*Payan, A., Keller-Margulis, M.A., Burridge, A.B., & McQuillin, S., & Hassett, K. (2018) Assessing teacher usability of written expression curriculum-based measurement. Assessment for Effective Intervention. https://doi.org/10.1177/1534508418781007
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
Liu, S., Daire, A.P., Griffith, S.M., O’Hare, V.N., Keller-Margulis, M.A., & *Tucker, K. (2017). Validity and diagnostic accuracy of a measure of family adjustment stress in parents with typically developing children. Journal of Child Custody, 14(2-3), 175-190. doi:10.1080/15379418.2017.1338539
*Reyna, R.S., Keller-Margulis, M.A., & Burridge, A. (2017). Culturally responsive school psychology practice: A study of practitioners' self-reported skills. Contemporary School Psychology, 21(1), 28-37. 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
*Boyce, A., Schanding, G. T., Burridge, A. B., & Keller-Margulis, M. (2013). Effect of videogame play and extracurricular activities on parent perceived socio-emotional functioning in children and adolescents. International Journal of Psychology: A Biopsycosocial Approach, 12, 29-49. doi: 10.7220/1941-7233.12.2
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.
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.
Keller-Margulis, M.A. (2014). Developing Your Research Agenda. Society for the Study of School Psychology Early Career Forum Blog. http://ssspresearch.org/earlycareerforum/developing-research-agenda
Keller-Margulis, M.A. (2009). Curriculum-based measurement: Diagnostic accuracy and beyond. The School Psychologist, 63(2), 88-89.
Principal Investigator, Keller-Margulis, M.A. (2013). Advancing the Study of Written Expression Curriculum-Based Measurement. ($4,000). College of Education Faculty Research Grant Award.
Co-Principal Investigator, Keller-Margulis, M.A. & Dempsey, A.G. (2013). Early indicators of academic and behavioral difficulties among children born preterm. ($19,530.53- Funded). Society for the Study of School Psychology, Early Career Research Awards Program.
Keller-Margulis, M.A. (2010). The Use of Computer-Administered Measures in Response to Intervention Decision Making. ($6000 –Funded). University of Houston, New Faculty Grants Program.