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My research focuses on improving instruction for children
with varying abilities and disabilities. I explore the application
of learning and ecological theories to assessment and subsequent
instruction. I am also interested in systemic change to reform
the education of children with unique learning needs through
measuring children’s response to intervention. Thus, I study
curriculum-based assessment for instructional design, matching
curricular material and student skill, problem-solving team,
special education labels, and consultative service delivery
for special education.
Before joining the faculty at the University
of Minnesota I was a faculty member for five years at Central
Michigan University, a school psychologist for six years, and
a special education administrator for one year. I currently
serve as an associate editor of Assessment for Effective
Intervention and am on the editorial board of School
Psychology Review, Psychology in the Schools, and
Remedial and Special Education.
Selected recent publications
*indicates student author
Riley-Tilman, T. C. & Burns, M. K. (in press).
Single case
design for measuring response to educational intervention. New
York: Guilford. Book will be part of Practical Interventions
in the Schools series and will be published early 2009.
Burns, M. K. (2008). Response to intervention at the secondary
level. Principal Leadership: High School Edition, 8 (7), 12-15.
Burns, M. K. & Gibbons, K. (2008).
Response to intervention
implementation in elementary and secondary schools: Procedures
to assure scientific-based practices. New York: Routledge.
Burns, M. K., Jacob, S., & *Wagner, A. (2008).
Ethical and
legal issues associated with using response-to-intervention to assess learning disabilities.
Journal of School Psychology, 46, 263-279.
Burns, M. K., *Peters, R., & Noell, G. H. (2008).
Using performance
feedback to enhance the implementation integrity of the problem-solving
team process. Journal of School Psychology, 46, 537-550.
Burns, M. K., VanDerHeyden, A. M., & *Boice, C. H. (2008).
Best practices in delivery intensive academic interventions.
In A. Thomas & J. Grimes (Eds.) Best practices in school psychology
(5th ed.). Bethesda, MD: National Association of School Psychologists.
Burns, M. K., *Wiley, H. I., *Viglietta, E. (2008).
Best
practices in facilitating problem-solving teams. In A. Thomas
& J. Grimes (Eds.) Best practices in school psychology (5th
ed.). Bethesda, MD: National Association of School Psychologists.
Burns, M. K. & *Wagner, D. (2008).
Determining an effective
intervention within a brief experimental analysis for reading:
A meta-analytic review. School Psychology Review, 37, 126-136.
Spanjer, D., Burns, M. K., & *Wagner, A. (2008).
Systematic
direct observation of time-on-task as a measure of substantive
student engagement. Assessment for Effective Intervention, 33,
120-126.
*Szadokierski, I., & Burns, M. K. (2008).
Analogue evaluation
of the effects of opportunities to respond and ratios of known
items within drill rehearsal of Esperanto words. Journal of
School Psychology, 46, 593-609.
VanDerHeyden, A. M. & Burns, M. K. (2008).
Examination of
the utility of various measures of mathematics proficiency.
Assessment for Effective Intervention, 33, 215-224.
Burns, M. K. (2007). Reading at the instructional level with
children identified as learning disabled: Potential implications
for response–to-intervention. School Psychology Quarterly, 22,
297-313.
Burns, M. K. (2007). Comparison of drill ratio and opportunities
to respond when rehearsing sight words with a child with mental
retardation. School Psychology Quarterly, 22, 250-263.
Jimerson, S., Burns, M. K., & VanDerHeyden, A. M. (2007,
Eds.). The handbook of response to intervention: The science
and practice of assessment and intervention. New York: Springer.
Griffin, A. J., *Parsons, L., Burns, M. K., & VanDerHeyden,
A. (2007). Response to intervention research to practice. Washington,
D.C., National Association of State Directors of Special Education.
*Treptow, M. A., Burns, M. K., & McComas, J. J. (2007).
Reading
at the frustration, instructional, and independent levels: Effects
on student time on task and comprehension. School Psychology
Review, 36, 159-166.
Burns, M. K. (in press). Formative evaluation in school psychology:
Informing the instructional process. School Psychology Forum.
Helman, L., & Burns, M. K. (2008).
What does oral language
have to do with it? Helping English learners acquire sight-words.
The Reading Teacher, 61. 14-19.
Burns, M. K., Marolt, D., Kahler, M., Buxton, R., & Lillenstein,
D. (2008). Practitioner perspectives on the effect of RtI. Communiqué,
36 (8), 1, 7-9.
Brown-Chidsey, R., Burns, M. K., Thies, L. O., & Wizda, L.
L. (2008). The future is now: The school psychology futures
task force on academic outcomes. Communiqué, 36 (7), 1, 12-14.
Burns, M. K. (2007). School psychology: Science in action.
Communiqué, 35 (8), 44-45.
Burns, M. K. (2007). RTI WILL fail, unless . . . . Communiqué,
35 (5), 38-40.
Updated September
2008
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