Trainee Publications

Alumni Publications

MATI Alumni have over 190 collective publications

Publications are repres over 124 journals, including Educational Psychology Review and Journal of Behavioral Education

Over 13 % of publications stemmed from collaborations between MATI alumni and/or peers

Over 55 % of participants have published at least one paper since attending MATI

MATI Alumni Publications in 2019 Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A Meta-Analysis of Negative Feedback on Intrinsic Motivation. Educational Psychology Review, 31(1), 121–162. https://doi.org/10.1007/s10648-018-9446-6 Hosseininasab, A., Meyer, G. J., Viglione, D. J., Mihura, J. L., Berant, E., Resende, A. C., ... & Mohammadi, M. R. (2019). The effect of CS administration or an R-optimized alternative on R–PAS variables: A meta-analysis of findings from six studies. Journal of Personality Assessment, 101(2), 199-212. https://doi.org/10.1080/00223891.2017.1393430 Katz, I. M., Rudolph, C. W., & Zacher, H. (2019). Age and career commitment: Meta-analytic tests of competing linear versus curvilinear relationships. Journal of Vocational Behavior, 112, 396-416. https://doi.org/10.1016/j.jvb.2019.03.001 Kleine, K., Rudolph, C. W., & Zacher, H. (2019). Thriving at work: A meta-analysis. Journal of Organizational Behavior, 40(9-10), 973-999. https://doi.org/10.1002/job.2375 Lancaster, H. S., Lien, K. M., Chow, J. C., Frey, J. R., Scherer, N. J., & Kaiser, A. P. (2019). Early Speech and Language Development in Children With Nonsyndromic Cleft Lip and/or Palate: A Meta-Analysis. Journal of Speech, Language and Hearing Research, 63(1), 14 – 31. https://doi.org/23814764000300140072 Lee, M., Ryoo, J. H., Chung, M., Anderson, J. G., Rose, K., & Williams, I. C. (2019). Effective interventions for depressive symptoms among caregivers of people with dementia: A systematic review and meta-analysis. Dementia, 19(7), 2368-2398. https://doi.org/10.1177/1471301218822640 Lewis Jr, N., & Michalak, N. M. (2019). Has stereotype threat dissipated over time? A cross-temporal meta-analysis. [Manuscript in Preparation] Lui, P. P., & Quezada, L. (2019). Associations between microaggression and adjustment outcomes: A meta-analytic and narrative review. Psychological Bulletin, 145(1), 45–78. https://doi.org/10.1037/bul0000172.supp (Supplemental) Lynch, K., Hill, H. C., Gonzalez, K. E., & Pollard, C. (2019). Strengthening the Research Base That Informs STEM Instructional Improvement Efforts: A Meta-Analysis. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/0162373719849044 Nemer, S. L., Sutherland, K. S., Chow, J. C., & Kunemund, R. L. (2019). A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior. Education and Treatment of Children, 42(4), 557-578. https://doi.org/10.2307/26797142 Nye, E., Melendez‐Torres, G. J., & Gardner, F. (2019). Mixed methods systematic review on effectiveness and experiences of the Incredible Years Teacher Classroom Management programme. Review of Education, 7(3), 631-669. https://doi.org/10.1002/rev3.3145 Sivaraman, B., Nye, E., & Bowes, L. (2019). School-based anti-bullying interventions for adolescents in low- and middle-income countries: A systematic review. Aggression and Violent Behavior, 45, 154-162. https://doi.org/10.1016/j.avb.2018.07.007 Snyder, K. E., Fong, C. J., Painter, J. K., Pittard, C. M., Barr, S. M., & Patall, E. A. (2019). Interventions for academically underachieving students: A systematic review and meta-analysis. Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.100294 Tipton, E., Pustejovsky, J. E., & Ahmadi, H. (2019). A history of meta-regression: Technical, conceptual, and practical developments between 1974 and 2018. Research Synthesis Methods, 10(2), 161-179. https://doi.org/10.1002/jrsm.1338 Tipton, E., Pustejovsky, J. E., & Ahmadi, H. (2019). Current practices in meta-regression in psychology, education, and medicine. Research Synthesis Methods, 10(2), 180-194. https://doi.org/10.1002/jrsm.1339 Wilson, D. B., Olaghere, A., & Kimbrell, C. S. (2019). Implementing Juvenile Drug Treatment Courts: A Meta-aggregation of Process Evaluations. Journal of Research in Crime and Delinquency. https://doi.org/10.1177/0022427819826630 Zacher, H., Esser, L., Bohlmann, C., & Rudolph, C. W. (2019). Age, Social Identity and Identification, and Work Outcomes: A Conceptual Model, Literature Review, and Future Research Directions. Work, Aging and Retirement, 5(1), 24-43. https://doi.org/10.1093/workar/way005 Zacher, H., Rudolph, C. W., Todorovic, T., & Ammann, D. (2019). Academic career development: A review and research agenda. Journal of Vocational Behavior, 110, 357-373. https://doi.org/10.1016/j.jvb.2018.08.006

MATI Alumni Publications in 2020 Acar, S., Ogurlu, U., & Runco, M. A. (2020). Meta-analytic research on creativity: challenges and solutions. In Handbook of Research Methods on Creativity (pp. 244-258). Edward Elgar Publishing. Acar, S., Runco, M. A., & Park, H. (2020). What should people be told when they take a divergent thinking test? A meta-analytic review of explicit instructions for divergent thinking. Psychology of Aesthetics, Creativity, and the Arts, 14(1), 39-49. https://doi.org/10.1037/aca0000256 Acar, S., Tadik, H., Myers, D., Sman, C., & Uysal, R. (2020). Creativity and well‐being: A meta‐analysis. The Journal of Creative Behavior. Online publication.  https://doi.org/10.1002/jocb.485 Acosta, S., Garza, T., Hsu, H. Y., & Goodson, P. (2020). Assessing quality in systematic literature reviews: A study of novice rater training. SAGE Open, 10(3), 1-11. https://doi.org/10.1177/2158244020939530 Acosta, S., Garza, T., Hsu, H. Y., Goodson, P., Padrón, Y., Goltz, H. H., & Johnston, A. (2020). The accountability culture: A systematic review of high-stakes testing and English learners in the United States during No Child Left Behind. Educational Psychology Review, 32(2), 327-352. https://doi.org/10.1007/s10648-019-09511-2 Carter, E. R., Onyeador, I. N., & Lewis Jr., N.A. (2020). Developing & delivering effective anti-bias training: Challenges & recommendations. Behavioral Science & Policy, 6(1), 57-70. https://doi.org/10.1353/bsp.2020.0005 Chen, C. H., Shih, C. C., & Law, V. (2020). The effects of competition in digital game-based learning (DGBL): a meta-analysis. Educational Technology Research and Development, 68, 1855-1873. https://doi.org/10.1007/s11423-020-09794-1 Chimuma, L. L. (2020). Comprehensive Research Synthesis: An Approach to Mixed-Methods Research Syntheses (Doctoral dissertation, University of Denver). Eagly, A. H., Nater, C., Miller, D. I., Kaufmann, M., & Sczesny, S. (2020). Gender stereotypes have changed: A cross-temporal meta-analysis of US public opinion polls from 1946 to 2018. American Psychologist, 75(3), 301. https://doi.org/10.1037/amp0000494 Elliott, D. S., Buckley, P. R., Gottfredson, D. C., Hawkins, J. D., & Tolan, P. H. (2020). Evidence-Based Juvenile Justice Programs and Practices: A Critical Review. Criminology and Public Policy, 19(4), 1305–1328. https://doi.org/10.1111/1745-9133.12520 Gesel, S. A., LeJeune, L. M., Chow, J. C., Sinclair, A. C., & Lemons, C. J. (2020). A Meta-Analysis of the Impact of Professional Development on Teachers’ Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making. Journal of Learning Disabilities, 54(4), 269-283. https://doi.org/10.1177/0022219420970196 Graham, S., Hebert, M., Fishman, E., Ray, A. B., & Rouse, A. G. (2020). Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis. Journal of Learning Disabilities, 53(4), 392-310. https://doi.org/10.1177/0022219420917338 Hodges, T. S., & Matthews, S. D. (2020). Digital literacies and text structure instruction: Benefits, new language demands, and changes to pedagogy. In Handbook of research on integrating digital technology with literacy pedagogies (pp. 52-71). IGI Global. https://doi.org/10.4018/978-1-7998-0246-4.ch003 Jung, H., Seo, E., Han, E., Henderson, M. D., & Patall, E. A. (2020). Prosocial modeling: A meta-analytic review and synthesis. Psychological Bulletin, 146(8), 635–663. https://doi.org/10.1037/bul0000235.supp Lee, M., Ryoo, J. H., Crowder, J., Byon, H. D., & Wiiliams, I. C. (2020). A systematic review and meta-analysis on effective interventions for health-related quality of life among caregivers of people with dementia. Journal of Advanced Nursing, 76(2), 475-489. https://doi.org/10.1111/jan.14262 Lester, A. M., Chow, J. C., & Melton, T. N. (2020). Quality is critical for meaningful synthesis of afterschool program effects: A systematic review and meta-analysis. Journal of youth and adolescence, 49, 369-382. https://doi.org/10.1007/s10964-019-01188-8. Lin, Q., Yin, Y., Tang, X., Hadad, R., & Zhai, X. (2020). Assessing learning in technology-rich maker activities: A systematic review of empirical research. Computers & Education, 157, 103944. https://doi.org/10.1016/j.compedu.2020.103944 Peltier, C., Morin, K. L., Bouck, E. C., Lingo, M. E., Pulos, J. M., Scheffler, F. A., Suk, A., Mathews, L. A., Sinclair, T. E., & Deardorff, M. E. (2020). A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives with Students at Risk or Identified with a Disability. Journal of Special Education, 54(1), 3–15. https://doi.org/10.1177/0022466919844516 Peltier, C., Vannest, K. J., Morin, K. L., Sinclair, T. E., & Sallese, M. R. (2020). A systematic review of teacher-mediated interventions to improve the mathematical performance of students with emotional and behavioral disorders. Exceptionality, 28(2), 121–141. https://doi.org/10.1080/09362835.2020.1771717 Peng, P., Lin, X., Ünal, Z. E., Lee, K., Namkung, J., Chow, J., & Sales, A. (2020). Examining the mutual relations between language and mathematics: A meta-analysis. Psychological Bulletin, 146(7), 595. https://doi.org/10.1037/bul0000231 Rios, J. A., Ihlenfeldt, S. D., & Chavez, C. (2020). Are Accommodations for English Learners on State Accountability Assessments Evidence‐Based? A Multistudy Systematic Review and Meta‐Analysis. Educational Measurement: Issues & Practice, 39(4), 65–75. https://doi.org/10.1111/emip.12337 Rios, J. A., Ihlenfeldt, S. D., Dosedel, M., & Riegelman, A. (2020). A Topical and Methodological Systematic Review of Meta‐Analyses Published in the Educational Measurement Literature. Educational Measurement: Issues & Practice, 39(1), 71–81. https://doi.org/10.1111/emip.12282 Roberts, G. J., Cho, E., Garwood, J. D., Goble, G. H., Robertson, T., & Hodges, A. (2020). Reading interventions for students with reading and behavioral difficulties: A meta-analysis and evaluation of co-occurring difficulties. Educational Psychology Review, 32, 17-47. https://doi.org/10.1007/s10648-019-09485-1 Rudolph, C. W., Chang, C. K., Rauvola, R. S., & Zacher, H. (2020). Meta-analysis in vocational behavior: A systematic review and recommendations for best practices. Journal of Vocational Behavior, 118, 103397. https://doi.org/10.1016/j.jvb.2020.103397 Rudolph, C. W., Costanza, D. P., Wright, C., & Zacher, H. (2020). Cross-temporal meta-analysis: A conceptual and empirical critique. Journal of Business and Psychology, 35, 733-750. Rudolph, C. W., Murphy, L. D., & Zacher, H. (2020). A systematic review and critique of research on “healthy leadership”. The Leadership Quarterly, 31(1), 101335. https://doi.org/10.1016/j.leaqua.2019.101335 Sala, M., Rochefort, C., Lui, P. P., & Baldwin, A. S. (2020). Trait mindfulness and health behaviours: a meta-analysis. Health Psychology Review, 14(3), 345–393. https://doi.org/10.1080/17437199.2019.1650290 Smith, T. E., Sheridan, S. M., Kim, E. M., Park, S., & Beretvas, S. N. (2020). The effects of family-school partnership interventions on academic and social-emotional functioning: A meta-analysis exploring what works for whom. Educational Psychology Review, 32, 511-544. https://doi.org/10.1007/s10648-019-09509-w Talbott, E., Zurheide, J. L., Karabatsos, G., & Kumm, S. (2020). Similarity in Teacher Ratings of the Externalizing Behavior of Twins: A Meta-Analysis. Behavioral Disorders, 46(2), 80-95. https://doi.org/10.1177/0198742920902374 Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148, 103798. https://doi.org/10.1016/j.compedu.2019.103798 Tsun Leung, M. S., Lin, S. G., Chow, J., & Harky, A. (2020). COVID-19 and Oncology: Service transformation during pandemic. Cancer Medicine, 9(19), 7161-7171. https://doi.org/10.1002/cam4.3384 Wang, M.-T., Smith, L. V., Miller-Cotto, D., & Huguley, J. P. (2020). Parental Ethnic-Racial Socialization and Children of Color’s Academic Success: A Meta-Analytic Review. Child Development, 91(3), e528–e544. https://doi.org/10.1111/cdev.13254 Wolf, R., Morrison, J., Inns, A., Slavin, R., & Risman, K. (2020). Average Effect Sizes in Developer-Commissioned and Independent Evaluations. Journal of Research on Educational Effectiveness, 13(2), 428–447. https://doi.org/10.1080/19345747.2020.1726537 Zhai, X., Yin, Y., Pellegrino, J. W., Haudek, K. C., & Shi, L. (2020). Applying machine learning in science assessment: a systematic review. Studies in Science Education, 56(1), 111-151. https://doi.org/10.1080/03057267.2020.1735757

MATI Alumni Publications in 2021 Abdulla Alabbasi, A.M., Tadik, H., Acar, S., & Runco, R.A. (2021) Birth Order and Divergent Thinking: A Meta-Analysis. Creativity Research Journal, 33(4), 331-346. https://doi.org/10.1080/10400419.2021.1913559 Buckley, P. R., Ebersole, C. R., Steeger, C. M., Michaelson, L. E., Hill, K. G., & Gardner, F. (2021). The role of clearinghouses in promoting transparent research: A methodological study of transparency practices for preventive interventions. Prevention Science, 23, 439-454. https://doi.org/10.1007/s11121-021-01252-5 Chazin, K. T., Ledford, J. R., & Pak, N. S. (2021). A Systematic Review of Augmented Input Interventions and Exploratory Analysis of Moderators. American Journal of Speech-Language Pathology, 30, 1210–1223. https://doi.org/10.1044/2020_AJSLP-20-00102 Cheung, A. C. K., Xie, C., Zhuang, T., Neitzel, A. J., & Slavin, R. E. (2021). Success for All: A Quantitative Synthesis of U.S. Evaluations. Journal of Research on Educational Effectiveness, 14(1), 90–115. https://doi.org/10.1080/19345747.2020.1868031 Chow, J. C., Sjogren, A. L., & Zhao, H. (2021). Reporting and Reproducibility of Meta-Analysis. Speech, Language, and Hearing Research 64(7), 2786- 2793. https://doi.org/10.1044/2021_JSLHR-21-00047 Du, H., Jiang, G., & Ke, Z. (2021). Bootstrap-Based Between-Study Heterogeneity Tests in Meta-Analysis. Multivariate Behavioral Research, 1-20. https://doi.org/10.1080/00273171.2021.1997701 Fabiano, G. A., Schatz, N. K., Aloe, A. M., Smyth, A. C., Zhao, X., Merrill, B. M., Macphee, F., Ramos, M., Hong, N., Altszuler, A., Ward, L., Rodgers, D. B., Liu, Z., Karatoprak Ersen, R., & Coxe, S. (2021). Comprehensive Meta-Analysis of Attention-Deficit/Hyperactivity Disorder Psychosocial Treatments Investigated Within Between Group Studies. Review of Educational Research, 91(5), 718-760. https://doi.org/10.3102/00346543211025092 Fong, C. J., Taylor, J., Berdyyeva, A., McClelland, A. M., Murphy, K. M., & Westbrook, J. D. (2021). Interventions for improving employment outcomes for persons with autism spectrum disorders: A systematic systematic review update. Campbell Systematic Reviews, 17(3), 1–23. https://doi.org/10.1002/cl2.1185 Inamdar, K., Molinini, R. M., Panibatla, S. T., Chow, J. C., & Dusing, S. C. (2021). Physical therapy interventions to improve sitting ability in children with or at-risk for cerebral palsy: A systematic review and meta-analysis. Developmental Medicine & Child Neurology, 63(4), 396-406. https://doi.org/10.1111/dmcn.14772 Katz, I. M., Rauvola, R. S., & Rudolph, C. W. (2021). Feedback environment: A meta-analysis. International Journal of Selection and Assessment, 29(3-4), 305-325. https://doi.org/10.1111/ijsa.12350 Krou, M. R., Fong, C. J., & Hoff, M. A. (2021). Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation. Educational Psychology Review, 33(2), 427–458. https://doi.org/10.1007/s10648-020-09557-7 Ledford, J. R., Chazin, K. T., Gagnon, K. L., Lord, A. K., Turner, V. R., & Zimmerman, K. N. (2021). A Systematic Review of Instructional Comparisons in Single-Case Research. Remedial & Special Education, 42(3), 155–168. https://doi.org/10.1177/0741932519855059 Ledford, J. R., Lambert, J. M., Barton, E. E., & Ayres, K. M. (2021). The Evidence Base for Interventions for Individuals with ASD: A Call to Improve Practice Conceptualization and Synthesis. Focus on Autism and Other Developmental Disabilities, 36(3), 135–147. https://doi.org/10.1177/10883576211023349 Lewis Jr., N. A. (2021). What counts as good science? How the battle for methodological legitimacy affects public psychology. American Psychologist, 76(8), 1323. https://doi.org/10.1037/amp0000870 Lewis, N. A., Green, D. J., Duker, A., & Onyeador, I. N. (2021). Not seeing eye to eye: Challenges to building ethnically and economically diverse environmental coalitions. Current Opinion in Behavioral Sciences, 42, 60-64. https://doi.org/10.1016/j.cobeha.2021.02.025 Lindström, E. R., Chow, J. C., Zimmerman, K. N., Zhao, H., Settanni, E., & Ellison, A. (2021). A systematic review and meta-analysis of the relation between engagement and achievement in early childhood research. Topics in Early Childhood Special Education, 41(3), 221-235. https://doi.org/10.1177/02711214211032720 Murphy, L. D., Thomas, C. L., Cobb, H. R., & Hartman, A. E. (2021). A review of the LGBTQ+ work–family interface: What do we know and where do we go from here? Journal of Organizational Behavior, 42(2), 139-161. https://doi.org/10.1002/job.2492 Olaghere, A., Wilson, D. B., & Kimbrell, C. S. (2021). Trauma-Informed Interventions for At-Risk and Justice-Involved Youth: A Meta-Analysis. Criminal Justice and Behavior. https://doi.org/10.1177/00938548211003117 Paek, S. H., Alabbasi, A. M. A., Acar, S., & Runco, M. A. (2021). Is more time better for divergent thinking? A meta-analysis of the time-on-task effect on divergent thinking. Thinking Skills and Creativity, 41, 100894. https://doi.org/10.1016/j.tsc.2021.100894Get rights and content Pellegrini, M., Lake, C., Neitzel, A., & Slavin, R. E. (2021). Effective Programs in Elementary Mathematics: A Meta-Analysis. AERA Open, 7(1). Price, M. A., McKetta, S., Weisz, J. R., Ford, J. V., Lattanner, M. R., Skov, H., Wolock, E., & Hatzenbuehler, M. L. (2021). Cultural sexism moderates efficacy of psychotherapy: Results from a spatial meta-analysis. Clinical Psychology: Science and Practice, 28(3), 299–312. https://doi.org/10.1037/cps0000031 Riden, B. S., Kumm, S., & Maggin, D. M. (2021). Evidence-Based Behavior Management Strategies for Students With or at Risk of EBD: A Mega Review of the Literature. Remedial and Special Education,43(4), 255-269. https://doi.org/10.1177/07419325211047947 Rios, J. (2021). Improving Test-Taking Effort in Low-Stakes Group-Based Educational Testing: A Meta-Analysis of Interventions.  Applied Measurement in Education, 34(2), 85–106. https://doi.org/10.1080/08957347.2021.1890741 Rios, J. (2021). Improving Test-Taking Effort in Low-Stakes Group-Based Educational Testing: A Meta-Analysis of Interventions. Applied Measurement in Education, 34(2), 85–106. https://doi.org/10.1080/08957347.2021.1890741 Rios, J.A. & Deng, J. (2021). Does the choice of response time threshold procedure substantially affect inferences concerning the identification and exclusion of rapid guessing responses? A meta-analysis. Large-Scale Assessments in Education,  9(1), 1–25. https://doi.org/10.1186/s40536-021-00110-8 Rode, J. B., Dent, A. L., Benedict, C. N., Brosnahan, D. B., Martinez, R. L., & Ditto, P. H. (2021). Influencing climate change attitudes in the United States: A systematic review and meta-analysis. Journal of Environmental Psychology, 76. https://doi.org/10.1016/j.jenvp.2021.101623 Rudolph, C. W., Katz, I. M., Ruppel, R., & Zacher, H. (2021). A systematic and critical review of research on respect in leadership. The Leadership Quarterly, 32(1), 101492. https://doi.org/10.1016/j.leaqua.2020.101492 Shen, T., Yue, Y., He, T., Huang, C., Qu, B., Lv, W., & Lai, H. (2021). The Association Between the Gut Microbiota and Parkinson's Disease, a Meta-Analysis. Frontiers in Aging Neuroscience, 13. https://doi.org/10.3389/fnagi.2021.636545 Smith, T. E., Holmes, S. R., Sheridan, S. M., Cooper, J., Bloomfield, B., & Preast, J. (2021). The effects of consultation-based family-school engagement interventions on student and parent outcomes: A meta-analysis. Journal of Educational and Psychological Consultation, 31(3), 278-306. https://doi.org/10.1080/10474412.2020.1749062 Steele, B., Nye, E., Martin, M., Sciarra, A., Melendez-Torres, G. J., Esposti, M. D., & Humphreys, D. K. (2021). Global prevalence and nature of sexual violence among higher education institution students: A systematic review and meta-analysis. The Lancet, 398, S16. https://doi.org/10.1016/S0140-6736(21)02559-9 Taylor, J. A., Davis, E., & Michaelson, L. E. (2021). Considerations for Evidence Frameworks in Education Research. Review of Research in Education, 45(1), 101–128. https://doi.org/10.3102/0091732X20985077 White, E. N., Ayres, K. M., Snyder, S. K., Cagliani, R. R., & Ledford, J. R. (2021). Augmentative and Alternative Communication and Speech Production for Individuals with ASD: A Systematic Review. Journal of Autism & Developmental Disorders, 51(11), 4199–4212. https://doi.org/10.1007/s10803-021-04868-2 Wilson, D. B., Feder, L., & Olaghere, A. (2021). Court-mandated interventions for individuals convicted of domestic violence: An updated Campbell systematic review. Campbell Systematic Reviews, 17(1), e1151 https://doi.org/10.1002/cl2.1151 Wolf, R. (2021). Average Differences in Effect Sizes by Outcome Measure Type. What Works Clearinghouse Working Paper. In What Works Clearinghouse. What Works Clearinghouse. Zalta, A. K., Tirone, V., Orlowska, D., Blais, R. K., Lofgreen, A., Klassen, B., Held, P., Stevens, N. R., Adkins, E., & Dent, A. L. (2021). Examining moderators of the relationship between social support and self-reported PTSD symptoms: A meta-analysis. Psychological Bulletin, 147(1), 33–54. https://doi.org/10.1037/bul0000316.supp

MATI Alumni Publications in 2022 Abbott, J., Hodges, T., Dismuke, S., Landau Wright, K., & Schweiker, C. (2022). Interventions to Improve Teacher Self-Efficacy Beliefs about Writing and Writing Instruction: Lessons Learned and Areas for Exploration. Teaching/Writing: The Journal of Writing Teacher Education, 11(3), 7. Acar, S., Ogurlu, U., & Zorychta, A. (2022). Exploration of discriminant validity in divergent thinking tasks: A meta-analysis. Psychology of Aesthetics, Creativity, and the Arts. online publication. https://doi.org/10.1037/aca0000469 Arain, G. A., Bhatti, Z. A., Hameed, I., Khan, A. K., & Rudolph, C. W. (2022). A meta-analysis of the nomological network of knowledge hiding in organizations. Personnel Psychology. https://doi.org/10.1111/peps.12562 Atit, K., Power, J. R., Pigott, T., Lee, J., Geer, E. A., Uttal, D. H., Ganley, C.M., & Sorby, S. A. (2022). Examining the relations between spatial skills and mathematical performance: A meta-analysis. Psychonomic Bulletin & Review, 29, 699-720. https://doi.org/10.3758/s13423-021-02012-w Chazin, K. T., Velez, M. S., & Ledford, J. R. (2022). Reducing Escape without Escape Extinction: A Systematic Review and Meta-Analysis of Escape-Based Interventions. Journal of Behavioral Education, 31(1), 186–215. https://doi.org/10.1007/s10864-021-09453-2 Chow, J. C., & Hampton, L. H. (2022). A systematic review of sequential multiple-assignment randomized