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