Oregon Research Institute

Cummings, K. D., Smolkowski, K., & Baker, D. L. (2021). Comparison of literacy screener risk selection between English proficient students and English learners. Learning Disability Quarterly, 44(2), 96-109. https://doi.org/10.1177/0731948719864408

Gunn, B., Marquez, J. Compton, N., & Smolkowski K. (2021). Curriculum, training and coaching to support the development of emergent language and literacy skills. NHSA Dialog, 24(1), 67-72.

Garbacz, A. A., Santiago, R. T., Kosty, D., Zahn, M., Stormshak, E. A., Smolkowski, K., & Seeley, J. R. (2021). Examining congruence in parent–teacher perceptions of middle school supports for students and families. Psychology in the Schools, 58(6), 1169-1184. https://doi.org/10.1002/pits.22495

Shanley, L., Clarke, B., Smolkowski, K., Doabler, C. T., Kurtz-Nelson, E., & Fien, H. (2021). Examining the role of domain general skills in mathematics learning and intervention response in kindergarten. Learning Disabilities Research & Practice. Advance online publication. https://doi.org/10.1111/ldrp.12267

Gunn, B., Marquez, J. Compton, N., & Smolkowski K. (2021). Helping young children develop emergent language and literacy skills: The roles of curriculum, training, and coaching. NHSA Dialog, 24(1), 21-36.

Jayanthi, M., Gersten, R., Schumacher, R., Dimino, J., Smolkowski, K., & Spallone, S. (2021). Improving struggling fifth-grade students understanding of fractions: A randomized controlled trial of an intervention that stresses both concepts and procedures. Exceptional Children. Advance online publication. https://doi.org/10.1177/00144029211008851

Doabler, C. T., Clarke, B., Kosty, D., Maddox, S. A., Smolkowski, K., Fien, H., Baker, S. K., & Kimmel, G. (2021). Kindergarteners at risk for severe mathematics difficulties: Investigating tipping points of core mathematics instruction. Journal of Learning Disabilities, 54(2), 97-110. https://doi.org/10.1177/0022219420972185

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Gunn, B., Smolkowski, K., Strycker, L. A., & Dennis, C. (2021). Measuring explicit instruction using Classroom Observations of Student-Teacher Interactions. Perspectives on Behavior Science, 44(2-3), 267-283. https://doi.org/doi:10.1007/s40614-021-00291-1

Doabler, C. T., Clarke, B., Kosty, D., Fien, H., Smolkowski, K., Liu, M. & Baker, S. K. (2021). Measuring the quantity and quality of explicit instructional interactions in an empirically validated Tier 2 kindergarten mathematics intervention. Learning Disability Quarterly, 44(1), 50-62. https://doi.org/10.1177/0731948719884921

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Doabler, C. T., Clarke, B., Kosty, D., Turtura, J. E., Sutherland, M., Maddox, S. A., & Smolkowski, K. (2021). Using direct observation to document "practice-based evidence" of evidence-based mathematics instruction. Journal of Learning Disabilities, 54(1), 20-35. https://doi.org/10.1177/0022219420911375

Fien, H., Nelson, N., Smolkowski, K., Pilger, M., Kosty, D., Baker, S., Smith, J. L. (2020). A conceptual replication study of the Enhanced Core Reading Instruction MTSS-reading model. Exceptional Children, 87(3), 265-288. https://doi.org/10.1177/?0014402920953763

McIntosh, K., Smolkowski, K., Gion, C. M., Witherspoon, L., Bastable, E., & Girvan, E. J. (2020). Awareness is not enough: A double-blind randomized controlled trial of the effects of providing discipline disproportionality data reports to school administrators. Educational Researcher, 49(7), 533-537. https://doi.org/10.3102/0013189X20939937

Clarke, B., Cil, G., Smolkowski, K., Sutherland, M., Turtura, J., Doabler, C. T., Fien, H., & Baker, S. K. (2020). Conducting a cost effectiveness analysis of an early numeracy intervention. School Psychology Review, 49(4), 359-373. https://doi.org/?10.1080/2372966x.2020.1761236

Garbacz, A. A., Bolt, D. M., Seeley, J. R., Stormshak, E. A., & Smolkowski, K. (2020). Examining school proactive outreach to families in public middle schools. School Psychology Review, 49(4), 493-509. https://doi.org/?10.1080/?2372966X.2020.1787081

Clarke, B., Doabler, C. T., Turtura, J. Smolkowski, K., Kosty, D., Kurtz Nelson, E., Fien, H., & Baker, S. K. (2020). Examining the efficacy of a kindergarten mathematics intervention by group size and initial skill: Implications for practice and policy. The Elementary School Journal, 121(1), 125-153. https://doi.org/10.1086/710041

