Matthew Burns
Cited by
Cited by
School psychology
J Ysseldyke, M Burns, P Dawson, B Kelley, D Morrison, S Ortiz, ...
A blueprint for training and practice II. Bethesda, MD: National Association …, 1997
Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models
MK Burns, JJ Appleton, JD Stehouwer
Journal of Psychoeducational Assessment 23 (4), 381-394, 2005
Response to intervention
S Jimerson, M Burns, A VanDerHayden
New York: Springer, 2007
Reported prevalence of evidence-based instructional practices in special education
MK Burns, JE Ysseldyke
The Journal of Special Education 43 (1), 3-11, 2009
Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices
MK Burns, K Gibbons
Routledge, 2011
Evaluating educational interventions: Single-case design for measuring response to intervention
TC Riley-Tillman, MK Burns, SP Kilgus
Guilford Publications, 2020
Response to intervention
S Jimerson, M Burns, A VanDerHayden
New York: Springer, 2007
A large scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers' ratings of school climate, cultural …
S Brand, RD Felner, A Seitsinger, A Burns, N Bolton
Journal of School Psychology 46 (5), 507-535, 2008
A meta-analysis of prereferral intervention teams: Student and systemic outcomes
MK Burns, T Symington
Journal of School Psychology 40 (5), 437-447, 2002
Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill-by-treatment interaction
MK Burns, RS Codding, CH Boice, G Lukito
School Psychology Review 39 (1), 69-83, 2010
Creating small learning communities: Lessons from the project on high-performing learning communities about “what works” in creating productive, developmentally enhancing …
RD Felner, AM Seitsinger, S Brand, AMY Burns, N Bolton
Educational Psychologist 42 (4), 209-221, 2007
Reading at the frustration, instructional, and independent levels: The effects on students’ reading comprehension and time on task
MA Treptow, MK Burns, JJ McComas
School Psychology Review 36 (1), 159-166, 2007
Conceptual confusion within response-to-intervention vernacular: Clarifying meaningful differences
TJ Christ, MK Burns, JE Ysseldyke
NASP Communiqué 34 (3), 1, 2005
Ethical and legal issues associated with using response-to-intervention to assess learning disabilities
MK Burns, S Jacob, AR Wagner
Journal of School Psychology 46 (3), 263-279, 2008
Relationship of reading fluency assessment data with state accountability test scores: A longitudinal comparison of grade levels
B Silberglitt, MK Burns, NH Madyun, KE Lail
Psychology in the Schools 43 (5), 527-535, 2006
Does the timing of grade retention make a difference? Examining the effects of early versus later retention
B Silberglitt, SR Jimerson, MK Burns, JJ Appleton
School Psychology Review 35 (1), 134-141, 2006
A large-scale examination of the nature and efficacy of teachers' practices to engage parents: Assessment, parental contact, and student-level impact
AM Seitsinger, RD Felner, S Brand, A Burns
Journal of school psychology 46 (4), 477-505, 2008
The argument-based approach to validation
M Kane
School Psychology Review 42 (4), 448-457, 2013
Comparison of existing responsiveness-to-intervention models to identify and answer implementation questions
MK Burns, JE Ysseldyke
The California School Psychologist 10 (1), 9-20, 2005
Meta‐analysis of mathematic basic‐fact fluency interventions: A component analysis
RS Codding, MK Burns, G Lukito
Learning Disabilities Research & Practice 26 (1), 36-47, 2011
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