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Educational Psychology
250 Education Sciences Bldg
56 East River Road
Minneapolis, MN 55455
Voice: 612-624-6083

Educational Psychology
250 Education Sciences Bldg
56 East River Road
Minneapolis, MN
55455-0364 USA

Tel: 612-624-6083
Fax: 612-624-8241
epsy-adm@umn.edu

Matthew K. Burns

Burns

Educational Psychology
341 EdSciB
56 East River Rd
Tel:612-626-7324
burns258@umn.edu

Ph.D., Andrews University

Curriculum Vitae

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 (RtI). 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. I currently co-direct the Minnesota Center for Reading Research (www.cehd.umn.edu/reading) and an co-principal investigator for the Path to Reading Excellence in School Sites project (http://www.cehd.umn.edu/reading/PRESS/default.html), which is a multi-year and multi-million dollar partnership to incorporate quality core instruction, data-driven instructional decisions and interventions, expanded support for English Language Learners, and meaningful professional development to support systemic change in elementary schools.

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 Editor of School Psychology Review, and am the immediate past Editor of Assessment for Effective Intervention.

(all EPSY courses)

Publications

  1. Presentations

    *Denotes student co-authors

    Books

    Burns, M. K. & Parker, D. C. (in press). Curriculum-based assessment for instructional design: Using data to individualize instruction. New York: Guilford.

    Riley-Tillman, T.C., Burns, M. K., & Gibbons, K. (2013). Advanced RTI applications, Volume 2: Assessment, design, analysis and decision making. New York: Guilford.

    Burns, M. K., Riley-Tillman, T. C., & VanDerHeyden, A. M. (2012). Advanced RTI applications, Volume 1: Intervention design and implementation. New York: Guilford.

    Burns, M. K. & Gibbons, K. (2012). Response to intervention implementation in elementary and secondary schools: Procedures to assure scientific-based practices (2nd edition). New York: Routledge.

    Cook, C.R., Burns, M. K., Browning-Wright, D., & Gresham, F.M. (2011). A guide to refining and retooling school psychological practice in the era of RtI. Palm Beach, LRP Publications.

    VanDerHeyden, A. M. & Burns, M. K. (2010). Essentials of response to intervention. New York: Wiley.

    Riley-Tillman, T. C. & Burns, M. K. (2009). Single case design for measuring response to educational intervention. New York: Guilford.

    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.

    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.

  2. Book Chapters

    Burns, M. K. (in press). Foreword for J. E. Harlacher, T. L. Sakelaris, & N. M. Kattelman An educator’s guide to curriculum-based evaluation for reading.

    Burns, M. K. (in press). Reflections from journal editor: School Psychology Review. In T. Kratochwill & J. Levin (Eds.) Single-case intervention research: Methodological and data-analysis advances. Washington, D.C.: American Psychological Association.

    Burns, M. K., Haegele, K., & Peterson-Brown, S. (in press). Screening for early reading skills: Using data to guide resources and instruction. In R. J. Kettler, T. A. Glover, C. A. Albers, & K. A. Feeney-Kettler (Eds.) Universal screening in educational settings: Identification, implementation, and interpretation. Washington D.C., American Psychological Association.

    Burns, M. K., Kanive, R., & Karich, A. C. (in press). Best practices in implementing school-based teams within a multitiered system of support. In A. Thomas & P. Harrison (Eds.) Best practices in school psychology (6th ed.). Bethesda, MD: National Association of School Psychologists.

    Burns, M. K., VanDerHeyden, A. M., & *Zaslofsky, A. F. (in press). Best practices in delivery intensive academic interventions. In A. Thomas & J. Grimes (Eds.) Best practices in school psychology (6th ed.). Bethesda, MD: National Association of School Psychologists.

    Burns, M. K., *Parker, D. C., & Jacob, S. (2013). Legal issues in school psychological assessments. In K. F. Geisinger (Ed.). APA handbook of testing and assessment in psychology (pp. 259-277). Washington, D.C.: American Psychological Association.

    Burns, M. K. & *Scholin, S. E. (2013). Response to intervention: School-wide prevention of academic difficulties. In M. Tankersley & B. Cook (Eds.) Effective practices in special education (pp. 225-234). Upper Saddle River, NJ: Pearson.

    Burns, M. K., *Parker, C., & *Scholin, S. E. (2011). Response to intervention at the secondary level. In A. S. Canter, L. Z. Paige, M. D. Roth, I. Romero, S. A. Carroll (Eds.). Helping children at home and school III: Handouts for families and educators. Bethesda, MD: National Association of School Psychologist.