Clarke, B., Nelson, N., Kosty, D., Ketterlin Geller, L., Smolkowski, K., Lesner, T. Furjanic, D., & Fien, H. (2020). Investigating the promise of a Tier 2 sixth-grade fractions intervention. Learning Disability Quarterly. Advance online publication. https://doi.org/10.1177/0731948720972411

Chaparro, E. A., Smolkowski, K., & Ryan Jackson, K. (2020). Scaling-up and integrating Effective Behavioral and Instructional Systems of Support (EBISS): A study of one state's professional development efforts. Learning Disability Quarterly, 43(1), 4-17. https://doi.org/10.1177/0731948719851752

Abia-Smith, L., Smolkowski, K., Strycker, L. A., Anderson, L., & Marconi, P. (2020). Teaching argumentation through art: Insights for museums from the STELLAR Project. The Museum Review, 5(1). http://articles.themuseumreview.org/tmr_vol5no1_jsma

Smolkowski, K., Strycker, L. A., Anderson, L., Marconi, P., & Abia-Smith, L. (2020).The Visual Thinking Strategies approach to teaching argument writing: A professional development model. The Elementary School Journal, 121(1), 100-124. https://doi.org/10.1086/709984

Doabler, C. T., Clarke, B., Kosty, D., Smolkowski, K., Kurtz-Nelson, E., Fien, H., & Baker, S. (2019). Building number sense among English learners: A multisite randomized controlled trial of a Tier 2 kindergarten mathematics intervention. Early Childhood Research Quarterly, 47, 432-444. https://doi.org/10.1016/j.ecresq.2018.08.004

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Muyskens, J. B., Foote, D. M., Bigot, N. J., Strycker, L. A., Smolkowski, K., Kirkpatric, T. K., Lantz, B. A., Shaw, S. N., Mohler, C. G., Jewett, B. A., Owen, E. C., & Dreyer, H. C. (2019). Cellular and morphological changes with EAA supplementation before and after total knee arthroplasty. Journal of Applied Physiology, 127, 531-545. http://dx.doi.org/10.1152/japplphysiol.00869.2018

Doabler, C. T., Stoolmiller, M., Kennedy, P., Nelson, N. J., Clarke, B., Gearin, B., Fien, H., Smolkowski, K., & Baker, S. (2019). Do components of explicit instruction explain the differential effectiveness of a core mathematics program for kindergarten students with mathematics difficulties? Assessment for Effective Instruction, 44(3), 197-211. https://doi.org/10.1177/1534508418758364

Doabler, C. T., Clarke, B., Kosty, D., Turtura, J. E., Firestone, A. R., Smolkowski, K., Jungjohann, K. J., Brafford, T. L., Nelson, N.J., Sutherland, M., Fien, H., & Maddox, S. (2019). Efficacy of a first-grade mathematics intervention on measurement and data analysis. Exceptional Children, 86(1), 77-94. http://dx.doi.org/10.1177/0014402919857993

Doabler, C. T., Clarke, B., Kosty, D., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K. (2019). 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, 52(2), 168-180. https://doi.org/10.1177/0022219418789376

Baker, D. L., Azcarrága, M. G., Correa, M. P. P., Lepe, N., & Smolkowski, K. (2019). Exploring the effects of a Spanish vocabulary intervention to teach words in depth to second-grade students in Chile. Reading & Writing Quarterly, 35(3), 204-224. http://dx.doi.org/10.1080/10573569.2018.1523763

Clarke, B., Doabler, C. T., Turtura, J. Smolkowski, K., Kurtz Nelson, E., Kosty, D., Fien, H., & Baker, S. K. (2019). Exploring the relationship between initial mathematics skill and the impact of a kindergarten mathematics intervention on student mathematics outcomes. Exceptional Children, 85(2), 129-146. http://dx.doi.org/10.1177/0014402918799503

Smolkowski, K., Crawford, L., Seeley, J. R., & Rochelle, J. (2019). Introduction to implementation science for research on learning disabilities. Learning Disability Quarterly, 42(4), 192-203. http://dx.doi.org/10.1177/0731948719851512

Doabler, C. T., Gearin, B., Baker, S., Stoolmiller, M. Kennedy, P., Clarke, B., Nelson, N., Fien, H., & Smolkowski, K. (2019). Student practice opportunities in core mathematics instruction: Exploring for a goldilocks effect for kindergartners with mathematics difficulties. Journal of Learning Disabilities, 52(3), 271-283. https://doi.org/10.1177/0022219418823708