trials in educational research. Educational Psychology Review, 34(3), 1343-1369. https://doi.org/10.1007/s10648-022-09660-x Chow, J. C., Morse, A., Zhao, H., Kingsbery, C., Murray, R., & Soni, I. (2022). A Systematic Review of Characteristics of Students With Emotional Disturbance in Special Education Research. Remedial and Special Education, 0(0). https://doi.org/10.1177/07419325221125890 Chow, J. C., Wallace, E. S., Senter, R., Kumm, S., & Mason, C. Q. (2022). A Systematic Review and Meta-Analysis of the Language Skills of Youth Offenders. Journal of Speech, Language and Hearing Research, 65(3), 1166- 1182. https://doi.org/23814764000300140072 Chow, J., Zhao, H., Sandbank, M., Bottema-Beutel, K., & Woynaroski, T. (2022). Empirically-Derived Effect Size Distributions of Interventions for Young Children on the Autism Spectrum. Journal of Clinical Child & Adolescent Psychology, 52(2), 271 – 283. https://doi.org/10.1080/15374416.2021.2007485 Cobb, H. R., Murphy, L. D., Thomas, C. L., Katz, I. M., & Rudolph, C. W. (2022). Measuring boundaries and borders: A taxonomy of work-nonwork boundary management scales. Journal of Vocational Behavior, 137, 103760. https://doi.org/10.1016/j.jvb.2022.103760 Conner, C., Allor, J. H., Stewart, J., Kearns, D. M., & Rouse, A.G. (2022). A Synthesis of Reading Comprehension Interventions and Measures for Students with Autism Spectrum Disorder and Intensive Support Needs. Review Journal of Autism and Developmental Disorders, 1-17. https://doi.org/10.1007/s40489-022-00321-x Datchuk, S. M., Rodgers, D. B., Wagner, K., Hier, B. O., & Moore, C. T. (2022). Effects of writing interventions on the level and trend of total words written: a meta-analysis. Exceptional Children, 88(2), 145-162. https://doi.org/10.1177/00144029211027537 Dennis, M. S., Sorrells, A. M., Chovanes, J., & Kiru, E. W. (2022). Ecological and Population Validity of Mathematics Interventions for Diverse Students With Low Mathematics Achievement: A Meta-Analysis. Learning Disability Quarterly, 45(1), 32-45. https://doi.org/10.1177/07319487211010342 Denton, C. A., Hall, C., Cho, E., Cannon, G., Scammacca, N., & Wanzek, J. (2022). A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students. Learning and Individual Differences, 93, 102062. https://doi.org/10.1016/j.lindif.2021.102062 Dilgard, C., Hodges, T. S., & Coleman, J. (2022). Phonics Instruction in Early Literacy: Examining Professional Learning, Instructional Resources, and Intervention Intensity. Reading Psychology, 43(8), 541-575. https://doi.org/10.1080/02702711.2022.2126045 Fong, C. J. (2022). Academic motivation in a pandemic context: a conceptual review of prominent theories and an integrative model. Educational Psychology, 42(10), 1204–1222. https://doi.org/10.1080/01443410.2022.2026891 Fong, C. J., Flanigan, A. E., Hogan, E., Brady, A. C., Griffin, M. M., Gonzales, C., García, A. J., Fathi, Z., & Robinson, D. H. (2022). Individual and institutional productivity in educational psychology journals from 2015 to 2021. Educational Psychology Review, 34(4), 2379–2403. https://doi.org/10.1007/s10648-022-09704-2 Frentzel, E., Murphy, K. M., Geyman, Z., Fong, C., & Rasmussen, J. (2022). Using Research-Based Strategies to Improve Job-Related Social and Communication Skills Among Adults With Autism Spectrum Disorder: A Scoping Review. Journal of Applied Rehabilitation Counseling, 53(4), 279–302. https://doi.org/10.1891/JARC-2021-0013 Gonzalez, K., Lynch, K., & Hill, H.C. (2022). “A Meta-Analysis of the Experimental Evidence Linking STEM Classroom Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement”. [Manuscript in Preparation] Guo, D., Feng, L., & Hodges, T. S. (2022). Differentiating Reading Profiles of Children with Specific Comprehension Deficits From Skilled Readers: A Systematic Review. Learning Disability Quarterly, 46(2), 134-146. https://doi.org/10.1177.07319487221085277 Guo, Yawei,Lin, Shengjie,Acar, S. ,Jin, Shuxian,Xu, Xizheng,Feng, Ye,& Zeng, Yuntao.(2022). Divergent Thinking and Evaluative Skill: A Meta-Analysis. Journal of Creative Behavior,56(3),432-448. https://doi.org/10.1002/jocb.539 Hall, C., Dahl‐Leonard, K., Cho, E., Solari, E. J., Capin, P., Conner, C. L., Henry, A.R., Cook, L., Hayes, L.,Vargas, I., Richmond, C.L., & Kehoe, K. F. (2022). Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis. Reading Research Quarterly. https://doi.org/10.1002/rrq.477 Hingstman, M., Neitzel, A. J., & Slavin, R. E. (2022). Preventing special education assignment for students with learning or behavioral difficulties: A review of programs. Journal of Education for Students Placed at Risk, 1-32. https://doi.org/10.1080/10824669.2022.2098131 Ivy, S. E., & Ledford, J. R. (2022). A Systematic Review of Behavioral Interventions to Reduce Restricted or Repetitive Behavior of Individuals with Visual Impairment. Journal of Behavioral Education, 31(1), 94–122. https://doi.org/10.1007/s10864-020-09418-x Jabbar, H., Fong, C. J., Germain, E., Li, D., Sanchez, J., Sun, W.-L., & Devall, M. (2022). The Competitive Effects of School Choice on Student Achievement: A Systematic Review. Educational Policy, 36(2), 247–281. https://doi.org/10.1177/0895904819874756 Katz, I. M., Rauvola, R. S., Rudolph, C. W., & Zacher, H. (2022). Employee green behavior: A meta-analysis. Corporate Social Responsibility and Environmental Management, 29(5), 1146-1157. https://doi.org/10.1002/csr.2260 King, S., Wang, L., Datchuk, S. M., & Rodgers, D. B. (2022). Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review. Journal of Learning Disabilities, 56(3), 210-224. https://doi.org/10.1177/00222194221077688 LaSota, R. R., Polanin, J. R., & Perna, L. W. (2022). Effects of postsecondary grant aid on college student outcomes: Briefing of Results from a Systematic Review and Meta-Analysis. Grantee Submission. Bethesda, MD: Development Services Group, Inc. LaSota, R.R., Polanin, J.R., Perna, L.W., Austin, M.J., Steingut, R.R., & Rodgers, M.A. (2022). The Effects of Losing Postsecondary Student Grant Aid: Results From a Systematic Review. Educational Researcher, 51(2),160-168. https://doi.org/10.3102/0013189X211056868 Ledford, J. R., & Windsor, S. A. (2022). Systematic Review of Interventions Designed to Teach Imitation to Young Children with Disabilities. Topics in Early Childhood Special Education, 42(2), 202–214. https://doi.org/10.1177/02711214211007190 Lui, P. P., Gobrial, S., Pham, S., Giadolor, W., Adams, N., & Rollock, D. (2022). Open science and multicultural research: Some data, considerations, and recommendations. Cultural diversity & ethnic minority psychology, 28(4), 567–586. https://doi.org/10.1037/cdp0000541 Lui,, P.P., Chmielewski, M., Trujillo, M., Morris, J., Pigott, T.D. (2022). Linking Big Five Personality Domains and Facets to Alcohol (Mis)Use: A Systematic Review and Meta-Analysis. Alcohol and Alcoholism, 57, (1), 58–73. https://doi.org/10.1093/alcalc/agab030 Lynch, K., An, L., & Mancenido, Z. (2022). The Impact of Summer Programs on Student Mathematics Achievement: A Meta-Analysis. Review of Educational Research, 93(2), 275-315. https://doi.org/10.3102/00346543221105543 Mammadov, S. (2022). Big Five personality traits and academic performance: A meta‐analysis. Journal of Personality, 90(2), 222–255. https://doi.org/10.1111/jopy.12663 Merle, J. L., Thayer, A. J., Larson, M. F., Pauling, S., Cook, C. R., Rios, J. A., McGinnis, J. L., & Sullivan, M. M. (2022). Investigating strategies to increase general education teachers’ adherence to evidence-based social-emotional behavior practices: A meta-analysis of the single-case literature. Journal of School Psychology, 91, 1–26. https://doi.org/10.1016/j.jsp.2021.11.005 Mihura, J. L., McCord, D. M., Meyer, G. J., Ales, F., Roy, M., Dumitrascu, N., & Buckingham, K. N., Boyette, L.