Kaitlin Bundock Ph.D.

Publications | Books

• Hawken, L.S, Crone, D., Bundock, K., Horner, R., (2021). Responding to problem behavior in schools: The Check-in, Check-out Intervention (3rd edition). Guilford Publications, Inc. *

Publications | Book Chapters

• Bundock, K., Flannery, B.K, (2021). Check-in, Check-out in high school settings: Responding to Problem Behavior in Schools: The Check-in, Check-out Intervention (3rd edition). Guilford Publications, Inc. *
• Hawken, L.S, Breen, K., Bundock, K., (2021). Layering more intensive interventions onto basic Check-in, Check-out: Responding to Problem Behavior in Schools: The Check-in, Check-out Intervention (3rd edition). Guilford Publishing Inc. *
• Bundock, K., (2020). Interdisciplinary collaboration to promote academic success: Interprofessional care coordination for pediatric Autism Spectrum Disorder. Springer
• Pinkelman, S.E, Bundock, K., Rolf, K.R, McClain, M., Shahidullah, J., Mezher, K., (2020). Supporting students with Autism Spectrum Disorder in schools through multi-tiered system of supports. Springer
• Bundock, K., Slocum, T.A, Stein, M., Kinder, D., Rolf, K., Silbert, J., Carnine, D.W, (2018). Research Support for Direct Instruction Mathematics: Designing Effective Mathematics Instruction: A Direct Instruction Approach. Pearson Education, Inc. *
• Hawken, L.S, Bundock, K., Fabiano, G.A, Briesch, A.M, Briesch, A.M, Chafouleas, S.M, Riley-Tillman, T.C, (2016). Use of DBR in Targeted Intervention. The Guilford Press *
• O'Neill, R., Bundock, K., (2015). Functional behavioral assessment in schools: Historical background and the current context: Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment (2nd ed). Guilford Publications, Inc. *
• O'Neill, R., Hawken, L.S, Bundock, K., (2014). Conducting Functional Behavioral Assessments: Individual Positive Behavior Supports: A Standards-Based Guide to Practices in School and Community-Based Settings. Brooks Publishing Co., Inc. *

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Journal Articles

Academic Journal

• Shumway, J., Bundock, K., King, J., Burnside, M., Gardner, H., Messervy, F., (2020). Visualizing number: Instruction for number system knowledge in second-grade classrooms.. Investigations in Mathematics Learning, 12:2, doi: 10.1080/19477503.2020.1740383
• O'Keeffe, B., Bundock, K., Kladis, K.K, Nelson, K., (2023). Skill performance assessment for kindergarten reading screening measures: Pilot study. . Assessment for Effective Intervention, doi: 10.1177/15345084221091173
• Bundock, K., Shumway, J.F, King, J., Burnside, M., Messervy, F., (2023). Teachers’ actions and students’ engagement behaviors during number system knowledge discussions: Implications for enhancing active engagement. . International Journal of Education in Mathematics, Science, and Technology
• Bundock, K., Callan, G., Longhurst, D., Rolf, K.R, Benney, C., Brunson McClain, M., (2021). Mathematics intervention for college students with learning disabilities: A pilot study targeting rate of change. Insights into Learning Disabilities, 18:1, 1-28.
• Rolf, K.R, Pinkelman, S.E, Bundock, K., (2021). Reviewing tools for evaluating K-12 instructional materials through an implementation lens. Global Implementation Research and Applications, 1:1, doi: 10.1007/s43477-020-00005-w
• Callan, G., Longhurst, D., Ariotti, A., Bundock, K., (2021). Settings, exchanges, and events: The SEE framework for self-regulated learning supportive practices. Psychology in the Schools, doi: https://doi.org/10.1002/pits.22468
• Rhine, S., Driskoll, S.S, Rolf, K.R, Bundock, K., Hurdle, Z., (2021). The mathematics digital curriculum boom: How are programs selected?. Curriculum and Teaching Dialogue, 23:2, 213-228.
• Bundock, K., Hawken, L.S, Kiuhara, S.A, O'Keeffe, B.V, O'Neill, R., Cummings, M., (2021). Teaching rate of change and problem solving to high school students with high incidence disabilities at tier 3. Learning Disability Quarterly, doi: 10.1177/0731948719887341
• Bundock, K., O'Keeffe, B.V, Stokes, K., Kladis, K., (2020). Innovating the Check-In, Check-Out intervention: A process for creating adaptations. Intervention in School and Clinic, 55:3, 169-177.
• Bundock, K.A, O'Keeffe, B.V, Stokes, K., Kladis, K., (2018). A Bounce in Their Step: Minimizing Variability In Oral Reading Fluency Progress Monitoring. TEACHING Exceptional Children , 50:5, 273-281.
• OÕKeeffe, B.V, Bundock, K., Kladis, K.L, Yan, R., Nelson, K., (2017). Variability in DIBELS next progress monitoring measures for students at risk for reading difficulties. Remedial and Special Education, 38:5, 272--283.
• MacLeod, K.S, Hawken, L.S, O'Neill, R.E, Bundock, K., (2016). Combining Tier 2 and Tier 3 Supports for Students with Disabilities in General Education Settings. Journal of Educational Issues, 2:2, 331--351.
• O'neill, R.E, Bundock, K., Kladis, K., Hawken, L.S, (2015). Acceptability of Functional Behavioral Assessment Procedures to Special Educators and School Psychologists. Behavioral Disorders, 41:1, 51--66.
• Hawken, L.S, Bundock, K., Barrett, C.A, Eber, L., Breen, K., Phillips, D., (2015). Large-Scale Implementation of Check-In, Check-Out: A Descriptive Study. Canadian Journal of School Psychology, 30:4, 304--319.
• Hawken, L.S, Bundock, K., Kladis, K., O'Keeffe, B., Barrett, C.A, (2014). Systematic review of the check-in, check-out intervention for students at risk for emotional and behavioral disorders. Education and Treatment of Children, 37:4, 635--658.
• O'Keeffe, B.V, Slocum, T.A, Burlingame, C., Snyder, K., Bundock, K., (2012). Comparing results of systematic reviews: Parallel reviews of research on repeated reading. Education and Treatment of Children, 35:2, 333--366.

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Other

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.