Girvan, E. J., McIntosh, K., & Smolkowski, K. (2019). Tail, tusk, and trunk: An examination of what different metrics reveal about racial disproportionality in school discipline. Educational Psychologist, 54(1), 40-59. http://dx.doi.org/10.1080/00461520.2018.1537125

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Dishion, T. J., Garbacz, S. A. Seeley, J. R., Stormshak, E. A., Smolkowski, K., Moore, K. J., Falkenstein, C. A., Gau, J. M., Kim, H., & Fosco, G. M. (2019). Translational research on evidence-based parenting support within public schools: Strategies, challenges, and potential solutions. In S. A. Garbacz (Ed.), Research design and evaluation of tiered family-school partnership programs (pp. 223-244). Taylor & Francis. https://doi.org/?10.4324/?9781138400382-11

Low, S., Smolkowski, K., Cook, C., & DeFosses, D. (2019). Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time. Developmental Psychology, 55(2), 415-433. https://doi.org/10.1037/dev0000621

Dreyer, H. C., Owen, E. C., Strycker, L. A., Smolkowski, K., Muyskens, J. B., Kirkpatric, T. K., Christie, A. D., Kuehl, K., Lantz, B. A., Shaw, S. N., Mohler, C. G., & Jewett, B. A. (2018). Essential amino acid supplementation mitigates muscle atrophy after total knee arthroplasty: A randomized, double-blind, placebo-controlled trial. The Journal of Bone & Joint Surgery Open Access, 3(2), e0006.  https://doi.org/doi:10.2106/JBJS.OA.18.00006

Gion, C., McIntosh, K., & Smolkowski, K. (2018). Examination of American Indian/Alaska Native school discipline disproportionality using the vulnerable decision points approach. Behavioral Disorders, 44(1), 40-52. https://doi.org/doi:10.1177/0198742918773438

Clarke, B., Shanley, L., Kosty, D., Strand Cary, M., Fien, H., Baker, S. K., & Smolkowski, K. (2018). Investigating the incremental validity of cognitive variables in early mathematics screening. School Psychology Quarterly, 33(2), 264-271. https://doi.org/10.1037/spq0000214

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Doabler, C. T., Nelson, N. J., Kennedy, P., Stoolmiller, M., Fien, H., Clarke, B., Gearin, B., Smolkowski, K., & Baker, S. (2018). Investigating the longitudinal effects of a core mathematics program on evidence-based teaching practices in mathematics. Learning Disability Quarterly, 41(3), 144-158. https://doi.org/doi:10.1177/0731948718756040

Jayanthi, M., Dimino, J., Gersten, R., Taylor, M. J., Haymond, K., Smolkowski, K., & Newman-Gonchar, R. (2018). The impact of teacher study groups in vocabulary on teaching practice, teacher knowledge, and student vocabulary knowledge: A large-scale replication study. Journal of Research Effectiveness, 11(1), 83-108. https://doi.org/10.1080/19345747.2017.1327625

Arnesen, A., Smolkowski, K., Ogden, T., & Melby-Lervåg, M. (2018). Validation of the Elementary Social Behavior Assessment: Teacher ratings of students' social skills adapted to Norwegian, Grades 1 to 6. Emotional and Behavioural Difficulties, 23(1), 39-54. https://doi.org/10.1080/13632752.2017.1316473

Strand Cary, M. G., Clarke, B., Doabler, C. T., Smolkowski, K., Fien, H., & Baker, S. K. (2017). A practitioner implementation of a Tier 2 first-grade mathematics intervention. Learning Disability Quarterly, 40, 211-224. doi:10.1177/0731948717714715

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Anderson, R.C., Pitts, C., & Smolkowski, K. (2017). Creative ideation meets relational support: Measuring links between these factors in early adolescence. Creativity Research Journal, 29(3), 244–256.

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Smolkowski, K., Seeley, J. R., Gau, J. M., Dishion, T. J., Stormshak, E. A., Moore, K. J., ... Grabacz, A. (2017). Effectiveness evaluation of the Positive Family Support intervention: A three-tiered public health delivery model for middle schools. Journal of School Psychology, 62, 103-125. doi:10.1016/j.jsp.2017.03.004

Doabler, C. T., Clarke, B., Stoolmiller, M., Kosty, D., Fien, F., Smolkowski, K., & Baker, S. K. (2017). Explicit instructional interactions: Exploring the black box of a Tier 2 mathematics intervention. Remedial and Special Education, 38, 98-110.

