Christian T. Doabler

Research Interests

Preventing learning difficulties through design and delivery of empirically validated instructional materials and practices

Research Projects and Grants

Promoting Scientific Explorers Among Students With Learning Disabilities: The Design and Testing of a Grade 2 Science Program Focused on Earth’s Systems, National Science Foundation, 2017–2021 (principal investigator, award: $2,477,647)
Precision Mathematics: Using Interactive Gaming Technology to Build Student Proficiency in the Foundational Concepts and Problem-Solving Skills of Measurement and Data Analysis, National Science Foundation, 2015–2019 (principal investigator, award: $2,999,702)
Behavior and Academic Supports: Integration and Cohesion (Project BASIC), Institute of Education Sciences, 2018–2023 (co-principal investigator, award: $3,999,000)
Exploring Alterable Variables of Tier 1 and Tier 2 Instruction: A Collaboration Across Interdisciplinary Fields of Observational Research (Project CIFOR), Institute of Education Sciences, 2015–2018 (principal investigator, award: $699,706)
The NumberShire Integrated Tutor System: Supporting Schools to Scale Up Evidence-Based Education Technology to Improve Math Outcomes for Students With Disabilities, Office of Special Education Programs, 2016–2021 (UT principal investigator, award: $2,488,179)
A Randomized Control Trial of a Tier 2 First-Grade Mathematics Intervention, Institute of Education Sciences, 2016–2020 (UT principal investigator, award: $3,500,000)
A Multisite Randomized Controlled Trial to Assess the Efficacy of the NumberShire Level 1 Gaming Intervention for Improving Math Outcomes for Students With or At Risk for Math Learning Disabilities, Institute of Education Sciences, 2016–2020 (UT principal investigator, award: $3,500,000)

Editorial Review Boards

Journal of Special Education
Exceptional Children
Assessment for Effective Intervention
Intervention in School and Clinic
Journal of Special Education Technology
Teaching Exceptional Children

Recent Awards

2015 Must Read Paper of the Year, Learning Disability Quarterly

Representative Publications

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