    Burns, M. K., *Scholin, S. E, & *Parker, C. (2011). Response to intervention implementation fact sheet for K-12 school personnel. In A. S. Canter, L. Z. Paige, M. D. Roth, I. Romero, S. A. Carroll (Eds.). Helping children at home and school III: Handouts for families and educators. Bethesda, MD: National Association of School Psychologist.

    Burns, M. K. & *Boice, C. (2010). Effective teaching strategies. In C. S. Clauss-Ehlers (Ed). Encyclopedia of cross-cultural school psychology. New York: Springer Publications.

    Burns, M. K., Christ, T. J., *Boice, C., & *Szadokierski, I. (2010). Special education in an RtI model: Addressing unique learning needs. In T. A. Glover & S. Vaughn (Eds.) Response to intervention: Empowering all students to learn – A critical account of the science and practice (pp. 267-285). New York: Guilford.

    *Coolong-Chaffin, M. & Burns, M. K. (2010). Labeling. In C. S. Clauss-Ehlers (Ed). Encyclopedia of cross-cultural school psychology. Springer Publications.

    Burns, M. K., & *Klingbeil, D. A. (2010). Assessment of academic skills in math within a problem solving model. In R. Ervin, G. Gimpel, E. Daly III, & K. Merrell (Eds.) Practical handbook of school psychology (pp. 86-98). New York: Guilford.

     

  3. Research Articles

    Burns, M. K. & Parker, D. C. (in press). Using the instructional level as a criterion to determine student phase of learning for reading fluency: Evidence for the learning hierarchy. Reading and Writing Quarterly.

    Burns, M. K., Ysseldyke, J., *Nelson, P., & *Kanive, R. (in press). Number of repetitions required to retain single-digit multiplication math facts for elementary students. School Psychology Quarterly.

    *Kanive, R., *Nelson, P., Burns, M. K., & Ysseldyke, J. (in press). Comparison of computer-based practice and conceptual understanding interventions on math fact fluency. Journal of Educational Research.

    *Nelson, P., *Kanive, R., Burns, M. K., & Ysseldyke, J. (in press). Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency. Journal of School Psychology.

    Parker, D. C., *Zaslofsky, A. F., Burns, M. K., *Kanive, R., *Hodgson, J., *Scholin, S. E., & *Klingbeil, D. A. (in press). A brief report of the diagnostic accuracy of oral reading fluency and reading inventory levels for reading failure risk among second and third grade students. Reading and Writing Quarterly.

    *Brandes, D., Burns, M. K., *Eagan, A., *Kunkel, A., McComas, J. J., *Peterson, M., *Rahn, N., & *Wilson, J. (2013). Training for generalization and maintenance in RtI implementation: Front-loading for sustainability. Learning Disabilities Research and Practice, 28, 81-88.

    Burns, M. K. (2013). Contextualizing school psychology research and practice: Introducing featured research commentaries. School Psychology Review, 42, 334-342.

    Burns, M. K. (2012). Meta-analyses of single-case design research: Introduction to the special series. Journal of Behavioral Education, 21, 175-184.

    Burns, M. K., *Kanive, R., & *Degrande, M. (2012). Effect of a computer-delivered math fact intervention as a supplemental intervention for math in third and fourth grades. Remedial and Special Education, 33, 184-191.

    Burns, M. K., *Klingbeil, D., Ysseldyke, J., & Peterson-Brown, S. (2012). Trends in methodological rigor in intervention research published in school psychology journals. Psychology in the Schools, 49, 843-851.

    Burns, M. K., *Zaslofsky, A. F., *Kanive, R., & *Parker, D. C. (2012). Meta-analysis of incremental rehearsal: Using phi coefficients to compare single-case and group designs. Journal of Behavioral Education, 21, 185-202.

    *Parker, D. C., Burns, M. K., McMaster, K., & Shapiro, E. S. (2012). Extending curriculum-based assessment to early writing. Learning Disabilities Research and Practice, 27, 33-43.

    *Parker, D. C., Dickey, B., McComas, J., & Burns, M. K. (2012). An application of brief experimental analysis with early writing. Journal of Behavioral Education, 21, 329-349.

    *Scholin, S. & Burns, M. K. (2012). Relationship between pre-intervention data and post-intervention reading fluency and growth: A meta-analysis of assessment data for individual students. Psychology in the Schools, 49, 385-398.

    *Sadeh, S. S., Burns, M. K., & Sullivan, A. L. (2012). Executive function as a predictor of academic achievement in at-risk children. School Psychology Quarterly, 27, 236-246.