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Baker, D. L., Basaraba, D. L., Smolkowski, K., Conry, J., Hautala, J., Richardson, U., ... Cole, R. (2017). Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention. Bilingual Research Journal, 40, 222-239. doi:10.1080/15235882.2017.1309719

Jayanthi, M., Gersten, R., Taylor, M. J., Smolkowski, K., & Dimino, J. (2017). Impact of the Developing Mathematical Ideas professional development program on grade 4 students’ and teachers’ understanding of fractions. (REL 2017–256). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2017256.pdf

Rusby, J. C., Crowley, R., Jones, L. B., & Smolkowski, K. (2017). Providing opportunities to learn in home-based child care settings: Observations of learning contexts and behavior [Special issue]. Early Education and Development, 28, 715-726. doi:10.1080/10409289.2017.1303305

Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Baker, S. K. (2017). Testing the efficacy of a kindergarten mathematics intervention by small group size. AERA Open, 3(2), 1–16.

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Girvan, E. J., Gion, C., McIntosh, K., & Smolkowski, K. (2017). The relative contribution of subjective office referrals to racial disproportionality in school discipline. School Psychology Quarterly, 32, 392-404. doi:10.1037/spq0000178

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Rusby, J. C., Jones, L. B., Crowley, R., & Smolkowski, K. (2016). An efficacy trial of Carescapes: Home-based child care practices and children’s social outcomes. Child Development, 87(4), 1291–1310. doi:10.1111/cdev.12541

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Smolkowski, K., Cummings, K. D., & Strycker, L. (2016). An introduction to the statistical evaluation of fluency measures with signal detection theory. In K. D. Cummings & Y. Petscher (Eds.), The fluency construct: Curriculum-based measurement concepts and applications. (pp. 187-221). New York, NY: Springer Science + Business Media.

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Madigan, K., Cross, R. W., Smolkowski, K., & Strycker, L. A. (2016). Association between schoolwide positive behavioural interventions and supports and academic achievement: a 9-year evaluation. Educational Research & Evaluation, 22, 402-421. doi: 10.1080/13803611.2016.1256783

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Baker, D. L., Burns, D., Kame’enui, E. J., Smolkowski, K., & Baker, S. K. (2016). Does supplemental instruction support the transition from Spanish to English reading instruction for first-grade English learners at risk of reading difficulties? Learning Disability Quarterly, 39, 226-239. doi:10.1177/0731948715616757

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Doabler, C., Clarke, B., Kosty, D., Baker, S. K., Smolkowski, K., & Fien, H. (2016). Effects of a core kindergarten mathematics curriculum on the mathematics achievement of English learners. School Psychology Review, 45, 343-361.

Smolkowski, K., & Cummings, K. (2016). Evaluation of the DIBELS (6th ed.) diagnostic system for the selection of native and proficient English speakers at risk of reading difficulties. Journal of Psychoeducational Assessment, 34(2), 103-118.

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Smith, J. L. M., Nelson, N. J., Smolkowski, K., Baker, S. K., Fien, H., & Kosty, D. (2016). Examining the efficacy of a multitiered intervention for at-risk readers in Grade 1. Elementary School Journal, 116, 549-573.

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Clarke, B., Doabler, C., Smolkowski, K., Baker, S., Fien, H., & Strand Cary, M. (2016). Examining the efficacy of a Tier 2 kindergarten mathematics intervention. Journal of Learning Disabilities, 49, 152-165.

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Stormshak, E. A., Brown, K. L., Moore, K. J., Dishion, T. J., Seeley, J., & Smolkowski, K. (2016). Going to scale with family-centered, school-based interventions: Challenges and future directions. In S. Sheridan & E. Kim (Eds.), Family-school partnerships in context (pp. 25-44). New York, NY: Springer.

Marquez, B., Vincent, C., Marquez, J., Pennefather, J., Smolkowski, K., & Sprague, J. R. (2016). Opportunities and challenges in training elementary school teachers in classroom management: Initial results from Classroom Management in Action, an online professional development program. Journal of Technology and Teacher Education, 24(1), 87-109.

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Smolkowski, K., Strycker, L., & Ward, B. (2016). Scale-up of Safe & Civil Schools' model for school-wide positive behavioral interventions and supports. Psychology in the Schools, 53, 339-358. doi: 10.1002/pits.21908

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Doabler, C. T., Clarke, B., Kosty, D., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K. (2016). Testing the efficacy of a tier-2 mathematics intervention: A conceptual replication study. Exceptional Children, 83(1), 92-110.