-L., & Kleiger, J. H. (2022). A meta-analytic review of the MMPI’s (all versions) ability to detect psychosis in clinical and forensic settings [Manuscript in Preparation]. University of Toledo, Ohio, Department of Psychology Mousavi, Z., Tran, M.-L., Borelli, J. L., Dent, A. L., & Kuhlman, K. R. (2022). The moderating role of gender in the association between quality of social relationships and sleep.  Journal of Behavioral Medicine, 45 (3), 378–390. https://doi.org/10.1007/s10865-022-00286-6 Murphy, L. D., Cobb, H. R., Rudolph, C. W., & Zacher, H. (2022). Commuting demands and appraisals: A systematic review and meta-analysis of strain and wellbeing outcomes. Organizational Psychology Review. https://doi.org/10.1177/20413866221131404 Neitzel, A. J., Lake, C., Pellegrini, M., & Slavin, R. E. (2022). A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools. Reading Research Quarterly, 57(1), 149–179. https://doi.org/10.1002/rrq.379 Peltier, C., Morin, K. L., Vannest, K. J., Haas, A., Pulos, J. M., & Peltier, T. K. (2022). A Systematic Review of Student-Mediated Math Interventions for Students with Emotional or Behavior Disorders. Journal of Behavioral Education, 31(1), 216–242. https://doi.org/10.1007/s10864-021-09454-1 Polanin, J. R., Espelage, D. L., Grotpeter, J. K., Ingram, K., Michaelson, L., Spinney, E., Valido, A., Sheikh, A. E., Torgal, C., & Robinson, L. (2022). A Systematic Review and Meta-analysis of Interventions to Decrease Cyberbullying Perpetration and Victimization. Prevention Science, 23(3), 439–454. https://doi.org/10.1007/s11121-021-01259-y Premachandra, B., & Lewis Jr, N. A. (2022). Do we report the information that is necessary to give psychology away? A scoping review of the psychological intervention literature 2000–2018. Perspectives on Psychological Science, 17(1), 226-238. https://doi.org/10.1177/1745691620974774 Price, M. A., Weisz, J. R., McKetta, S., Hollinsaid, N. L., Lattanner, M. R., Reid, A. E., & Hatzenbuehler, M. L. (2022). Meta-analysis: Are Psychotherapies Less Effective for Black Youth in Communities With Higher Levels of Anti-Black Racism? Journal of the American Academy of Child & Adolescent Psychiatry, 61(6), 754-763. https://doi.org/10.1016/j.jaac.2021.07.808 Rauvola, R. S., & Rudolph, C. W. (2022). Control at Work: An Integrative, Lifespan-Informed Review. Work, Aging and Retirement, 8(2), 117-145. https://doi.org/10.1093/workar/waab015 Rice, M., Erbeli, F., Thompson, C. G., Sallese, M. R., & Fogarty, M. (2022). Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction. Reading Research Quarterly, 57(4), 1259–1289. https://doi.org/10.1002/rrq.473 Rios, J. A., Deng, J., & Ihlenfeldt, S. D. (2022). To what degree does rapid guessing distort aggregated test scores? A meta-analytic investigation. Educational Assessment, 27(4), 356-373. https://doi.org/10.1080/10627197.2022.2110465 Roberts, G. J., Hall, C., Cho, E., Coté, B., Lee, J., Qi, B., & Van Ooyik, J. (2022). The state of current reading intervention research for English learners in grades K–2: A best-evidence synthesis. Educational Psychology Review, 34, 335-361. https://doi.org/10.1007/s10648-021-09629-2 Roberts, G. J., Lindström, E. R., Jimenez, Z., Ghosh, E., Mehmedovic, S., McFadden, K., & Bahadori Fallah, M. (2022, March 14). High-Quality Single-Case Design Interventions for Students with Co-Occurring Reading Difficulties and ADHD: A Systematic Review. [working paper]. https://doi.org/10.35542/osf.io/qmpe4 Rodgers, D. B., & Loveall, S. J. (2022). Writing Interventions for Students With Intellectual and Developmental Disabilities: A Meta-Analysis. Remedial and Special Education, 44(3), 239-252. https://doi.org/10.1177/07419325221108896 Rouse, R., & Rouse, A. G. (2022). Taking the maker movement to school: A systematic review of preK-12 school-based makerspace research. Educational Research Review, 35, 100413. https://doi.org/10.1016/j.edurev.2021.100413 Senter, R., Chow, J. C., & Willis, E. C. (2022). Speech-Language Pathology Interventions for Children With Executive Function Deficits: A Systematic Literature Review. Language, Speech and Hearing Services in School, 54(1), 336-354. https://doi.org/10.1044/2022_LSHSS-22-00013 Shelton, A., Hogan, E., Chow, J., & Wexler, J. (2022). A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners. Review of Educational Research, 93(1), 37–72. https://doi.org/10.3102/00346543221087718 Si, Q., Hodges, T. S., & Coleman, J. M. (2022). Multimodal literacies classroom instruction for K-12 students: a review of research. Literacy Research and Instruction, 61(3), 276-297. https://doi.org/10.1080/19388071.2021.2008555 Si, Q., Hodges, T., & Coleman, J. (2022). 1 A Synthesis of How Multimodal Literacies Impact Emergent Bilingual Students’ Literacy and Cultural Identities. In S. Brown & L. Hao (Ed.), Multimodal Literacies in Young Emergent Bilinguals: Beyond Print-Centric Practices (pp. 1-14). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781800412361-004 Smith, T. E., Holmes, S. R., Romero, M., & Sheridan, S. M. (2022). Evaluating the effects of family-school engagement intervention on parent-teacher relationships: A meta-analysis. School Mental Health, 14, 278-293. https://doi.org/10.1007/s12310-022-09510-9 Smith, T. E., Stormont, M., Antonova, M., Singell, E., & Reinke, W. M. (2022). Social-emotional interventions for young children in rural areas: A single-case design meta- analysis. Perspectives on Early Childhood Psychology and Education, 7(1), 135-162. https://doi.org/10.58948/2834-8257.1036 Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review. Campbell Systematic Reviews, 18(1), e1223. https://doi.org/10.1002/cl2.1223 Solari, E. J., Kehoe, K. F., Cho, E., Hall, C., Vargas, I., Dahl-Leonard, K., Richmond, C. L., Henry, A. R., Cook, L., Hayes, L., & Conner, C. (2022). Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis. Learning Disabilities Research & Practice, 37(3), 158-174. https://doi.org/10.1111/ldrp.12286 Steele, B., Martin, M., Yakubovich, A., Humphreys, D. K., & Nye, E. (2022). Risk and protective factors for men’s sexual violence against women at higher education institutions: a systematic and meta-analytic review of the longitudinal evidence. Trauma, Violence, & Abuse, 23(3), 716-732. https://doi.org/10.1177/1524838020970900 Steingut, R.R., Patall, E.A., & Fong, C.J. (2022). Research Synthesis Methods. Routledge. https://doi.org/10.4324/9781138609877-REE55-1 Stiles, D. L., Ma, L., Fitterman-Harris, H. F., Naseralla, E. J., & Rudolph, C. W. (2022). Body dissatisfaction and romantic relationship quality: A meta-analysis. Journal of Social and Personal Relationships, 0(0). https://doi.org/10.1177_02654075221128504 Thomas, C. L., Murphy, L. D., Mills, M. J., Zhang, J., Fisher, G. G., & Clancy, R. L. (2022). Employee lactation: A review and recommendations for research, practice, and policy. Human Resource Management Review, 32(3), 100848. https://doi.org/10.1016/j.hrmr.2021.100848 Windisch, S., Wiedlitzka, S., Olaghere, A., & Jenaway, E. (2022). Online interventions for reducing hate speech and cyberhate: A systematic review. Campbell Systematic Reviews, 18(2), e1243. https://doi.org/10.1002/cl2.1243 Xin, R., Fitzpatrick, O. M., Ho Lam Lai, P., Weisz, J. R., & Price, M. A. (2022). A systematic narrative review of cognitive-behavioral therapies with Asian American youth. Evidence-Based Practice in Child and Adolescent Mental Health, 7(2), 198-212. https://doi.org/10.1080/23794925.2022.2042872 Young, J., & Young, J. (2022). Decoding the data dichotomy: applying QuantCrit to understand racially conscience intersectional meta-analytic research. International Journal of Research & Method in Education, 45(4), 381–396. https://doi.org/10.1080/1743727X.2022.2093847 Young, M. K., Rouse, A. G., & Datchuk, S. (2022). Writing Interventions for Students with Learning Disabilities: A Scoping Review. Learning Disabilities: A Contemporary Journal, 20(2), 129-148.

