Current Position:

Associate Professor of Psychology

Description:

As an applied psychologist working within school organizations, my work has been focused on the identification of and program planning for children with disabilities that impede their academic and/or social competence. More recently, my work has expanded to include promoting educators in their efforts to build a continuum of educational and emotional/behavioral programs that support all students.  Current research:  designing a collaboration model for Response-To-Instruction (RTI); social validity of RTI systems; and early detectors of and interventions for reading and math problems. I serve as a consultant to districts/schools who are implementing an RTI framework to better serve students and their families. Working side-by-side with educators and administrators in the schools is rewarding and further informs me as a trainer of future school-psychologists.

Research Interests:

School Psychology, Systems Change, Psycho-educational Evaluation, Social Validity, Treatment Integrity/Fidelity, Early Intervention, Research Methods and Statistics

Courses:

Psyx 680 Consultation and Collaboration 

Psyx 580 Principles & Practices of Professional  School Psychology

Psyx 583 Academic Assessment and Intervention

Psyx 587 School Psychology Methods

Psyx 588 School Psychology Internship

Education:

Ph.D. University of California, Riverside, 2000
B.A. University of California, Riverside, 1996

Teaching Experience:

Psyx 580 Principles & Practices of Professional School Psychology

Psyx 680 Consultation and Collaboration

Psyx 583 Academic Assessment and Interventions

Psyx 587 School Psychology Methods (Practicum)

Psyx 588 School Psychology Internship

Affiliations:

American Psychology Association (APA) -Division 16, School Psychology

National Association of School Psychologists

Council for Exceptional Children

Montana Association of School Psychologists

Selected Publications:

O’Connor, R., Bocian, K.L., Beebe-Frankenberger, M. & Linklater, D (2010).       Responsiveness of students with language difficulties to early intervention in reading.  The Journal of Special Education, 43(4) 220-235.

Mahdavi, J.N. & Beebe-Frankenberger, M. (2009).  Pioneering RTI Systems That Work: Social Validity, Collaboration, and Context.  Teaching Exceptional Children, 42(2), 64-72.

Beebe-Frankenberger, M. (2008).  Best practices in the delivery of school psychological services in rural schools.  In Grimes, J. & Thomas, A (Eds.), Best practices in school psychology V., Ch. 112, pp. 1785-1808.  Washington, D.C.: National Association of School Psychologists (NASP) 

Sheridan, S., Beebe-Frankenberger, M., Greff, K., Lasser, J. and Lines, C.L. (2007).  Back to the future:  The futures task force on family-school partnerships. Communique, 36(3), 17-18.

 

Beebe-Frankenberger, M., Lane, K.L., Bocian, K.M., Gresham, F.M., & MacMillan, D.L. (2005). Students with or at risk for problem behavior: Betwixt and between teacher and parent expectations. Preventing School Failure, 49 (2), 10-17.

 

Gresham, F.M., Lane, K.L., & Beebe-Frankenberger, M. (2005). Predictors of hyperactive-impulsive-inattention and conduct problems: A comparative follow-back investigation. Psychology in the Schools, 42 (7), 721-736.

Beebe-Frankenberger, M., Bocian, K.L., MacMillan, D.L. & Gresham, F.M. (2004). Sorting second grade students with academic deficiencies: Characteristics differentiating those retained in grade from those promoted to third grade. Journal of Educational Psychology, 96 (2) 204-215.

Swanson, H.L. & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for math disabilities. Journal of Education Psychology, 96 (3)

O’Shaugnessy, T., Lane, K.L., Gresham, F.M. & Beebe-Frankenberger, M. (2003). Children placed at-risk for learning and behavioral difficulties: Implementing a school-wide system of early identification and intervention. Remedial and Special Education, 24, 27-35.

Lane, K.L., Beebe-Frankenberger, M.E., Lambros, K.M., & Pierson, M., (2001). Designing effective interventions for children at-risk for antisocial behavior: An integrated model of components necessary for valid inference making. Psychology in the Schools, 38, 365-379.

