Kristen Missall

My research centers on child growth and development from 3 to 8 years of age. This focus is a direct outgrowth of my professional experiences working as a school psychologist in early childhood and elementary settings, and my training across school psychology and special education. Three specific areas encapsulate most of my research to date: early academic and social development, data-based decision making in MTSS, and school readiness/transition to school. I have a strong interest in the early language, literacy, math, and social skill development of preschoolers that is driven largely by my desire for children to have healthy and positive school-based experiences that prepare them for later school success. Accordingly, several of my recent projects have aligned with longitudinal and cross-age perspectives related directly to aligning state policies with assessment and intervention for children pre-kindergarten through grade 6.

I have secured over $10 million in external funding to support my research, including from the U.S. Department of Education's Institute of Education Sciences, Office of Special Education Programs and Office for Elementary and Secondary Education, and the National Science Foundation. I have published more than 60 peer-reviewed papers, conference proceedings and book chapters, and presented my work more than 175 times to a range of audiences on four continents. In particular, I enjoy interdisciplinary and community-engaged research projects that offer opportunities for graduate student involvement, learning, and mentoring. Currently I serve as Associate Editor for the Journal of Early Intervention, on the Board of Directors for the Imagine Children's Museum in Everett, WA, and as a consultant for International American Schools around the globe. 

Education

Ph.D., School Psychology, University of Minnesota-Twin Cities, 2002

B.A., Psychology, University of Nebraska-Lincoln, 1996