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Clarke, B., Doabler, C. T., Smolkowski, K., Kurtz-Nelson, E., Fien, H., Baker, S. K., & Kosty, D. (2016). Testing the immediate and long-term efficacy of a Tier 2 kindergarten mathematics intervention. Journal of Research on Educational Effectiveness, 9, 607-634.

Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R. N. T., & Horner, R. H. (2016). Vulnerable decision points for disproportionate office discipline referrals: Comparisons of discipline for African American and White elementary school students. Behavioral Disorders, 41, 178-195.

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Low, S., Smolkowski, K., & Cook, C. (2016). What constitutes high-quality implementation of SEL programs? A latent class analysis of Second Step® implementation. Prevention Science, 17, 981-991.

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Fien, H., Smith, J. M., Smolkowski, K., Baker, S. K., Nelson, N. J., & Chaparro, E. (2015). An examination of the efficacy of a multitiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal Of Learning Disabilities, 48, 602-621. doi:10.1177/0022219414521664

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Cummings, K. D., & Smolkowski, K. (2015). Bridging the gap: Selecting students at risk of academic difficulties. Assessment for Effective Intervention, 41(1), 55-61. doi:10.1177/1534508415590396

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McIntosh, K., Girvan, E. J., Horner, R. H., & Smolkowski, K. (2015). Education not incarceration: A conceptual model for reducing racial and ethnic disproportionality in school discipline. Journal of Applied Research on Children, 5(2), Article 4.

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Smolkowski, K., & Cummings, K. D. (2015). Evaluation of diagnostic systems: The selection of students at risk for reading difficulties. Assessment for Effective Intervention, 41(1), 41-54. doi:10.1177/1534508415590386

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Doabler, C., Baker, S., Kosty, D., Smolkowski, K., Clarke, B., Miller, S. J., & Fien, H. (2015). Examining the association between explicit mathematics instruction and student mathematics achievement. Elementary School Journal, 115, 303-333.

Clarke, B., Baker, S., Smolkowski, K., Doabler, C., Strand Cary, M., & Fien, H. (2015). Investigating the efficacy of a core kindergarten mathematics curriculum to improve student mathematics learning outcomes. Journal of Research on Educational Effectiveness, 8, 303-324. http://doi.org/10.1080/19345747.2014.980021

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Low, S., Cook, C. R., Smolkowski, K., & Buntain-Ricklefs, J. (2015). Promoting social-emotional competence: An evaluation of the elementary version of Second Step^®. Journal of School Psychology, 53, 463-477.

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Baker, S. K., Smolkowski, K., Chaparro, E. A., Fien, F., & Smith, J. L. M. (2015). Using regression discontinuity to test the impact of a Tier 2 reading intervention in first grade. Journal of Research on Educational Effectiveness, 8, 218-244.

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Pennefather, J. T., & Smolkowski, K. (2015). Validation of the Elementary Social Behavior Assessment: A measure of student prosocial school behaviors. Assessment for Effective Intervention, 40, 143-154. doi:10.1177/1534508414557562

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Doabler, C., Nelson, N., Kosty, D., Fien, H., Baker, S., Smolkowski, K., & Clarke, B. (2014). Examining teachers' use of evidence-based practices during core mathematics instruction. Assessment for Effective Intervention, 39(2), 99-111.

Fosco, G. M., Seeley, J. R., Dishion, T. J., Smolkowski, K., Stormshak, E. A., Downey-McCarthy, R., Falkenstein, C. A., Moore, K. J., & Strycker, L. A. (in press). Lessons learned from scaling up the Ecological Approach to Family Interventions and Treatment (EcoFIT) program in middle schools. In M. Weist, N. Lever, C. Bradshaw, & J. Ownes (Eds.), Handbook of school mental health (2nd ed., pp. 237-253). New York, NY: Springer Publishing Company.

Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. (2014). Preliminary evaluation of a Tier 2 mathematics intervention for first grade students: Utilizing a theory of change to guide formative evaluation activities. School Psychology Review, 43, 160-178.

Swaminathan, H., Rogers, H., Horner, R., Sugai, G., & Smolkowski, K. (2014). Regression models for the analysis single case designs. Neuropsychological Rehabilitation, 24(3-4), 554-571.

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Reed, D. K., Cummings, K. C., Allen, E. A., Weiser, B. L., Hott, B. L., & Smolkowski, K. (2014). Synthesis of research symposium at CLD's 35th International Conference on Learning Disabilities: Must reads for 2012-2013. Learning Disability Quarterly, 37(4), 230-240.