Lane, K.L., O’Shaughnessy T.E., Lambros, K.M.,T.E., Gresham, F.M. & Beebe- Frankenberger, M.E.(2001). The efficacy of phonological awareness training with first-grade students who have behavior problems and reading difficulties. Journal of Emotional and Behavioral Disorders, 9, 219-231.

Gresham, F.M., MacMillan, D.L., Beebe-Frankenberger, M.E., & Bocian, K.M. (2000). Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented? Learning Disabilities Research & Practice, 15, 198-205.

Bocian, K.M., Beebe, M.E., MacMillan, D.L., & Gresham, F.M. (1999). Competing paradigms in learning disabilities classification by schools and the variations in the meaning of discrepant achievement. Learning Disabilities Research and Practice, 14, 1-14.

Gresham, F.M. , Beebe-Frankenberger, M.E., & MacMillan, D.L. (1999). A selective review of treatments for children with autism: Description and methodological considerations. School Psychology Review, 28 (4) 559-575.

Recent Presentations:

Mahdavi, J. & Beebe-Frankenberger, M. (2009, April).  Implementing RTI:  Successful Models, Successful Students. Paper presented at Council for Exceptional Children (CEC) annual national conference, Seattle, WA.

 

Beebe-Frankenberger, M. & Ferriter-Smith, T. (2008, April).  All Teaching All in RTI:  Administrators Roles and Perspectives. Paper presented at the Council for Exceptional Children State of Montana annual conference, Billings, MT.

 

Beebe-Frankenberger, M. & Ferriter-Smith, T. (2008, April).  All Teaching All in RTI: Educators Roles and Perspectives.  Paper presented at the Council for Exceptional Children State of Montana annual conference, Billings, MT.

 

Beebe-Frankenberger, M. & Mahdavi, J. (2008, April). Collaboration and Acceptability Support Successful RTI Systems.  Paper presented at Council for Exceptional Children (CEC) annual national conference, Boston, MA.

 

O’Connor, R., Bocian, K., Beebe-Frankenberger, M. (2008, April).  Response to reading Intervention for Kindergarten and First-Grade Students with Significan Challenges.  Paper presented at Council for Exceptional Children (CEC) annual national conference, Boston, MA.

 

Beebe-Frankenberger, M. & Barraclough, C. (2008, February).  RTI in Montana:  Building Systems that Foster Resilience. Paper presented at the National Association of School Psychologists (NASP) annual national conference, New Orleans, LA.

 

Beebe-Frankenberger, M. & Johnson, C. (2008, February).  Response to Reading Intervention for Kindergarten Students with Cognitive Challenges.  Paper presented at the National Association of School Psychologists (NASP) annual national conference, New Orleans, LA.

 

O’Connor, R., Bocian, K.L., & Beebe-Frankenberger, M. (2007, April). Responsiveness of Students with Language Difficulties to Early Intervention in Reading. Paper presented at the Council for Exceptional Children (CEC) annual national conference, Louisville, KY.

 

Munton, S.M., Beebe-Frankenberger, M., & Hauret, M. (2007, March).  Implementing RTI in Your State, District, or School.  Paper presented at the National Association of School Psychologists (NASP) annual national conference, New York City, NY.

Other Publications:

 Beebe-Frankenberger, M. (2007).  Guidelines for the Implementation of Response-to-Instruction/ Intervention. A manual developed for the State of Montana, Office of Public Instruction for the purpose of helping education agencies and school administrators self-evaluate readiness for and implementation of the Response-to-Instruction/Intervention process for school improvement.

Lane, K.L. & Beebe-Frankenberger, M. (2004). School-Based Interventions: The Tools You Need to Succeed. Boston, MA: Allyn & Bacon Publishers. Lambros, K.M., Beebe-Frankenberger, M.E., & McLaughlin, V. (2001). Instruction Manual: Interventions for students with or at-risk for emotional and behavioral disorders. Allyn-Bacon: New York, N.Y.