=”||34px|||” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n
Kathrin E. Maki, Anne Ittner, Sandra M. Pulles, Matthew K. Burns, Lori Helman, & Jennifer J. McComas.
Contemporary School Psychology, 26,\u00a0<\/em>359-367.
https:\/\/doi.org\/10.1007\/s40688-020-00343-4<\/a><\/span><\/p>\n
Kathrin E. Maki, Anne F.\u00a0 Zaslofsky, Stevie Knight, Amelia M. Ebbesmeyer, & Ashley Chelmo-Boatman.
Journal of Behavioral Education, 30,\u00a0<\/em>534-558.<\/em>
https:\/\/doi.org\/10.1007\/s10864-020-09388-0<\/a><\/span><\/p>\n
Matthew K. Burns, Kathrin E. Maki, Kristy L. Brann, Jennifer J. McComas, & Lori A Helman.
Journal of Learning Disabilities, 53,\u00a0<\/em>444-453.<\/em>
https:\/\/doi.org\/10.1177%2F0022219420918840<\/a><\/span><\/p>\n
Stephanie M. Hammerschmidt\u2010Snidarich, Kathrin E. Maki, & Sarah R. Adams.
Psychology in the Schools, 56,\u00a0<\/em>635-651.
https:\/\/doi.org\/0.1002\/pits.22241<\/a><\/span><\/p>\nEducator Well-Being<\/em><\/h3>\n
Catherine M. Corbin, Aaron R. Lyon, Vaughan K. Collins, Mark G. Ehrhart, Roger Goosey, & Jill Locke.
School Psychology. <\/em>Advanced online publication.
https:\/\/dx.doi.org\/10.1037\/spq0000577<\/a><\/span><\/p>\n
Catherine M. Corbin, Jason T. Downer, Amy E. Lowenstein, & Joshua L. Brown.
Teaching and Teacher Education, 123, <\/em>103989.
https:\/\/doi.org\/10.1016\/j.tate.2022.103989<\/a><\/span><\/p>\n
Pilar Alamos, Catherine M. Corbin, Madeline Klotz, Amy E. Lowenstein, Jason T. Downer, & Joshua L. Brown.
Journal of School Psychology, 95, <\/em>43-57.
https:\/\/doi.org\/10.1016\/j.jsp.2022.09.001<\/a><\/span><\/p>\n
Catherine M. Corbin, Pilar Alamos, Amy E. Lowenstein, Jason T. Downer, & Joshua L. Brown.
Journal of School Psychology, 77, <\/em>1-12.
https:\/\/doi.org\/10.1016\/j.jsp.2019.10.001<\/a><\/span><\/p>\nInterconnected Systems Framework<\/em><\/h3>\n
Joni W. Splett, Nick A. Gage, & Mark D. Weist.
Eugene, Oregon: University of Oregon Press, Center for Positive Behavior Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education).
Coming Soon!<\/p>\n
Lucille Eber, Susan Barrett, Kelly Perales, Jennifer Jeffrey-Pearsall, Katie Pohlmanm Robert Putnam, Joni Splett, & Mark D. Weist.
Eugene, Oregon: University of Oregon Press, Center for Positive Behavior Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education).
https:\/\/cdn.prod.website-files.com\/5d3725188825e071f1670246\/5f6914a88117c9834d0638f8_ISF%20v2%20Implementation%20Guide.pdf<\/a><\/span><\/p>\nResponse to Intervention for Specific Learning Disabilities Identification<\/em><\/h3>\n
Daniel D. Hajovsky, Kathrin E. Maki, Steven R. Chestnut, Courtenay A. Barrett, & Matthew K. Burns. <\/span>
Learning Disabilities Research & Practice, 37,\u00a0<\/span><\/em>280-293.<\/p>\n
Kathrin E. Maki, Courenay A. Barrett, Daniel D Hajovsky, & Matthew K. Burns.
School Psychology<\/em>,\u00a0<\/span>35<\/em>(5), 343\u2013352
https:\/\/doi.org\/10.1037\/spq0000400<\/a><\/span><\/p>\n
Kathrin E. Maki.
School Psychology Forum, 12,\u00a0<\/span><\/em>6-16<\/p>\nSchool-Based Implementation<\/em><\/strong><\/h3>\n
Yanchen Zhang, Clayton R. Cook., Lindsay Fallon, Catherine M. Corbin, Mark G. Ehrhart, Eric C. Brown, Jill Locke, & Aaron Lyon.
Administration and Policy in Mental Health and Mental Health Services Research, 50, <\/em>427-449.
https:\/\/doi.org\/10.1007\/s10488-022-01248-5<\/a><\/span><\/p>\n
Catherine M. Corbin, Maria L. Hugh, Mark G. Ehrhart, Jill Locke, Chayna Davis, Eric C. Brown, Clayton R. Cook, & Aaron R. Lyon.
School Mental Health, 14, <\/em>1057-1069.
https:\/\/doi.org\/10.1007\/s12310-022-09528-z<\/a><\/span><\/p>\n
Aaron R. Lyon, Catherine M. Corbin, Eric C. Brown, Mark G. Ehrhart, Jill Locke, J., Chayna Davis, Elissa Picozzi, Gregory A. Aarons, & Clayton R. Cook.
Implementation Science, 18<\/em>(48).
https:\/\/doi.org\/10.1186\/s13012-022-01222-7<\/a><\/span><\/p>\nSchool Outcomes of Violence Exposure<\/em><\/strong><\/h3>\n
Melanie Sonsteng-Person, Jerimiah W. Jaggers, & Alysse M.\u00a0Loomis.
Journal of Child and Adolescent Trauma<\/em>.\u00a016<\/em>, 717-729.
https:\/\/doi.org\/10.1007\/s40653-023-00546-w<\/a><\/span><\/p>\n
Alysse. M. Loomis, Melanie\u00a0Sonsteng-Person, Jerimiah W.\u00a0Jaggers, J., & Phillip Osteen.
Journal of Interpersonal Violence, 37<\/em>(7-8).
https:\/\/doi.org\/10.1177\/0886260520959635<\/a><\/span><\/p>\nUniversal Mental Health Screening<\/em><\/h3>\n