    Burns, M. K. (2011). School psychology research: Combining ecological theory and prevention science. School Psychology Review. 40, 132-139.

    Burns, M. K. (2011). Matching conceptual and procedural math interventions to student deficits. Assessment for Effective Intervention, 36, 210-218.

    Burns, M. K., *Hodgson, J., *Parker, D. C., & *Fremont, K. (2011). Comparison of the effectiveness and efficiency of text previewing and preteaching keywords as small-group reading comprehension strategies with middle school students. Literacy Research and Instruction, 50, 241-252.

    Burns, M. K. & *Kwoka, H., *Lim, B, Crone*, M. Haegele*, K., Parker*, D. C., Petersen*, S. & Scholin, S. E.  (2011). Minimum reading fluency necessary for comprehension among second-grade students. Psychology in the Schools, 48, 124-132.

    Burns, M. K., *Scholin, S. E., & *Zaslofsky, A. (2011). Advances in assessment through research: What have we learned in the past three years? Assessment for Effective Intervention, 36, 107-112.

    Codding, R. S., Burns, M. K., & Lukito, G. (2011). Meta-analysis of mathematic computation fluency interventions: A component analysis. Learning Disability Research & Practice, 26, 36-47.

    *Haegele, K. M., McComas, J. J., Dixon, M., & Burns, M. K. (2011). Using a stimulus equivalence paradigm to teach numerals, English words, and Native American words to preschool-age children. Journal of Behavioral Education, 20, 283-296.

    *Parker, D. C., McMaster, K., & Burns, M. K. (2011). Determining an instructional level for beginning writing skills. School Psychology Review, 40, 158-167.

    *Petersen-Brown, S. & Burns, M. K. (2011). Adding a vocabulary component to incremental rehearsal to enhance maintenance and generalization. School Psychology Quarterly, 26, 245-255.

    Volpe, R. J., Burns, M. K., DuBois, M., & *Zaslofsky, A. F. (2011). Computer-assisted tutoring: Teaching letter sounds to kindergarten students using incremental rehearsal. Psychology in the Schools, 48, 332-342.

    Volpe, R., Briesch, A., Mule, C., Burns, M. K., & Joseph, L. (2011). A comparison of two flashcard drill methods targeting word recognition. Journal of Behavioral Education, 20, 117-137.

Presentations

  1. Invited Presentations

    Burns, M. K. (2013, November). Comparison of the diagnostic and instructional utility of SLD diagnostic models. Invited lecture the Leaders in the Field series. Andrews University. Berrien Springs, MI.

    Burns, M. K. (2013, November). Using data to determine academic interventions with a skill-by-treatment interaction. Invited address to the Indiana Association of School Psychologists Fall Convention. Indianapolis, IN.

    Burns, M. K. (2013, October). Reforming the school psychologist’s role within a multi-tiered system of support. Keynote address to the Wisconsin School Psychology Association. Eau Claire, WI.

    Burns, M. K. & VanDerHeyden, A. M. (2013, October). Evidence-based elementary instruction for math. Invited address to the Midwest Instructional Leadership Council. St. Paul, MN.

    Burns, M. K., Riley-Tillman, T. C., & VanDerHeyden, A. M. (2013, September). Success within reach: RTI applications for academic and behavioral interventions. Keynote address to the Student Support Team Association for Georgia Educators Annual Convention. Macon, GA.

    Burns, M. K., & *Sadeh, S. (2013, February). Translating RtI case law into practice struggling readers. Invited documented session to be presented at the National Association of School Psychologists Annual Convention. Seattle, WA.

    Burns, M. K. (2012, October). Reading and writing interventions: Consultation tools for school psychologists. Invited presentation to the Illinois School Psychology Association Fall Conference. Itasca, IL.

    Burns, M. K., & VanDerHeyden, A. (2012, October). Hands-on strategies for instruction and intervention to improve essential math skills. Invited presentation to the Midwest Leadership Summit IV: It’s about the why in RtI. St. Paul, MN.

    Burns, M. K., & McComas, J. J. (2012, September). Using learning theory within brief experimental analysis of academic problems: What to do when nothing else works. Invited presentation to the Minnesota Northland Association for Behavior Analysis. Maple Grove, MN.

    Burns, M. K. (2012, July). Academic interventions for school psychologists: Without the “I”, the “R” won't happen. Invited presentation to the National Association of School Psychologists Summer Conference. Denver, CO.

