Room 245 ESB
56 E. River Road
Ph.D., University of Oregon
Before joining the faculty at the University of Minnesota, I was a professor for 14 years in the College of Education at Lehigh University and faculty for three years to the Center for Promoting Research to Practice. During my graduate program at Purdue University and the University of Oregon, I developed an interest in instructional design, which has significantly influenced my program of research. My research focuses on evaluating the variables (e.g., materials, instructional procedures) that impact children's ability to succeed in school-related tasks. As such, my research includes two types of inquiry: (a) materials analysis and (b) instructional and assessment analysis.
In terms of materials analysis, I have scrutinized theoretical models that deal with the coherent organization and structure of information and evaluated the information presented in textbooks (e.g., mathematics, reading, social studies, language arts) to document the degree to which the materials adhere to the selected model. This analysis focuses on the featural, structural, and/or logical organization of the information, as well as the instructional procedures by which the information is presented and discusses ways to allow students at-risk for learning problems to access the information in the materials.
The second type of inquiry, instruction and assessment analyses, represents the primary focus of my research efforts. I have employed group design and single subject design methodology to investigate the effectiveness of various instructional procedures (e.g., schema-based instruction) for children and adolescents with disabilities and those at-risk for learning problems. My systematic line of research on mathematical problem solving has resulted in the publication of a curriculum text entitled, Solving math word problems: Teaching students with learning disabilities using schema-based instruction. In terms of assessment, I have explored the role of dynamic assessment and classroom-based assessment in the context of mathematical word problem solving to better understand student performance and to inform instruction.
Rutherford, L. E., DuPaul, G. J., & Jitendra, A. K. (2008). Examining the relationship between treatment outcomes for academic achievement and social skills in school-age children with ADHD. Psychology in the Schools, 42(2), 145-157.
Sood, S., & Jitendra, A. K. (2007). A comparative analysis of number sense instruction in first grade traditional and reform-based mathematics textbooks. Journal of Special Education, 41(3), 145-157.
Jitendra, A.K., DuPaul, G.J., Volpe, R.J., Tresco, K.E., Vile Junod, R.E. Lutz, J.G., Cleary, K.S., Flammer, L.M., & Mannella, M.C. (2007). Consultation-based academic intervention for children with ADHD: School functioning outcomes. School Psychology Review, 36(2), 217–236.
Jitendra, A. K., Griffin, C., Deatline-Buchman, A., & Sczesniak, E. (2007). Mathematical word problem solving in third grade classrooms. Journal of Educational Research, 100(5), 283-302.
Gajria, M., Jitendra, A. K., Sacks, S., & Sood, S. (2007). Improving content area instruction for students with learning disabilities: A meta-analysis. Journal of Learning Disabilities, 40(3), 210-225.
Kunsch, C. A., Jitendra, A. K., Sood, S. (2007). The effects of peer-mediated mathematics instruction for students with disabilities: A review of the literature. Learning Disabilities Research & Practice, 22(1), 1-12.
Leh, J., Jitendra, A. K., Caskie, G., Griffin, C. (2007). An evaluation of CBM mathematics word problem solving measures for monitoring third grade students’ mathematics competence. Assessment for Effective Intervention, 32(2), 90-99.
Erchul, W. P., DuPaul, G. J., Grissom, P. F., Vile Junod, R. E., Jitendra, A. K., Mannella, M., Tresco, K. E., Flammer, L., & Volpe, R. J. (2007). Relationships among relational communication processes and consultation outcomes for students with ADHD. School Psychology Review, 36(1), 111-129.
Jitendra, A. K., Griffin, C., Haria, P., Leh, J., Adams, A., & Kaduvetoor, A. (2007). A comparison of single and multiple strategy instruction on third grade students’ mathematical problem solving. Journal of Educational Psychology, 99, 115-127.
DuPaul, G. J., Jitendra, A. K.; Volpe, R. J., Tresco, K. E., Lutz, G., Vile Junod, R. E., Cleary, K. S., Flammer, L. M., & Mannella, M. C. (2006). Consultation-based academic interventions for children with ADHD: Effects on reading and mathematics achievement. Journal of Abnormal Child Psychology, 34(5), 633-646.
DuPaul, G. J., Jitendra, A.K., Tresco, K., Vile-Junod, R., Volpe, R. J., & Lutz, G. (2006). Children with attention-deficit/hyperactivity disorder: Gender differences in school functioning. School Psychology Review, 35(2), 292-308.
Volpe, R.J., DuPaul, G.J., DiPerna, J.C., Jitendra, A.K., Lutz, J.G., Tresco, K.E., & Vile Junod, R.E. (2006). Attention deficit hyperactivity disorder and scholastic achievement: A model of mediation via academic enablers. School Psychology Review, 35, 47-61.
Printed as a supplement on the School Psychology Review Web site.
Vile-Junod, R., DuPaul, G. J., Jitendra, A. K., Volpe, R. J., & Lorah, K. S. (2006). Classroom observations of students with and without ADHD: Differences across academic subjects and types of engagement. Journal of School Psychology, 44, 87-104.
Santoro, L. E., Jitendra, A. K., Starosta, K., & Sacks, S. (2006). Reading well with “Read Well:” Enhancing the reading performance of English language learners. Remedial and Special Education, 27(2), 105-115.
Deatline-Buchman, A., & Jitendra, A. K. (2006). Enhancing argumentative essay writing by fourth grade students with learning disabilities. Learning Disability Quarterly, 29(1), 39-54.
Mautone, J.A., DuPaul, G.J., & Jitendra, A.K. (2005). The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD. Journal of Attention Disorders, 9, 301-312.
Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem solving instruction on students with learning problems. Journal of Special Education, 39(3), 181-192.
Jitendra, A. K. (2005). How design experiments can inform teaching and learning: Teacher-researchers as collaborators in educational research. Learning Disabilities Research & Practice, 20(4), 213-217.
Jitendra, A. K., Sczesniak, E., & Deatline-Buchman, A. (2005). Validation of curriculum-based mathematical word problem solving tasks as indicators of mathematics proficiency for third graders. School Psychology Review, 34(3), 358-371.
Xin, Y.P., Grasso, E., DiPipi, C. M., & Jitendra, A. K. (2005). Effects of purchasing skills instruction for individuals with developmental disabilities: A meta-analysis. Exceptional Children, 71(4), 379-400.
Jitendra, A. K., & Griffin, C., Deatline-Buchman, A., DiPipi, C., Sczesniak, E., Sokol, N., & Xin, Y.P. (2005). Adherence to mathematics professional standards and instructional design criteria for problem-solving in mathematics. Exceptional Children, 71(3), 319-337.
Jitendra, A. K. (2005). Mathematics Assessment: Introduction to the special issue. Assessment for effective Intervention, 30(2), 1-2.
Jitendra, A. K., Deatline-Buchman, A., & Sczesniak, E. (2005). A comparative analysis of third-grade mathematics textbooks before and after the 2000 NCTM standards. Assessment for effective Intervention, 30(2), 47-62.