MATI Alumni Publications in 2023 Barbieri, C. A., Miller-Cotto, D., Clerjuste, S. N., & Chawla, K. (2023). A Meta-Analysis of the Worked Examples Effect on Mathematics Performance. Educational Psychology Review, 35(1). https://doi.org/10.1007/s10648-023-09745-1 Blasko, A. M., Morin, K. L., Bauer, K., Johnson, K. M., Enriquez, G. B., Hunsicker, L. E., Tasik, E. J., & Renz III, T. E. (2023). A Meta-Synthesis of Disability Research in Western Africa.  Journal of Special Education, 56(4), 208–218. https://doi.org/10.1177/00224669221090231 Brady, A. C., Griffin, M. M., Lewis, A. R., Fong, C. J., & Robinson, D. H. (2023). How scientific is educational psychology research? The increasing trend of squeezing causality and recommendations from non-intervention studies. Educational Psychology Review, 35(1). https://doi.org/10.1007/s10648-023-09759-9 Brown, C. L., Peltier, C., Lee, D. Y., Webster, F. R., & Al Shabibi, A. (2023). A systematic review of single case research design graph construction in counseling. Measurement and Evaluation in Counseling and Development, 1-17. https://doi.org/10.1080/07481756.2023.2189123 Cho, E., Dahl-Leonard, K., Kehoe, K., Capin, P., Hall, C., & Solari, E. (2023). Motivational Practices in Reading Interventions for Students With or at Risk for Dyslexia: Literature Synthesis and Meta-Analysis. Topics in Language Disorders, 43(2), 119-145. https://doi.org/10.1097/TLD.0000000000000312 Christensen, K. M., Kremer, K. P., Poon, C. Y. S., & Rhodes, J. E. (2023). A meta‐analysis of the effects of after‐school programmes among youth with marginalized identities. Journal of Community & Applied Social Psychology. https://doi.org/10.1002/casp.2681 Cipriano, C., Strambler, M. J., Naples, L., Ha, C., Kirk, M. A., Wood, M., Sehgal, K., Zieher, A., Eveleigh, A., McCarthy, M.F., Funaro, M., Ponnock, A., Chow, J., & Durlak, J. (2023). Stage 2 report: The state of the evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. https://doi.org/10.31219/osf.io/mk35u Cumming, M. M., Bettini, E., & Chow, J. C. (2023). High-Quality Systematic Literature Reviews in Special Education: Promoting Coherence, Contextualization, Generativity, and Transparency. Exceptional Children, 0(0). https://doi.org/10.1177/00144029221146576 Dhiman, P., Ma, J., Qi, C., Bullock, G. S., Sergeant, J. C., Riley, R., & Collins, G. (2023). Prediction Model Studies are Not Considering Sample Size Requirements to Develop Their Model: A Systematic Review. Available at SSRN 4416958. http://dx.doi.org/10.2139/ssrn.4416958 Fong, C. J., Gonzales, C., Hill-Troglin Cox, C., & Shinn, H. B. (2023). Academic help-seeking and achievement of postsecondary students: A meta-analytic investigation. Journal of Educational Psychology, 115(1), 1–21. https://doi.org/10.1037/edu0000725.supp Fong, C. J., Lee, J., Krou, M. R., Hoff, M. A., Johnston-Ashton, K., Gonzales, C., & Beretvas, S. N. (2023). Meta-Analyzing the Factor Structure of the Learning and Study Strategies Inventory. Journal of Experimental Education, 91(2), 380–400. https://doi.org/10.1080/00220973.2021.2021842 García, A. J., Fong, C. J., & Regalado, Y. M. (2023). Motivational, Identity-Based, and Self-Regulatory Factors Associated with Academic Achievement of US Collegiate Student-Athletes: A Meta-Analytic Investigation. Educational Psychology Review, 35(1). Garwood, J. D., Peltier, C., Ciullo, S., Wissinger, D., McKenna, J. W., Giangreco, M. F., & Kervick, C. (2023). The Experiences of Students with Disabilities Actually Doing Service Learning: A Systematic Review. Journal of Experiential Education, 46(1), 5–31. https://doi.org/10.1177/10538259221109374 Griffin, M. M., Hogan, E., Fong, C. J., Gonzales, C., Fathi, Z., & Robinson, D. H. (2023). Women as topproducing authors, editors, and editorial board members in educational psychology journals from 2017 to 2021. Educational Psychology Review, 35(1), 1–16. https://doi.org/10.1007/s10648-023-09744-2 Ihlenfeldt, S. D., & Rios, J. A. (2023). A meta-analysis on the predictive validity of English language proficiency assessments for college admissions. Language Testing, 40(2), 276–299. https://doi.org/10.1177/02655322221112364 Kimbrell, C. S., Wilson, D. B., & Olaghere, A. (2023). Restorative justice programs and practices in juvenile justice: An updated systematic review and meta-analysis for effectiveness. Criminology & Public Policy, 22(1), 161-195. https://doi.org/10.1111/1745-9133.12613 Kühner, C., Rudolph, C. W., Derks, D., Posch, M., & Zacher, H. (2023). Technology-assisted supplemental work: A meta-analysis. Journal of Vocational Behavior, 142, 103861. https://doi.org/10.1016/j.jvb.2023.103861 Ledford, J. R., & Pustejovsky, J. E. (2023). Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children. Journal of Positive Behavior Interventions, 25(1), 65–77. https://doi.org/10.1177/1098300720983521 Ledford, J. R., Trump, C., Chazin, K. T., Windsor, S. A., Eyler, P. B., & Wunderlich, K. (2023). Systematic review of interruption and redirection procedures for autistic individuals. Behavioral Interventions, 38(1), 198–218. https://doi.org/10.1002/bin.1905 Martin, F., Bacak, J., Polly, D., & Dymes, L. (2023). A systematic review of research on K12 online teaching and learning: Comparison of research from two decades 2000 to 2019. Journal of Research on Technology in Education, 55(2), 190-209. https://doi.org/10.1080/15391523.2021.1940396 McDaniel, S. C., Watkins, L., Chow, J. C., Fedewa, M., & Nemer, S. (2023). Systematic Literature Review and Meta-Analysis of Coping Power: Effects and Implications for Implementation. Journal of Applied School Psychology, 1-25. https://doi.org/10.1080/15377903.2023.2196946 Miciak, J., & Fletcher, J. M. (2023). Specific reading disabilities. In G. G. Brown, T. Z. King, K. Y. Haaland, & B. Crosson (Eds.), APA handbook of neuropsychology, Vol. 1. Neurobehavioral disorders and conditions: Accepted science and open questions (pp. 79–102). American Psychological Association. https://doi.org/10.1037/0000307-005 Morin, K. L., Lindström, E. R., Kratochwill, T. R., Levin, J. R., Blasko, A., Weir, A., Nielsen-Pheiffer, C. M., Kelly, S., Janunts, D., & Hong, E. R. (2023). Nonconcurrent Multiple-Baseline and Multiple-Probe Designs in Special Education: A Systematic Review of Current Practice and Future Directions. Exceptional Children, 0(0). https://doi.org/10.1177/00144029231165506 Myers, J. A., Hughes, E. M., Witzel, B. S., Anderson, R. D., & Owens, J. (2023). A Meta-Analysis of Mathematical Interventions for Increasing the Word Problem Solving Performance of Upper Elementary and Secondary Students with Mathematics Difficulties. Journal of Research on Educational Effectiveness, 16(1), 1-35. https://doi.org/10.1080/19345747.2022.2080131 Ogurlu, U., Acar, S., & Ozbey, A. (2023). Does Word Frequency Impact Ideational