    Burns, M. K. (2012, July). Addressing barriers to successful RTI implementation at the middle school and high school levels. Invited presentation to the National Association of School Psychologists Summer Conference. Denver, CO.

    Burns, M. K. (2012, June). Response to Intervention: Using data to answer questions about instruction. Keynote address at the Utah Conference on Effective Practices For Teachers and Human Service Professionals: Interventions Across the Lifespan. Logan, UT.

    Burns, M. K. (2012, June). Problem analysis within tiers 2 and 3. Invited presentation to the Utah Conference on Effective Practices For Teachers and Human Service Professionals: Interventions Across the Lifespan. Logan, UT.

    Burns, M. K. (2012, April). Theory within prevention and intervention. Invited keynote presentation to the Missouri Prevention Center at the University of Missouri. Columbia, MO.

    Burns, M. K. (2012, April). Response to intervention for math: Implications for school psychologists. Keynote address at the University of South Dakota School Psychology Program’s 20th Anniversary Reception.

    Burns, M. K. (2012, March). Interventions within an RTI framework: Implications for school psychologists. Keynote presentation at the Western Kentucky University School Psychology Program Spring Conference.

     

  2. Peer Reviewed Presentations

    Burns, M. K. (chair), *Karich, A. C., *Maki, K. E., *Moran, S., *Anderson, A., & Kovaleski, J. (2013, February). The role of school psychologists in grade level teams within a multi-tiered system of support. Symposium presented at the National Association of School Psychologists Annual Convention, Seattle, WA.

    Burns, M. K., *Maki, K. E., *Karich, A. C., & Coolong-Chaffin, M. (2013, February). Using performance feedback to enhance strategy use and reading comprehension with middle school struggling readers. In K. McMaster (Chair), Developing reading comprehension interventions: Understanding parts of the whole. A symposium presented at the Pacific Coast Research Conference, San Diego, CA.

    Hale, B., Fletcher, J., Riccio, C., Shinn, M., Flanagan, D., Burns, M. K., Naglieri, J., & Speece, D. (2013, February). Research regarding learning disabilities on the eve of the reauthorization of IDEA: Finding common ground. Special session presented at the National Association of School Psychologists Annual Convention, Seattle, WA.

    Ittner, A., Burke, M., Burns, M. K., Karich, A., & Learned, S. (2013, April). Analysis in action: Exploring data and moving towards appropriate interventions. Workshop presented at the International Reading Association Annual Convention, San Antonio, TX.

    *Maki, K., *Karich, A. C., Burns, M. K., Coolong-Chaffin, M. (2013, February). Using reciprocal teaching and performance feedback to improve reading comprehension. Paper presented at the National Association of School Psychologists Annual Convention, Seattle, WA.

    Burns, M. K. (chair), Mule, C., Volpe, R., *Hall, M., *Zaslofsky, A., *Karich, A., & Varma, S. (2012, February). Instructional variations to accommodate individual differences in memory. Symposium presented at the National Association of School Psychologists Annual Conference, Philadelphia, PA.

    Burns, M. K. (chair), Codding, R. S., Methe, S., *Karich, A., *Scholin, S., *Braam, M. *Petersen-Brown, S., & Hosp, J. (2012, February).  Using data to identify and deliver academic interventions. Symposium presented at the National Association of School Psychologists Annual Conference, Philadelphia, PA.

    Floyd, R. G. (Chair), Kamphaus, R., Burns, M. K., McLoughlin, C., & McIntosh, D. (2012, February).  Publishing in school psychology: Journal editors share their perspectives. Symposium presented at the National Association of School Psychologists Annual Conference, Philadelphia, PA.

    Burns, M. K. (2011, February). Combining single-case and between-group designs within meta-analyses. Paper presented at the National Association of School Psychologists Annual Conference, San Francisco, CA.

    Burns, M. K., *Kanive, R., & *Zaslofsky, A. F. (2011, February). Assessing conceptual knowledge to determine appropriate math interventions. Paper presented at the National Association of School Psychologists Annual Conference, San Francisco, CA.

    Burns, M. K. (chair), *Parker, D., Barrett, C., Codding, R., & Christ, T. (2010, March).  Instructional level academic interventions: Evidence for skill by treatment interactions. Symposium presented at the National Association of School Psychologists Annual Conference, Chicago, IL.

    Burns, M. K. (chair), *Haegele, K., *Zaslofsky, A., *Peterson, S., & Volpe, R. (2010, March). Instructionally relevant memory research. Symposium presented at the National Association of School Psychologists Annual Conference, Chicago, IL.

     

     



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