*Zopatti, K., Keller-Margulis, M.A., *Hut, A., Fan, W., Mire, S., Schanding, G.T. (accepted pending revision). A Systematic Review of Early Writing Assessment Tools. Early Childhood Education Journal
Keller-Margulis, M.A., Mire, S.S., *Loría Garro, E. S., *Jellinek, E. R., *Lozano, I., *Hut, A., *Luu, M., *Izuno-Garcia, A. K., *Landry, L. N., *Tan, S., *McNeel, M. M., *Gardner, S., & *Duran, B. (2024, in press). Measuring Academic Skill Development for Students with Autism Spectrum Disorder: A Review and Call for Research. Psychology in the Schools
*Vazquez, M., *Laakman, A.L. *Loria Garro, E.S., *Tan, S.X.L., Keller-Margulis, M.A., (2023). Use of CBM with diverse populations and in languages other than English. Contemporary School Psychology, https://doi.org/10.1007/s40688-023-00487-z
*Zopatti, K., Keller-Margulis, M.A., Mire, S., Fan, W., & Thompson, A. (2023). Pre-Service Teachers and Multi-tiered Systems of Support: Examining Foundational Perceptions and Skills. Research and Practice in the Schools, 10(1), 67-78.
Ahmed, Y., Kent, S., Keller-Margulis, M.A. (2023). Higher-order reading comprehension and fluency skills linked to multiple writing processes of children with learning difficulties. Frontiers in Educational Psychology, 14, https://doi.org/10.3389/fpsyg.2023.1033970.
*Reid, E.K., Ahmed, Y., Keller-Margulis, M.A. (2023). Contributions of Inattention, Hyperactivity-Impulsivity, and Reading to Performance on a Fourth-Grade State Writing Test. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2023.05.003
Keller-Margulis, M.A., Matta, M., *Landry, L., *Zopatti, K., *Reid, E.K., & Schanding, G.T., (2023). A Comparison of Reading Screeners for Kindergartners: The Texas Primary Reading Inventory and Acadience Reading. Assessment for Effective Intervention
*Truong, D. M., Mire, S. S., Day, S. X., Keller-Margulis, M. A., & Ni, L. (2023). A Cross-Cultural Comparison of a Measure of Parent Perceptions Among Families of Children with Autism in Vietnam. Autism: International Journal of Research and Practice. https://doi.org/10.1177/13623613221141262
Matta, M., Mercer, S. H., & Keller-Margulis, M. A. (2023). Implications of bias in automated writing quality scores for fair and equitable assessment decisions. School Psychology, 38(3), 173–181. https://doi.org/10.1037/spq00005175
*Jellinek, E., Keller-Margulis, M.A., Mire, S.M., & Fan, W. (2022). Pre-service Teachers’ Perspectives on Transition-to-Kindergarten Practices for Children with Autism Spectrum Disorder. Early Childhood Education Journal. https://doi.org/10.1007/s10643-022-01367-6
Matta, M., Keller-Margulis, M.A., Mercer, S.H. (2022). Cost Analysis of two approaches to writing screening. Journal of School Psychology, 92, 80-95. https://doi.org/10.1016/j.jsp.2022.03.003
Matta, M., Mercer, S.H., Keller-Margulis, M.A., (2022). Evaluating Predictive and Diagnostic Bias for Hand-Calculated and Automated Written Expression Curriculum-Based Measurement Scores. Special Issue of Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2022.2043240
Mire, S.S., Keller-Margulis, M.A., *Izuno-Garcia, A., *Jellinek, E., & *Loria, E., (2022). Evaluating the Feasibility of Remotely Administered Curriculum Based Measurement for Students with Autism: A Pilot Study. Psychology in the Schools- Special Issue on Assessment in Autism. Advance online publication. https://doi.org/10.1002/pits.22668
*Landry, L., Keller-Margulis, M.A., Matta, M., Kim, H., Gonzalez, J., & Schanding, G.T., (2021). Long-Term Validity and Diagnostic Accuracy of Kindergarten Acadience Reading with English Learners. School Psychology Review. https://doi.org/10.1080/2372966X.2021.1984170
*Brewton, C., Mire, S., Tolar, T.D., Goin-Kochel, R.P., Keller-Margulis, M.A., Schoger, K.D., McNeel, M.M. (2021). Measuring Parental Perceptions about Causes of Autism Spectrum Disorder: An Investigation Using Principle Components Analysis. Research in Autism Spectrum Disorders. https://doi.org/10.1016/j.rasd.2021.101825
Ahmed, Y., Kent, S., Cirino, P., & Keller-Margulis, M., (2021). Model Specification and Empirical Validation of the Not-So-Simple View of Writing. Reading and Writing Quarterly. https://doi.org/10.1080/10573569.2021.1948374
*Clayton, R, J., Hein, S., Keller-Margulis, M.A., & Gonzalez, J.E. (2021). Associations Between Social Skills, Inattention, and English Vocabulary Skills of Preschool Latinx Dual Language Learners. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2021.1934200
*Izuno-Garcia, A. K., *Jellinek, E. R., *Rosenbrock, G. R., Keller-Margulis, M. A., & Mire, S. S. (2021). School readiness for children with autism spectrum disorder: Critical gaps and call for research. Focus on Autism and Other Developmental Disabilities. Advance online publication. https://doi.org/10.1177/10883576211028206
*Grebe, S.C., Mire, S.S., Kim, H., & Keller-Margulis, M.A. (2021). Comparing fathers’ and mothers’ perspectives about their child’s autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-05077-7
Keller-Margulis, M.A., Mercer, S.H., & Matta, M. (2021). Validity of Automated Text Evaluation: A Comparison Study. Reading and Writing: An Interdisciplinary Journal. doi: 10.1007/s11145-021-10153-6
Matta, M., Keller-Margulis, M.A., Mercer, S.H. (under review). Cost Analysis of two approaches to writing screening. Journal of School Psychology.