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Marquez, B., Marquez, J., Vincent, C. G., Pennefather, J., Sprague, J. R., Smolkowski, K., & Yeaton, P. (2014). The iterative development and initial evaluation of We Have Skills!, an innovative approach to teaching social skills to elementary students. Education and Treatment of Children, 37, 137-161.

Rusby, J. C., Jones, L. B., Crowley, R., & Smolkowski, K. (2013). Associations of caregiver stress with working conditions, caregiving practices, and child behaviour in home-based child care. Early Child Development and Care, 183, 1589-1604. doi:10.1080/03004430.2012.742992

Dreyer, H., Strycker, L., Senesac, H., Hocker, A., Smolkowski, K., Shah, S., & Jewett, B. (2013). Essential amino acid supplementation in patients following total knee arthroplasty. The Journal Of Clinical Investigation, 123, 4654-4666. doi:10.1172/JCI70160

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Nelson-Walker, N. J., Fien, H., Kosty, D. B., Smolkowski, K., Smith, J. M., & Baker, S. K. (2013). Evaluating the effects of a systemic intervention on first-grade teachers’ explicit reading instruction. Learning Disability Quarterly, 36, 215-230. doi:10.1177/0731948712472186

Marchand, E., & Smolkowski, K. (2013). Forced intercourse, individual and family context, and risky sexual behavior among adolescent girls. Journal Of Adolescent Health, 52(1), 89-95. doi:10.1016/j.jadohealth.2012.04.011

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Rusby, J. C., Jones, L. B., Crowley, R., Smolkowski, K., & Arthun, C. (2013). Predictors of home-based child care providers’ participation in professional development workshops and coaching. Child & Youth Care Forum, 42, 439-455. doi:10.1007/s10566-013-9209-y

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Rusby, J. C, Jones, L. B., Crowley, R., & Smolkowski, K. (2013). The Child Care Ecology Inventory: A domain-specific measure of home-based child care quality to promote social competence for school readiness. [Special issue on family child care]. Early Childhood Research Quarterly, 28, 947-959. doi:10.1016/j.ecresq.2013.02.003

Cena, J., Baker, D., Kame'enui, E. J., Baker, S. K., Park, Y., & Smolkowski, K. (2013). The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade. Reading And Writing, 26(8), 1289-1316. doi:10.1007/s11145-012-9419-y

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Smolkowski, K., Strycker, L., & Seeley, J. R. (2013). The role of research in evaluation of interventions for school-related behavioral disorders. In H. M. Walker & F. M. Gresham (Eds.), Handbook of evidence-based practices for students having emotional and behavioral disorders (pp. 552-566). New York, NY: Guilford.

Chaparro, E. A., Smolkowski, K., Baker, S. K., Hanson, N., & Ryan-Jackson, K. (2012). A model for system-wide collaboration to support integrated social behavior and literacy evidence-based practices. Psychology in the Schools, 49, 465-483.

Horner, R. H., Swaminathan, H., Sugai, G., & Smolkowski, K. (2012). Considerations for the systematic analysis and use of single-case research. Education & Treatment Of Children, 35, 269-290. doi:10.1353/etc.2012.0011

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Chaparro, E. A., Ryan-Jackson, K., Baker, S. K., Smolkowski, K. (2012). Effective behavioural and instructional support systems: An integrated approach to behavior and academic support at the district level. Advances in School Mental Health Promotion, 5, 161-176.

Doabler, C., Strand Cary, M., Jungjohann, K., Clarke, B., Fien, H., Baker, S. K., Smolkowski, K., & Chard, D. J. (2012). Enhancing core mathematics instruction for students at risk for math disabilities. Teaching Exceptional Children, 44(4), 48-57.

Bailey, A. N., Hocker, A. D., Vermillion, B. R., Smolkowski, K., Shah, S. N., Jewett, B. A., & Dreyer, H. C. (2012). MAFbx, MuRF1, and the Stress Activated Protein Kinases are upregulated in muscle cells during total knee arthroplasty (TKA). American Journal of Physiology – Regulatory, Integrative and Comparative Physiology, 303, 4 R376-386.

Ratchford, S. M., Bailey, A. N., Senesac, H. A., Hocker, A. D., Smolkowski, K., Lantz, B. A., Jewett, B. A., Gilbert, J. S., & Dreyer, H. C. (2012). Proteins regulating cap-dependent translation are downregulated during total knee arthroplasty (TKA). American Journal of Physiology – Regulatory, Integrative and Comparative Physiology, 302, R702-R711.

