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Alumni Publications 

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. 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. 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. Kleine, K., Rudolph, C. W., & Zacher, H. (2019). Thriving at work: A meta-analysis. Journal of Organizational Behavior, 40(9-10), 973-999. 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. 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. 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. (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. 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. 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. 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. 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. 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. 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. 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. 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. 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.

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148, 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. 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. 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. 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.

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. 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. 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. 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. Chow, J. C., Sjogren, A. L., & Zhao, H. (2021). Reporting and Reproducibility of Meta-Analysis. Speech, Language, and Hearing Research 64(7), 2786- 2793. Du, H., Jiang, G., & Ke, Z. (2021). Bootstrap-Based Between-Study Heterogeneity Tests in Meta-Analysis. Multivariate Behavioral Research, 1-20. 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. 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. 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. 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. 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. 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. 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. Lewis Jr., N. A. (2021). What counts as good science? How the battle for methodological legitimacy affects public psychology. American Psychologist, 76(8), 1323. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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 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.

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. 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. 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. 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. 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. 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). 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Mammadov, S. (2022). Big Five personality traits and academic performance: A meta‐analysis. Journal of Personality, 90(2), 222–255. 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. 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. 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. 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. 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. 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. 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. 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. Rauvola, R. S., & Rudolph, C. W. (2022). Control at Work: An Integrative, Lifespan-Informed Review. Work, Aging and Retirement, 8(2), 117-145. 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. 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. 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. 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]. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Steingut, R.R., Patall, E.A., & Fong, C.J. (2022). Research Synthesis Methods. Routledge. 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). 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. 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. 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. 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. 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). 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. 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). 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. 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. 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. 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. 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). 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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). 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. 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. 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. Pallath, A., & Zhang, Q. (2023). Paperfetcher: A tool to automate handsearching and citation searching for systematic reviews. Research Synthesis Methods, 14(2), 323-335. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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.

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