Mercer, S.H., Keller-Margulis, M.A., *Faith, E., *Reid, E.K., & *Ochs, S. (2019). Automated text evaluation to improve the technical adequacy and feasibility of written expression curriculum-based measurement. Learning Disability Quarterly, 42(2), 117-128. https://doi.org/10.1177%2F0731948718803296
*Reid, E.K., Keller-Margulis, M.A., Schanding, G.T., & Tolar, T. (2019). Predicting Kindergarten Writing Achievement Using Early Written Expression and Behavior Screening. Journal of Applied School Psychology, 35(3), 215-233. https://doi.org/10.1080/15377903.2019.1568333
*Payan, A., Keller-Margulis, M.A., Burridge, A.B., & McQuillin, S., & Hassett, K. (2019) Assessing teacher usability of written expression curriculum-based measurement. Assessment for Effective Intervention, 45(1), 51-64. https://doi.org/10.1177/1534508418781007
Keller-Margulis, M.A., *Ochs, S., *Reid, E.K., *Faith, E., Schanding, G.T. (2019). Validity and diagnostic accuracy of early written expression screeners in kindergarten. Journal of Psychoeducational Assessment, 37(5), 539-552. https://doi.org/10.1177%2F0734282918769978
Gischlar, K., Keller-Margulis, M.A., & *Faith, E. (2018). Ten years of response to intervention: A systematic review of the research. Contemporary School Psychology. doi. 10.1007/s40688-018-0179-9
Keller-Margulis, M.A., McQuillin, S, *Castaneda, J., *Ochs, S., & & Jones, J., (2018). Identifying students at-risk: An examination of computer-adaptive measures and latent class growth analysis. Journal of Applied School Psychology, 34(1), 18-35. doi:10.1080/15377903.2017.1328627
*Reyna, R.S., Keller-Margulis, M.A., & Burridge, A. (2016). Culturally responsive school psychology practice: A study of practitioners' self-reported skills. Contemporary School Psychology. doi: 10.1007/s40688-016-0102-1
*Ochs, S., Keller-Margulis, M.A., McQuillin, S., & Jones, J. (2016). The validity and diagnostic accuracy of a computer adaptive test of reading. Research and Practice in the Schools, 4(1), 29-41.
Keller-Margulis, M.A., *Payan, A., Jaspers, K., & *Brewton, C. (2016). Validity and diagnostic accuracy of written-expression curriculum-based measurement for students with diverse language backgrounds. Reading and Writing Quarterly: Overcoming Learning Difficulties, 32, 174-198.