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Smolkowski, K., & Gunn, B. (2012). Reliability and validity of the Classroom Observations of Student-Teacher Interactions (COSTI) for kindergarten reading instruction. Early Childhood Research Quarterly, 27, 316-328.

Gunn, B. K., Smolkowski, K., & Vadasy, P. (2011). Evaluating the effectiveness of Read Well Kindergarten. Journal of Research on Educational Effectiveness, 4(1), 53-86.

Gunn, B., Vadasy, P. F., & Smolkowski, K. (2011). Instruction to help young children develop language and literacy skills: The roles of program design and instructional guidance. NHSA Dialog, 14, 157-173.

Clarke, B., Smolkowski, K., Baker, S., Fien, H., & Chard, D. (2011). The impact of a comprehensive Tier 1 kindergarten curriculum on the achievement of students at-risk in mathematics. Elementary School Journal, 111, 561-584.

Baker, S. K., Smolkowski, K., Smith, J. M., Fien, H., Kame'enui, E. J., & Thomas Beck, C. (2011). The impact of Oregon Reading First on student reading outcomes. Elementary School Journal, 112, 307-331.

Smolkowski, K., Danaher, B. G., Seeley, J. R., Kosty, D. B., & Severson, H. H. (2010). Modeling missing binary outcome data in a successful web-based smokeless tobacco cessation program. Addiction, 105, 1005-1015. Abstract or Full Text

Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-144.

Clay, K., Zorfass, J., Brann, A., Kotula, A., & Smolkowski, K. (2009). Deepening content understanding in social studies using digital text and embedded vocabulary supports. Journal of Special Education Technology, 24(4), 1-16.

Horney, M. A., Anderson-Inman, L., Terrazas-Arellanes, F., Shulte, W., Mundorf, J., Wiseman, S., Smolkowski, K., Katz-Buonincontro, J., & Frisbee, M. L. (2009). Exploring the effects of digital note taking on student comprehension of science texts. Journal of Special Education Technology, 24(3), 45-61.

Rusby, J. C., Smolkowski, K., Marquez, B., & Taylor, T. K. (2008). A small-scale randomized efficacy trial of Carescapes: Enhancing children’s social development in child care homes. Early Childhood Research Quarterly, 23(4), 527-546. doi:10.1016/j.ecresq.2008.08.003

Clarke, B., Baker, S. K., Smolkowski, K., & Chard, D. (2008). An analysis of early numeracy curriculum-based measurement: Examining the role of growth in student outcomes. Remedial and Special Education, 29(1), 46-57.

Blonigen, B., Harbaugh, W., Singell, L., Horner, R. H., Irvin, L. K., & Smolkowski, K. (2008). Application of economic analysis to School-Wide Positive Behavior Support (SWPBS) programs. Journal of Positive Behavior Interventions, 10(1), 5-19.

Danaher, B. G., Smolkowski, K., Seeley, J. R., & Severson, H. H. (2008). Mediators of a successful web-based smokeless tobacco cessation program. Addiction, 103, 1706-1712.

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Chard, D. J., Baker, S. K., Clarke, B., Jungjohann, K., Davis, K., & Smolkowski, K. (2008). Preventing early mathematics difficulties: The feasibility of a rigorous kindergarten mathematics curriculum. Learning Disabilities Quarterly, 31(1), 11-20.

Baker, S. K., Smolkowski, K., Katz, R., Fien, H., Seeley, J. R., Kame'enui, E. J., & Thomas Beck, C. (2008). Reading fluency as a predictor of reading proficiency in low performing high poverty schools. School Psychology Review, 37, 18-37.

Gordon, J., Biglan, A., & Smolkowski, K. (2008). The impact on tobacco use of branded youth anti-tobacco activities and family communications about tobacco. Prevention Science, 9, 73-87. doi:10.1007/s11121-008-0089-6

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Fien, H., Baker, S. K., Smolkowski, K., Smith, J. M., Kame'enui, E. J., & Thomas Beck, C. (2008). Using nonsense word fluency to measure reading proficiency in K-2 for English learners and native English speakers: Concurrent and predictive validity evidence from Reading First schools. School Psychology Review, 37, 391-408.

Crawford, L., & Smolkowski, K. (2008). When a “sloppy copy” is good enough: Results of a state writing assessment. Assessing Writing, 13(1), 61-77.

Forrester, K., Biglan, A., Severson, H. H., & Smolkowski, K. (2007). Predictors of smoking onset over two years. Nicotine & Tobacco Research, 9, 1259-1267.

Boles, S., Biglan, A., & Smolkowski, K. (2006). Relationships among problem and prosocial behaviours in adolescence. Journal of Adolescence, 29(1), 33-52.

