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.
I enjoy developing products that make research accessible to a wide audience and have done this work through the Department of Defense Child Development Virtual Lab School (https://www.virtuallabschool.org/) at The Ohio State University and as a member of the Head Start National Center on Quality Teaching and Learning at the University of Washington.
Courses Taught at the University of Washington
EDSPE 563: Collaborating with Families and Educational Teams
EDSPE 562: Curriculum and Assessment for Young Children with Disabilities
EDSPE 511: Methods of Applied Behavior Analysis Research
EDSPE 518: Seminar in Special Education Research
EDSPE 414: Introduction to Early Childhood Special Education
EDSPE 507: Instructional Methods for Students with Moderate to Severe Disabilities
Education
Ph.D., Special Education, Vanderbilt University
M.Ed., Early Childhood Special Education, Ohio State University
B.S., Special Education, Ohio State University
Selected Publications
Fettig, A., & Artman-Meeker, K. (2016). Group coaching on preschool teachers’ implementation of Pyramid Model strategies: A program description. Topics in Early Childhood Special Education. Online first edition doi: 10.1177/0271121416650049
Artman-Meeker, K. & Kinder, K. (2016). The shoe store: Meaningful learning in an inclusive preschool classroom. Social Studies and the Young Learner, 28, 17-20.
Artman-Meeker, K., Yang, X., & Grant, T. (2016). By the book: Using literature to discuss disability with children and teens. Teaching Exceptional Children, 48, 151-158.
Artman-Meeker, K., Fettig, A., Penney, A., Barton, E., & Zeng, S. (2015). Applying an evidence-based coaching model to the early childhood professional development literature. Topics in Early Childhood Special Education, 35, 183-196.
Hemmeter, M. L., Ostrosky, M. M., Artman-Meeker, K. M., & Kinder, K. A. (2014). Moving right along: Planning transitions to prevent challenging behaviors. Teaching Young Children, 7.
Artman-Meeker, K. M., Hemmeter, M. L., & Snyder, P. (2014). Effects of distance coaching on teachers' use of Pyramid model practices: A pilot study. Infants & Young Children, 27, 325-344.
Artman-Meeker, K., & Hemmeter, M. L. (2013). Effects of training and feedback on teachers’ use of classroom preventive practices. Topics in Early Childhood Special Education, 33, 112-123.
Ledford, J. R., Wolery, M., Artman-Meeker, K., & Wehby, J. (2012). The effects of graphing a second observer’s data on judgments of functional relations in A-B-A-B graphs. Journal of Behavioral Education, 21, 350-365.
Snyder, P., Hemmeter, M. L., Artman-Meeker, K., Kinder, K., Pasia, C., & McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants & Young Children, 25, 188-212.
Artman, K. M., Wolery, M., & Yoder, P. (2012). Embracing our visual inspection tradition: Graphing interobserver agreement data. Remedial and Special Education, 33, 71-77.
Hemmeter, M. L., Snyder, P., Kinder, K., & Artman, K. (2011). Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise. Early Childhood Research Quarterly, 26, 96-109.
Barton, E. E., Kinder, K., Casey, A., & Artman, K. M. (2011). Finding your feedback fit: Strategies for designing and delivering performance feedback systems. Young Exceptional Children, 14, 29-46.
Ostrosky, M. M., Hemmeter, M. L., Artman, K. M., & Kinder, K. A. (2008). Moving right along: Planning transitions to prevent challenging behavior. Young Children, 63, 18-25.
Chapters and Monographs
Artman-Meeker, K. M. & Hemmeter, M. L. (2014). Functional assessment of challenging behaviors. In M. E. McLean, M. L. Hemmeter, & P. A. Snyder (Eds.), Essential elements for assessing infants and preschoolers with special needs. Boston, MA: Pearson Publishing Co.
Schnitz, A. G., Hardy, J., Artman-Meeker, K., & Hemmeter, M. L. (2013). Helping teachers implement the Pyramid Model using practice-based coaching. In M. Ostrosky, & S. Sandall (Eds.), Young Exceptional Children Monograph #15. Los Angeles, CA: Division for Early Childhood.