Keller-Margulis, M.A., Mercer, S.H., & *Thomas, E. (2016). Generalizability theory reliability of written expression curriculum-based measurement in universal screening. School Psychology Quarterly, 31, 383-392. doi: 10.1037/spq0000126
Dempsey, A.G., *Abrahamson, C.W., & Keller-Margulis, M.A. (2015). Screening for developmental difficulties among children born preterm in high risk follow-up clinics. Journal of Pediatric Psychology. doi:10.1093/jpepsy/jsv101 Online First
Mercer, S., & Keller-Margulis, M.A. (2015). Consistency and magnitude of differences in reading curriculum-based measurement slopes in benchmark versus strategic monitoring. Psychology in the Schools, 52, 316-324, doi: 10.1002/pits.21823
Dempsey, A.D., Keller-Margulis, M.A., Mire, S., *Abrahamson, C., *Dutt, S., *Llorens, A., & *Payan, A. (2015). Overview of functioning of school-aged children born preterm across multiple domains: Guidelines for assessment. Advances in School Mental Health Promotion, 8, 17-28. doi: 10.1080/1754730X.2014.978117
Keller-Margulis, M.A. Mercer, S.H., *Payan, A., & McGee, W. (2015). Measuring Annual Growth Using Written Expression Curriculum-Based Measurement: An Examination of Seasonal and Gender Differences. School Psychology Quarterly, 30, 276-288. doi: 10.1037/spq0000086
Keller-Margulis, M.A. & Mercer, S. (2014). R-CBM in Spanish and in English: Differential relations depending on student reading skill. Psychology in the Schools, 51, 677-692. doi: 10.1002/pits.21780
Keller-Margulis, M.A., Mercer, S., & Shapiro, E.S. (2014). Seasonal differences in growth on math curriculum-based measures using tri-annual benchmarks. Assessment for Effective Intervention, 39, 146-155. doi: 10.1177/1534508412452750 (Accepted September 11, 2012)
Keller-Margulis, M.A., & Gischlar, K. (2014). Response to intervention and retention for children with specific learning disabilities: Differences in academic achievement between retained and non-retained students. Contemporary School Psychology, 18, 35-43. doi: 10.1007/s40688-013-0007-1
Keller-Margulis, M.A., *Abrahamson, C., *Llorens, A., & Dempsey, A.G. (2013). Early intervention service utilization among children born preterm. Clinical Practice in Pediatric Psychology, 1(4), 344-354. doi: 10.1037/cpp0000029
Keller-Margulis, M.A., Clemens, N., Im, M.H., Kwok, O. & Booth, C. (2012). Curriculum-based measurement yearly growth rates: An examination of English Language Learners and native English speakers. Learning and Individual Differences, 22, 799-805. doi: 10.1016/j.lindif.2012.07.005
Keller-Margulis, M.A., *Payan, A., & Booth, C. (2012). Reading Curriculum-Based Measures in Spanish: An Examination of Validity and Diagnostic Accuracy. Assessment for Effective Intervention, 37, 212-223. doi:10.1177/1534508411435721
Keller-Margulis, M.A. (2012). Fidelity of implementation framework: A critical need for response to intervention models of service delivery. Psychology in the Schools, 49(4), 342-352. doi: 10.1002/pits.21602
Keller-Margulis, M.A., Dempsey, A.G., & *Llorens, A. (2011). Academic outcomes for children born preterm: A summary and call for research. Early Childhood Education Journal, 39(2), 95-102. DOI: 10.1007/s10643-011-0446-0
Keller-Margulis, M.A., Shapiro, E.S., Hintze, J.M. (2008). Long Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics. School Psychology Review, 37(3), 374-390.
Shapiro, E.S., Keller, M.A., Edwards, L., Lutz, G., & Hintze, J.M. (2006). General Outcome Measures and Performance on State Assessment and Standardized Tests: Reading and Math Performance in Pennsylvania. Journal of Psychoeducational Assessment, 42(1), 19-35.
BOOK CHAPTERS
Keller-Margulis, M.A., Ochs, S., Nowell, K., & Mire, S. (in press, 2019). Role of the School- Based Professional: Linking Systems of Care. In A. Dempsey (Ed.) Pediatric Health Conditions in Schools: A Clinician’s Guide for Working with Children, Families, and Educators. Oxford.
Clemens, N.H., Keller-Margulis, M., & Scholten, T.S. (Accepted). Screening assessment within a multi-tiered system of support: Current practices, advances, and next steps. To appear in S.R. Jimerson, M.K. Burns, & A.M. VanDerHeyden (eds), The Handbook of Response to Intervention: The Science and Practice of Multi Tiered Systems of Support (second edition).
Christ, T.J., Keller-Margulis, M.A., Marcotte, A. (2014). The basics of curriculum-based assessment. In S.G. Little & A. Akin-Little (Eds.) Academic Assessment and Intervention. New York: Routledge.
Shapiro, E.S., & Keller, M.A. (2006). Behavioral assessment of basic academic skills. In M. Hersen (Ed.), Clinician’s Handbook of Child Behavioral Assessment (pp. 605-630). San Diego, CA: Elsevier.
PRESENTATIONS
Matta, M., Keller-Margulis M., & Mercer, S. H. (2021, July). The Use of Automated Approaches to Scoring Written Expression of Elementary Students. Presentation at the at the annual meeting of the International School Psychology Association (ISPA), Nicosia, Cyprus.
Matta, M., Keller-Margulis M., Mercer, S. H., & *Zopatti, K. (2021, February). Improving Written-Expression Curriculum-Based Measurement Feasibility with Automated Text Evaluation Programs. Presentation at the at the annual meeting of the National Association of School Psychologists (NASP), Salt Lake City, UT.
Mercer, S. H., Keller-Margulis, M. A., & Matta, M. (2020, February). Validity of automated vs. hand-scored written expression curriculum-based measurement samples. Poster presented at the Pacific Coast Research Conference, Coronado, CA, USA.
Keller-Margulis, M. A., Matta, M., & Mercer, S. H. (2020, January). Validity of automated vs. hand-scored written expression curriculum-based measurement samples. Poster presented at the IES Principal Investigator Meeting, Washington D.C., USA.