Fluency in Divergent Thinking? A Meta-analytic Exploration with the Alternate Uses Test. Thinking Skills and Creativity, 47, 101139. https://doi.org/10.1016/j.tsc.2022.101139 Oyarzun, B., & Martin, F. (2023). A Systematic Review of Research on Online Learner Collaboration from 2012-21: Collaboration Technologies, Design, Facilitation, and Outcomes. Online Learning, 27(1). Pak, N. S., Bailey, K. M., Ledford, J. R., & Kaiser, A. P. (2023). Comparing Interventions With Speech-Generating Devices and Other Augmentative and Alternative Communication Modes: A Meta-Analysis. American Journal of Speech-Language Pathology, 32(2), 786–802. https://doi.org/10.1044/2022_AJSLP-22-00220 Pallath, A., & Zhang, Q. (2023). Paperfetcher: A tool to automate handsearching and citation searching for systematic reviews. Research Synthesis Methods, 14(2), 323-335. https://doi.org/10.1002/jrsm.1604 Pappas, L. N., & Dent, A. L. (2023). The 40-year debate: a meta-review on what works for juvenile offenders. Journal of Experimental Criminology, 19(1), 1–30. https://doi.org/10.1007/s11292-021-09472-z Pulos, J. M., Morin, K. L., Peltier, C., Sinclair, T. E., & Williams-Diehm, K. L. (2023). Effects of the sdlmi on academic and nonacademic behaviors: A meta-analysis. Journal of Behavioral Education. https://doi.org/10.1007/s10864-023-09508-6 Renbarger, R., Talbert, T., & Saxon, T. (2023). Doctoral degree attainment from Ronald E. McNair scholars program alumni: An explanatory embedded case study. Educational Policy, 37(3), 624-652. https://doi.org/10.3102/0013189X221141409 Roberts, G. J., Lindström, E. R., Jimenez, Z., Ghosh, E., Mehmedovic, S., McFadden, K. A., & Bahadori Fallah, M. (2023). Intervention Research for Students with Co-occurring Reading Difficulties and Inattention: A systematic review of single-case design studies. Journal of Behavioral Education, 1-25. https://doi.org/10.1007/s10864-023-09517-5 Rode, J. B., Dent, A. L., & Ditto, P. H. (2023). Climate Change Consensus Messages May Cause Reactance in Conservatives, But There is No Meta-Analytic Evidence That They Backfire. Environmental Communication, 17(1), 60–66. https://doi.org/10.1080/17524032.2022.2101501 Simeone, P. J., Schlosser, R. W., Frampton, S. E., Shane, H. C., & Wendt, O. (2023). Miniature Linguistic Systems for Individuals With Autism Spectrum Disorder: A Systematic Review and Meta-Analysis. Journal of Speech, Language, and Hearing Research,1–24. https://doi.org/10.1044/2023_JSLHR-22-00353 Tischner, C. M., Ebner, S. E., Aspiranti, K. B., Klingbeil, D. A., & Fedewa, A. L. (2023). Effectiveness of accelerated reader on children's reading outcomes: A meta‐analytic review. Dyslexia, 29(1), 22-39. https://doi.org/10.1080/15377903.2023.2182858 Wolf, B., & Harbatkin, E. (2023). Making Sense of Effect Sizes: Systematic Differences in Intervention Effect Sizes by Outcome Measure Type. Journal of Research on Educational Effectiveness, 16(1), 134–161. https://doi.org/10.1080/19345747.2022.2071364 Wollburg, C., Steinert, J. I., Reeves, A., & Nye, E. (2023). Do cash transfers alleviate common mental disorders in low- and middle-income countries? A systematic review and meta-analysis. PLOS ONE, 18(2), e0281283. https://doi.org/10.1371/journal.pone.0281283 Xiao, Y, Li, Y, Young, J., Wang, K. (2023). Effects of the iPad use on K-12 students' STEM achievement: a meta-analysis. International Journal of Mobile Learning and Organisation. https://doi.org/10.1504/IJMLO.2023.10051538 Zacher, H., Rudolph, C. W., & Katz, I. M. (2023). Employee green behavior as the core of environmentally sustainable organizations. Annual Review of Organizational Psychology and Organizational Behavior, 10, 465-494. https://doi.org/10.1146/annurev-orgpsych-120920-050421 Zapparrata, N. M., Brooks, P. J., & Ober, T. (2023). Developmental Language Disorder Is Associated With Slower Processing Across Domains: A Meta-Analysis of Time-Based Tasks. Journal of Speech, Language, and Hearing Research, 1-22. https://doi.org/10.1044/2022_JSLHR-22-00221 Zhang, Q., & Neitzel, A. (2023). Choosing the Right Tool for the Job: Screening Tools for Systematic Reviews in Education. Journal of Research on Educational Effectiveness, 1-27. https://doi.org/10.1080/19345747.2023.2209079 Zhang, Q., Wang, J., & Neitzel, A. (2023). School-based mental health interventions targeting depression or anxiety: A meta-analysis of rigorous randomized controlled trials for school-aged children and adolescents. Journal of Youth and Adolescence, 52(1), 195–217. https://doi.org/10.1007/s10964-022-01684-4

MATI Alumni Publications in 2024 Peart, A. M., Drevon, D. D., & Jasper, A. D. (2024). A comparison of single-case effect measures in determining the effectiveness of check-in check-out. Behavior Modification. https://doi.org/10.1177/01454455241233738 Drevon, D. D., Peart, A. M., & Koval, E. T. (2023). The relationship between intercoder reliability of data extraction and effect measure calculation in single-case meta-analysis. School Psychology Review, 1-8. https://doi.org/10.1080/2372966X.2023.2273822 Espinas, D. R., & Chandler, B. W. (2023). Correlates of K-12 Students’ Intertextual Integration: A Scoping Review of the Literature. Thomas, D. R., & Larwin, K. H. (2023). A meta-analytic investigation of the impact of middle school STEM education: where are all the students of color?. International Journal of STEM Education, 10(1), 43. Tischner, C. M., Ebner, S. E., Aspiranti, K. B., Klingbeil, D. A., & Fedewa, A. L. (2023). Effectiveness of accelerated reader on children’s reading outcomes: A meta‐analytic review. Dyslexia, 29(1), 22-39. Moskal, P., Teixeira, K., Muhs, Hahs-Vaughn, D. L., Muhs, T., Farotimi, O. P., Bishop, C. & Carassas, C. (Under review) Conducting a large systematic review: A view from the trenches. Kanayama, A., Siraj, I., Moeyaert, M., Steiner, K., Yu, E. C., Ereky‐Stevens, K., … & Shi, Y. (2024). PROTOCOL: Key characteristics of effective preschool-based interventions to promote self-regulation: A systematic review and meta-analysis. Campbell Systematic Reviews. https://doi.org/10.1002/cl2.1383 Gahtan, J., Moeyaert, M., Asaro-Saddler, K., Yu, E. C., & Orlowski, E. (2024). Self-Management Strategies and Academic Outcomes for Autistic students: A Multilevel Meta-Analysis of Single-Case Experimental Designs. OSF Registry. https://doi.org/10.17605/OSF.IO/GUE4B Kaldes, G., Tighe, E. L., Romski, M., Pigott, T. D., & Doan, C. (2024). Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study. Educational Research Review, 100602. Patall, E. A., Yates, N., Lee, J., Chen, M., Bhat, B. H., Lee, K., … & Hanson, D. J. (2024). A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement. Educational Psychologist, 59(1), 42-70. https://doi.org/10.1080/00461520.2023.2274104 Erbeli, F., Rice, M., Xu, Y., Bishop, M. E., & Goodrich, J. M. (2024). A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness Instruction. Scientific Studies of Reading, 1-26. https://doi.org/10.1080/10888438.2024.2309386 Sohn, H., Acosta, K., Brownell, M. T., Gage, N. A., Tompson, E., & Pudvah, C. (2023). A Meta–Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties. Learning Disabilities Research & Practice, 38(2), 85-103. https://doi.org/10.1111/ldrp.12307 Millager, R. A., Feldman, J. I., Williams, Z. J., Shibata, K., Martinez-Torres, K. A., Bryan, K. M., … & Woynaroski, T. (2024). Diversity of Research Participant Gender, Race, and Ethnicity in Communication Sciences and Disorders: A Systematic Review and Quantitative Synthesis of American Speech-Language-Hearing Association Publications in 2020. Perspectives of the ASHA Special Interest Groups, 1-17. https://doi.org/10.1044/2024_PERSP-23-00204 Pulliam, G., Feldman, J. I., & Woynaroski, T. G. (2023). Audiovisual multisensory integration in individuals with reading and language impairments: A systematic review and meta-analysis. Neuroscience & Biobehavioral Reviews, 105130. https://doi.org/10.1016/j.neubiorev.2023.105130 Fu, Y., Chow, J. C., & Chung, A. (2024). Synthesis of Writing Intervention Studies for English Learners With Learning Disabilities. Learning Disability Quarterly, 07319487241250335. Ledford, J. R., Eyler, P. B., Windsor, S. A., & Chow, J. C. (2024). Single-case design effect-size distributions: Association with procedural parameters. School Psychology. Cumming, M. M., Bettini, E., & Chow, J. C. (2023). High-quality systematic literature reviews in special education: Promoting coherence, contextualization, generativity, and transparency. Exceptional Children, 89(4), 412-431. Senter, R., Chow, J. C., & Willis, E. C. (2023). Speech-language pathology interventions for children with executive function deficits: A systematic literature review. Language, Speech, and Hearing Services in Schools, 54(1), 336-354. Rojo, M., King, S., Gersib, J., & Bryant, D. P. (2023). Rational number interventions for students with mathematics difficulties: A meta-analysis. Remedial and Special Education, 44(3), 225-238. https://doi.org/10.1177/07419325221105520 Gersib, J. A., & Mason, S. (2023). A meta-analysis of behavior interventions for students with emotional-behavioral disorders in self-contained settings. Behavioral Disorders, 48(4), 269-283. https://doi.org/10.1177/01987429231160285 Gersib, J. A., & Mason, S. (2023). A meta-analysis of behavior interventions for students with emotional-behavioral disorders in self-contained settings. Behavioral Disorders, 48(4), 269-283. https://doi-org.ezproxy.lib.utexas.edu/10.1037/0022-0663.100.1.48 Allen, J. P., Kim, E. K., & Jimerson, S. R. (2023). Meta-Analyses and Systematic Reviews Advancing the Practice of School Psychology: The Imperative of Bringing Science to Practice. School Psychology Review, 52(2), 87-94. https://doi.org/10.1080/2372966X.2023.2178769 Allen, J. P., O’Neill, R. J., Roberts, M. T., Trinka, M. E., & Spenard, K. D., Fisher, F. V., Mason, B. A. (Under review). Manifestation determination reviews and judicial interpretations: A systematic review of federal litigation challenging the relationship test. Sandbank, M., Pustejovsky, J., Bottema-Beutel, K., Caldwell, N., Feldman, J.I., Crowley LaPoint, S., & Woynaroski, T. (In press). JAMA Pediatrics. Sandbank, M., Bottema-Beutel, K., LaPoint, S. C., Feldman, J. I., Barrett, D. J., Caldwell, N., … & Woynaroski, T. (2023). Autism intervention meta-analysis of early childhood studies (Project AIM): updated systematic review and secondary analysis. Bmj, 383. https://doi.org/10.1136/bmj-2023-076733 Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., … & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions. Child Development, 94(5), 1181-1204. https://doi.org/10.1111/cdev.13968 Cipriano, C., Ha, C., Wood, M., Sehgal, K., Ahmad, E., & McCarthy, M. F. (2024). A Systematic Review and Meta-Analysis of the Effects of Universal School-Based SEL Programs in the United States: Considerations for Marginalized Students. Social and Emotional Learning: Research, Practice, and Policy. https://doi.org/10.1016/j.sel.2024.100029 Simeone, P. J., Schlosser, R. W., Frampton, S. E., Shane, H. C., & Wendt, O. (2023). Miniature linguistic systems for individuals with autism spectrum disorder: A systematic review and meta-analysis. Journal of Speech, Language, and Hearing Research, 66(5), 1802-1825. https://doi.org/10.1044/2023_JSLHR-22-00353 3 Wendt, O., & Rindskopf, D. (2023). Advancements in meta-analysis of single-case experimental designs. Evidence-Based Communication Assessment and Intervention, 17(1), 1-5. https://doi.org/10.1080/17489539.2023.2272906 Long, K., & Renbarger, R. (2023). Persistence of poverty: How measures of socioeconomic status have changed over time. Educational Researcher, 52(3), 144-154. https://doi.org/10.3102/0013189X221141409 King, S., Wang, L., Datchuk, S. M., & Rodgers, D. B. (2023). Meta-analyses of reading intervention studies including students with learning disabilities: A methodological review. Journal of learning disabilities, 56(3), 210-224. https://doi.org/10.1177/00222194221077688 Grapin, S. L., A. Collier-Meek, M., January, S. A. A., Yang, C., & Portillo, N. L. (2023). Reconceptualizing mentorship for the 21st century: A systematic mapping of research in school psychology. School Psychology Review, 52(2), 224-242. https://doi.org/10.1080/2372966X.2021.1910861 van Dijk, W., Lane, H. B., & Gage, N. A. (2023). How Do Intervention Studies Measure the Relation between Implementation Fidelity and Students’ Reading Outcomes? A Systematic Review. The Elementary School Journal, 124(1), 56-84. Fong, C. J., Patall, E. A., Snyder, K. E., Hoff, M. A., Jones, S. J., & Zuniga-Ortega, R. E. (2023).Academic underachievement and its motivational and self-regulated learning correlates: A meta-analytic review of 80 years of research. Educational Research Review. Sandbank, M., Bottema-Beutel, K., Syu, Y. C., Caldwell, N., Feldman, J. I., & Woynaroski, T. (2024). Evidence-b (i) ased practice: Selective and inadequate reporting in early childhood autism intervention research. Autism, 13623613241231624. Sandbank, M., Pustejovsky, J. E., Bottema-Beutel, K., Caldwell, N., Feldman, J. I., Crowley LaPoint, S., & Woynaroski, T. (In press). How much helps?: Using meta-regression to determine associations between intervention amount and outcomes for young autistic children. JAMA Pediatrics. Sandbank, M., Bottema-Beutel, K., LaPoint, S. C., Feldman, J. I., Barrett, D. J., Caldwell, N., ... & Woynaroski, T. (2023). Autism intervention meta-analysis of early childhood studies (Project AIM): updated systematic review and secondary analysis. bmj, 383. https://doi.org/10.1136/bmj-2023-076733