102Q Miller

Additional Appointments

Director of Research, Haring Center for Inclusive Education

Research Interests

Developmental Disabilities
Early Childhood
Social-Emotional Issues
Teacher Education & Research

Kathleen Artman Meeker

Associate Professor

I began my career as a special education teacher for children with severe and multiple disabilities in kindergarten through 3rd grade. Like many new teachers, I often struggled to use all the knowledge I had about teaching in the classroom. The formal and informal coaching I received from people around me made a difference in the work I did every day. As a researcher, I am committed to understanding the professional development experiences that make a difference in the lives of teachers and children.  My work has focused on developing effective and efficient professional development systems for early childhood professionals. I am particularly interested in the many ways teachers receive performance feedback on their teaching. For example, I have used simple technology such as email to expand access to professional development opportunities when on-site coaches are not available. I am continuing to explore whether and how characteristics of feedback such as dosage, quality, and delivery format influence teachers’ use of evidence-based practices. To date, the content focus of my coaching work has revolved around teachers’ use of social-emotional teaching strategies and positive behavior support.

Ph.D., Special Education, Vanderbilt University
M.Ed., Early Childhood Special Education, Ohio State University
B.S., Special Education, Ohio State University
Centers and Initiatives


Courses Taught
EDC&I 495: Community-led Grant Writing
EDSPE 520: Seminar in Applied Special Education Research: Grant Writing
EDSPE 562: Curriculum and Assessment for Young Children with Disabilities
EDSPE 565: Approaches to Early Childhood Education
EDSPE 518: Seminar in Special Education Research: Writing a Literature Review
EDSPE 414: Introduction to Inclusive Early Childhood Communities

* Indicates graduate student collaborator

Artman-Meeker, K., Fettig, A., Cunningham, J., *Chang, H., *Choi, G., & *Harbin, S. (2021). Iterative design and pilot implementation of a tiered coaching model to support social-emotional teaching practices. Topics in Early Childhood Special Education, 02711214211050122.

Cunningham, J.E., Chow, J.C., Artman-Meeker, K., *Taylor, A.L., Hemmeter, M.L., & Kaiser, A.P. (in press). A conceptual model for a blended intervention approach to support early language and social-emotional development in toddler classrooms. Infants and Young Children

Wackerle-Hollman. A, Spencer, T.D., Artman-Meeker, K., Kelley, E., Durán, L., & Foster, M. (2021). Multi-tiered system of supports in early childhood: Identifying gaps, considerations for application, and solutions. Early Childhood Research Quarterly.

*Kelly, E., *Harbin, S., Spaulding, S., Roberts, C., & Artman-Meeker, K. (2021). A qualitative examination of family and educator perspectives on early childhood behavior supports. Topics in Early Childhood Special Education.

Fettig, A., Artman-Meeker, K., Jeon, L., & *Chang, H.C (2021). Promoting a person-centered approach to strengthening early childhood practices that support social-emotional development. Early Education and Development.

*Alfes, C., Missall, K., & Artman-Meeker, K. (2021). Shared-book reading effects on number naming in preschoolers at-risk for numeracy delays. Infants & Young Children, 34 (2), 122-140.

 Missall K., Artman-Meeker K., Roberts C., *Ludeman S.  (2020). Implementing multitiered systems of support in preschool: Begin with universal screening. Young Exceptional Children. July 2020. doi:10.1177/1096250620931807

Rosenberg, N., Artman-Meeker, K., *Kelly, E., & *Yang, X. (2020). The effects of a bug-in-ear coaching package on implementation of incidental teaching by paraprofessionals in a K-12 school. Journal of Behavioral Education, 29, 409-432.

Selected Chapters and Monographs

Artman-Meeker, K., Kinder, K. A., & Hemmeter, M. L. (2022). Collaborative coaching partnerships. In P. Snyder, M. Hemmeter, & L. Fox (Eds.) Essentials of Practice-based Coaching. Baltimore, MD: Brookes Publishing.

Bishop, C., McLeod, R., Artman-Meeker, K., & Hemmeter, M. L. (2022). Technology in coaching. In P. Snyder, M. Hemmeter, & L. Fox (Eds.) Essentials of Practice-based Coaching. Baltimore, MD: Brookes Publishing.

Artman-Meeker, K. M., Hunter, A., & Yates, T. (2021). Creating connections with children. In L. Fox, M. Hemmeter, & M. Ostrosky (Eds.) Pyramid Practices. Baltimore, MD: Brookes Publishing.

Artman-Meeker, K. M., Barton, E., Hemmeter, M. L., & Strain, P. (2021). Problem-solving problem behavior. In L. Fox, M. Hemmeter, & M. Ostrosky (Eds.) Pyramid Practices. Baltimore, MD: Brookes Publishing.

New features

During in-person and virtual sessions offered over multiple days in early November, early childhood administrators, coaches, behavior specialists and state teams focused on specific aspects of Pyramid Model implementation and systems-level supports.