Kaitlin Bundock Ph.D.
Special Education and Rehabilitation Counseling
Associate Professor
![Kaitlin Bundock](/sperc/images/people/bundock-kaitlin.jpg)
Contact Information
Office Location: EDUC 327Phone: 435-797-3911
Email: kaitlin.bundock@usu.edu
Additional Information:
Biography
Dr. Kaitlin Bundock is an Assistant Professor in the Special Education and Rehabilitation Counseling Department at Utah State University, where she has worked since 2016. She is also the coordinator for the Special Education Master's Programs within the department.
Teaching Interests
Dr. Bundock teaches courses on effective mathematics instruction for students with mild/moderate (i.e., high-incidence) disabilities, effective practices for working with students with disabilities who are culturally and linguistically diverse, and effective instructional and classroom management strategies within secondary schools.
Research Interests
Dr. Bundock's program of research focuses on evaluating and improving outcomes of students with or at-risk for high-incidence disabilities (i.e., learning disabilities, ADHD). Within this area, she has four primary lines: (1) effective mathematics instruction and interventions (focus on secondary and post-secondary settings); (2) the implementation of strategies and curricula in inclusive and general education settings; (3) School Wide Positive Behavior Interventions and Supports (SWPBIS); and (4) reading assessment, instruction, and interventions. Dr. Bundock also examines teacher preparation in areas related to her research interests.
Dr. Bundock serves on the editorial board for Teacher Education and Special Education.
Awards
Teacher of the Year Award, 2022
Emma Eccles Jones College of Education and Human Services
Special Education Teacher of the Year, 2022
Department of Special Education and Rehabilitation Counseling
Must Read Article Award for Learning Disability Quarterly, 2021
Council for Learning Disabilities
Special Education Teacher of the Year , 2019
Department of Special Education and Rehabilitation Counseling
Undergraduate Faculty Research Mentor of the Year Award, 2019
Department of Special Education and Rehabilitation Counseling
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. *
- 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. *
Publications | Book Chapters
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.