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Psychology

D-Index
55
Citations
10156
World Ranking
4435
National Ranking
2466

Overview

Matthew K. Burns is affiliated with the University of Missouri in the United States. Their academic work spans multiple areas primarily within psychology and social sciences, focusing extensively on developmental and educational psychology as well as education, statistics and probability, clinical psychology, and artificial intelligence.

Their research predominantly addresses topics related to reading and literacy development, cognitive and developmental aspects of mathematical skills, child and adolescent psychosocial and emotional development, disability education and employment, educational and psychological assessments, behavioral and psychological studies, and parental involvement in education.

Matthew K. Burns has contributed to numerous publications, with frequent appearances in the following venues:

  • Psychology in the Schools
  • School Psychology
  • Learning Disability Quarterly
  • Assessment for Effective Intervention
  • Journal of Learning Disabilities

Frequent co-authors include:

  • McKinzie D. Duesenberg-Marshall
  • Monica E. Romero
  • Kathrin E. Maki
  • Courtenay A. Barrett
  • Daniel B. Hajovsky

Some of their recent papers are as follows:

  • Evaluating components of the active view of reading as intervention targets: Implications for social justice, 2023, School Psychology
  • Comparison of Reading Growth Among Students With Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education, 2020, Journal of Learning Disabilities

Their research often intersects with practical educational challenges and intervention strategies, reflecting an interest in both the cognitive and social dimensions of learning. The scholar's work includes examining evidence-based interventions for chronic absenteeism, as reflected in related papers authored by other colleagues in the field, indicating a broader engagement with educational psychology issues.

Matthew K. Burns's dedication to exploring developmental and educational topics is marked by steady publication activity and collaboration across a well-defined network of researchers. Their contributions touch on multiple domains that influence student learning outcomes, including psychosocial development and assessment methodologies.

Best Publications

  • Reported Prevalence of Evidence-Based Instructional Practices in Special Education

    Matthew K. Burns;James E. Ysseldyke

  • Meta-Analytic Review of Responsiveness-To- Intervention Research: Examining Field-Based and Research-Implemented Models

    Matthew K. Burns;James J. Appleton;Jonathan D. Stehouwer

  • Evaluating Educational Interventions: Single-Case Design for Measuring Response to Intervention

    T. Chris Riley-Tillman;Matthew K. Burns

  • Implementing Response-to-Intervention in Elementary and Secondary Schools: Procedures to Assure Scientific-Based Practices

    Matthew K. Burns;Kimberly A. Gibbons

  • Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill-by-treatment interaction

    Matthew K. Burns;Robin S. Codding;Christina H. Boice;G. Lukito

  • A Meta-analysis of Prereferral Intervention Teams: Student and Systemic Outcomes

    Matthew K Burns;Todd Symington

  • Reading at the Frustration, Instructional, and Independent Levels: The Effects on Students’ Reading Comprehension and Time on Task

    Megan A. Treptow;Matthew K. Burns;Jennifer J. McComas

  • Handbook of response to intervention : the science and practice of assessment and intervention

    Shane R. Jimerson;Matthew K. Burns;Amanda M. VanDerHeyden

  • Meta-Analysis of Mathematic Basic-Fact Fluency Interventions: A Component Analysis

    Robin S. Codding;Matthew K. Burns;Gracia Lukito

  • Handbook of response to intervention : the science and practice of multi-tiered systems of support

    Shane R. Jimerson;Matthew K. Burns;Amanda M. VanDerHeyden

  • Ethical and legal issues associated with using response-to-intervention to assess learning disabilities.

    Matthew K. Burns;Susan Jacob;Angela R. Wagner

  • Assessing the Instructional Level for Mathematics: A Comparison of Methods.

    Matthew K. Burns;Amanda M. VanDerHeyden;Cynthia L. Jiban

  • Does the timing of grade retention make a difference? Examining the effects of early versus later retention

    Benjamin Silberglitt;Shane R. Jimerson;Matthew K. Burns;James J. Appleton

  • Relationship of reading fluency assessment data with state accountability test scores: A longitudinal comparison of grade levels

    Benjamin Silberglitt;Matthew K. Burns;Na'im H. Madyun;Kathryn E. Lail

  • Using incremental rehearsal to increase fluency of single-digit multiplication facts with children identified as learning disabled in mathematics computation

    Matthew K. Burns

  • Comparison of Existing Responsiveness-To-Intervention Models to Identify and Answer Implementation Questions

    Matthew K. Burns;James E. Ysseldyke

  • Comparison of dual discrepancy criteria to assess response to intervention

    Matthew K. Burns;Barbara V. Senesac

  • Using Curriculum-Based Assessment and Curriculum-Based Measurement to Guide Elementary Mathematics Instruction: Effect on Individual and Group Accountability Scores.

    Amanda M. VanDerHeyden;Matthew K. Burns

  • Handbook of response to intervention

    Shane R. Jimerson;Matthew K. Burns;Amanda M. VanDerHeyden

  • School Psychology Research: Combining Ecological Theory and Prevention Science

    Matthew K. Burns

Frequent Co-Authors

Amanda M. VanDerHeyden
Amanda M. VanDerHeyden University of California, Santa Barbara
Shane R. Jimerson
Shane R. Jimerson University of California, Santa Barbara
James E. Ysseldyke
James E. Ysseldyke University of Minnesota
T. Chris Riley-Tillman
T. Chris Riley-Tillman University of Missouri
Kristen L. McMaster
Kristen L. McMaster University of Minnesota
Robert J. Volpe
Robert J. Volpe Northeastern University
Theodore J. Christ
Theodore J. Christ University of Minnesota
Stanley L. Deno
Stanley L. Deno University of Minnesota
Edward S. Shapiro
Edward S. Shapiro Lehigh University
Amy M. Briesch
Amy M. Briesch Northeastern University

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