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. https://doi.org/10.1016/j.ecresq.2021.03.010
*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.https://doi.org/10.1177/0271121420986868
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. https://doi.org/10.1080/10409289.2020.1857215
*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.
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.
Director of Research, Haring Center for Inclusive Education
Research & Professional Interests
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.
Courses Taught at the University of Washington
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
Ph.D., Special Education, Vanderbilt University
M.Ed., Early Childhood Special Education, Ohio State University
B.S., Special Education, Ohio State University
Selected Publications (* indicates graduate student collaborator)