Smolkowski, K., Biglan, A., Dent, C., & Seeley, J. (2006). The multilevel structure of four adolescent problems. Prevention Science, 7, 239-256.

Gunn. B., Smolkowski, K. Biglan, A., Black, C., & Blair, J. (2005). Fostering the development of reading skill through supplemental instruction: Results for Hispanic and non-Hispanic students. Journal of Special Education, 39(2), 66-86.  Abstract

Smolkowski, K., Biglan, A., Barrera, M., Taylor, T., Black, C., & Blair, J. (2005). Schools and homes in partnership (SHIP): Long-term effects of a preventive intervention focused on social behavior and reading skill in early elementary school. Prevention Science, 6, 113-125.

Barrera, M., Jr., Biglan, A., Taylor, T. K., Gunn, B. K., Smolkowski, K., Black, C., Ary, D. V., & Fowler, R. C. (2002). Early elementary school intervention to reduce conduct problems: A randomized trial with Hispanic and non-Hispanic children. Prevention Science, 3, 83-94.

Biglan, A., &. Smolkowski, K. (2002). Intervention effects on adolescent drug use and critical influences on the development of problem behavior. In D. B. Kandel (Ed.), Stages and pathways of drug involvement: Examining the gateway hypothesis (pp. 158-183). New York, NY: Cambridge University Press.

Gunn, B., Biglan, A., Smolkowski, K. & Black, C. (2002). Supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school: A follow-up. Journal of Special Education, 36(2), 69-79.

Thurber, R. S., Shinn, M. R., & Smolkowski, K. (2002). What is measured in mathematics tests? Construct validity of curriculum-based mathematics measures. School Psychology Review, 31, 498-513.

Li, F., Duncan, T. E., McAuley, E., Harmer, P., & Smolkowski, K. (2000). A didactic example of latent curve analysis applicable to the study of aging. Journal of Aging and Health, 12(3), 388-425.

Biglan, A., Ary, D. V., Smolkowski, K., Duncan, T. E., & Black, C. (2000). A randomized control trial of a community intervention to prevent adolescent tobacco use. Tobacco Control, 9, 24-12.

Gunn, B. K., Biglan, A., Smolkowski, K., & Ary, D. V. (2000). The efficacy of supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school. Journal of Special Education, 34(2), 90-103.

Ary, D. V., Duncan, T. E., Biglan, A., Metzler, C. W., Noell, J. W., & Smolkowski, K. (1999). Development of adolescent problem behavior. Journal of Abnormal Child Psychology, 27, 141-150.

Irvine, A. B., Biglan, A., Smolkowski, K., Metzler, C. W., & Ary, D. V. (1999). The effectiveness of a parenting skills program for parents of middle school students in small communities. Journal of Consulting and Clinical Psychology, 67, 811-825.

Irvine, A. B., Biglan, A., Smolkowski, K., & Ary, D. V. (1999). The value of the Parenting Scale for measuring the discipline practices of parents of middle school children. Behavior Research and Therapy, 37, 127-142.

Biglan, A., Duncan, T., Irvine, B., Ary, D., Smolkowski, K. & James, L. (1997). A drug abuse prevention strategy for rural America. In E. B. Robertson, Z. Sloboda, G. M. Boyd, & N. J. Kozel (Eds.), Rural substance abuse: State of knowledge and issues. (NIDA Research Monograph 168). (pp. 364-397). Rockville, MD: National Institute on Drug Abuse.

Oxman, G. L., Smolkowski, K., & Noell, J. (1996). Mathematical modeling of epidemic syphilis transmission: Implications for syphilis control programs. Sexually Transmitted Diseases, 23(1), 30-39.

Biglan, A., Noell, J., Ochs, L., Smolkowski, K., & Metzler, C. W. (1995). Does sexual coercion play a role in the high-risk sexual behavior of adolescent and young adult women? Journal of Behavioral Medicine, 18, 549-568.

Biglan, A., Duncan, T. E., Ary, D. V., & Smolkowski, K. (1995). Peer and parental influences on adolescent tobacco use. Journal of Behavioral Medicine, 18, 315-330.

Metzler, C., Noell, J., Biglan, A., Ary, D., & Smolkowski, K. (1994). The social context for risky sexual behavior among adolescents. Journal of Behavioral Medicine, 17, 419-438.

Noell, J., Biglan, A., Berendt, J., Ochs, L., Metzler, C., Ary, D., & Smolkowski, K. (1993). Problematic sexual situations for adolescents. Health Values, 17(6), 40-49.