Preventing learning difficulties through design and delivery of empirically validated instructional materials and practices
2015 Must Read Paper of the Year, Learning Disability Quarterly
Doabler, C. T., Clarke, B., Kosty, D., Smolkowski, K., Kurtz-Nelson, E., Fien, H., & Baker, S. (in press). Building number sense among English learners: A multisite randomized controlled trial of a tier 2 kindergarten mathematics intervention. Early Childhood Research Quarterly.
Doabler, C. T., Clarke, B., Kosty, D., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. (2018). Examining the impact of group size on the treatment intensity of a tier 2 mathematics intervention within a systematic framework of replication. Journal of Learning Disabilities. Advance online publication. doi:10.1177/00222194187893
Clarke, B., Doabler, C. T., Smolkowski, K., Turtura, J., Kurtz-Nelson, E., Fien, H., & Baker, S. (in press). Exploring the relationship between initial math skill and the impact of a kindergarten math intervention on student math outcomes. Exceptional Children.
Shanley, L., Clarke, B., Doabler, C. T., Kurtz-Nelson, E., & Fien, H. (in press). Measuring early mathematics knowledge via early number skills and task types. Mathematical Thinking and Learning.
Doabler, C. T., Stoolmiller, M., Kennedy, P., Nelson, N. J., Clarke, B., Gearin, B., . . . Baker, S. K. (2018). Do components of explicit instruction explain the differential effectiveness of a core mathematics program for students with mathematics difficulties? A mediated moderation analysis. Assessment for Effective Intervention. Advance online publication. doi:10.1177/1534508418758364
Doabler, C. T., Smith, J. L., Nelson, N., Clarke, B., Berg, T., & Fien, H. (2018). A guide for evaluating the mathematics programs used by special education teachers. Intervention in School and Clinic. Advance online publication. doi:10.1177/1053451218765253
Doabler, C. T., Nelson, N. J., Kennedy, P., Stoolmiller, M., Fien, H., Clarke, B., . . . Baker, S. (2018). Investigating the longitudinal effects of a core kindergarten mathematics program on teachers’ use of evidence-based teaching practices. Learning Disability Quarterly, 41, 144–158. doi:10.1177/0731948718756040