Keith Smolkowski, Ph.D.

Contact

Education & Training

B.S., 1990
University of Oregon, Eugene, OR
Mathematics, Psychology

M.S., 1995
University of Oregon, Eugene, OR
Decision Sciences, Mathematics, Psychology

Ph.D., 2006
University of Oregon, Eugene, OR
Special Education

Keith Smolkowski currently holds positions as Research Scientist at Oregon Research Institute and Research Methodologist for Abacus Research, LLC.  He has 24 years of experience in education, social science, and public health research and has become an expert in the design and analysis of complex efficacy and effectiveness trials.  His research experience covers a variety of topics, such as reading and mathematics instruction, child social behavior interventions, adolescent problem behavior and substance use, and the assessment of teachers and students.  Dr. Smolkowski has served as project director, co-investigator, or methodologist on over 32 NIH and DOE grants and has co-authored 44 peer-reviewed articles and book chapters.  He completed his M.S. in Decision Sciences and Ph.D. in Special Education.

Current Projects

An Investigation of Direct Instruction Spoken English for At-Risk English Learners

PROJECT PERIOD

07/01/15 - 06/30/19

FUNDING AGENCY

Institute of Education Sciences, U.S. Department of Education

CURRENT STATUS

Active and Recruiting

TEAM

Principal Investigator
Barbara Gunn

Co-Investigators
Erin Chaparro, Keith Smolkowski, Patricia Vadasy

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READY for WAGES: Research on Employment of Adjudicated Youth through Working at Gaining Social Skills Curriculum

PROJECT PERIOD

09/01/15 - 08/31/19

FUNDING AGENCY

United States Department of Education

CURRENT STATUS

Active and Not Recruiting

TEAM

Principal Investigator
Keith Smolkowski

Co-Investigators
John Seeley

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Mechanistic Approach to Preventing Atrophy and Restoring Function in Older Adults

PROJECT PERIOD

05/15/14 - 02/28/19

FUNDING AGENCY

National Institute on Aging (NIA)

CURRENT STATUS

Active and Not Recruiting

TEAM

Principal Investigator
Keith Smolkowski

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A Randomized Control Trial of a Tier 2 Kindergarten Mathematics Intervention

PROJECT PERIOD

08/20/12 - 06/30/16

FUNDING AGENCY

United States Department of Education

CURRENT STATUS

Active and Not Recruiting

TEAM

Principal Investigator
Keith Smolkowski

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Enhancing Core Reading Instruction in First Grade (ECRI): Implementing a System of Multi-Tiered Instruction and Data-Based Decision Making through Advanced Professional Development

PROJECT PERIOD

09/01/09 - 06/30/14

FUNDING AGENCY

United States Department of Education

CURRENT STATUS

Completed

TEAM

Principal Investigator
Keith Smolkowski

Co-Investigators
Barbara Gunn

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Online School Staff Training: Establishing Positive Behavior Support in Elementary School Instructional Settings

PROJECT PERIOD

06/01/09 - 05/31/13

FUNDING AGENCY

United States Department of Education

CURRENT STATUS

Completed

TEAM

Principal Investigator
Keith Smolkowski

Co-Investigators
Barbara Gunn, Hill Walker

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Efficacy Trial of Carescapes: Promoting Social Development in Home-based Child Care

PROJECT PERIOD

03/01/09 - 02/28/14

FUNDING AGENCY

United States Department of Education

CURRENT STATUS

Completed

TEAM

Principal Investigator
Julie Rusby

Co-Investigators
Laura Backen Jones, Keith Smolkowski

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Ecological Approach to Family Intervention and Treatment (EcoFIT) Integrated with PBS: An Effectiveness Trial in Middle School

PROJECT PERIOD

03/01/09 - 02/28/15

FUNDING AGENCY

United States Department of Education

CURRENT STATUS

Completed

TEAM

Principal Investigator
John Seeley, Keith Smolkowski

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Efficacy Trials of Early Learning In Mathematics (K-Math)

PROJECT PERIOD

04/01/08 - 02/28/14

FUNDING AGENCY

United States Department of Education

CURRENT STATUS

Completed

TEAM

Principal Investigator
Keith Smolkowski

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Publications

Strand Cary, M. G., Clarke, B., Doabler, C. T., Smolkowski, K., Fien, H., & Baker, S. K. (2017). A Practitioner Implementation of a Tier 2 First-Grade Mathematics Intervention. Learning Disability Quarterly, 0731948717714715. doi:10.1177/0731948717714715

Abstract or Full Text

Anderson, R., Pitts, C., & Smolkowski, K. (in press). Creative ideation meets relational support: Measuring links between these factors in early adolescence. Creativity Research Journal.

Smolkowski, K., Seeley, J. R., Gau, J. M., Dishion, T. J., Stormshak, E. A., Moore, K. J., Falkenstein, C. A., Fosco, G. M., & Grabacz, A. (2017). Effectiveness evaluation of the Positive Family Support intervention: A three-tiered public health delivery model for middle schools. Journal of School Psychology. Advance online publication. https://doi.org/10.1016/j.jsp.2017.03.004

Baker, D. L., Basaraba, D. L., Smolkowski, K., Conry, J., Hautala, J., ... Cole, R. (2017). Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention. Bilingual Research Journal. Advance online publication. http://dx.doi.org/10.1080/15235882.2017.1309719

Rusby, J. C., Crowley, R., Jones, L. B., & Smolkowski, K. (2017). Providing opportunities to learn in home-based child care settings: Observations of learning contexts and behavior [Special issue]. Early Education and Development, 28, 715-726. doi:10.1080/10409289.2017.1303305

Strand Cary, M., Clarke, B., Doabler, C., Smolkowski, K., Fien, H., & Baker, S.K. (in press). Results of a practitioner-driven evaluation of a Tier 2 first grade mathematics intervention. Learning Disability Quarterly.

Girvan, E. J., McIntosh, K., & Smolkowski, K. (2017). Tail, Tusk, and Trunk: An Examination of What Different Metrics Reveal about Racial Disproportionality in School Discipline.

Abstract or Full Text

Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Baker, S. K. (2017). Testing the efficacy of a kindergarten mathematics intervention by small group size. AERA Open, 3(2), 1–16.

Jayanthi, M., Gersten, R., Taylor, M. J., Smolkowski, K., & Dimino, J. (2017). Impact of the Developing Mathematical Ideas professional development program on grade 4 students’ and teachers’ understanding of fractions (REL 2017–256). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http:// ies.ed.gov/ncee/edlabs.

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Arnesen, A., Smolkowski, K., Ogden, T., & Melby-Lervåg, M. (2017). Validation of the Elementary Social Behavior Assessment: Teacher ratings of students’ social skills adapted to Norwegian, Grades 1 to 6. Emotional and Behavioural Difficulties. Advance online publication. doi:10.1080/13632752.2017.1316473

Rusby, J. C., Jones, L. B., Crowley, R., & Smolkowski, K. (2016). An efficacy trial of Carescapes: Home-based child care practices and children’s social outcomes. Child Development, 87(4), 1291–1310. doi:10.1111/cdev.12541

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Smolkowski, K., Cummings, K. D., & Strycker, L. (2016). An introduction to the statistical evaluation of fluency measures with signal detection theory. In K. D. Cummings & Y. Petscher (Eds.), The fluency construct: Curriculum-based measurement concepts and applications. (pp. 187-221). New York, NY: Springer Science + Business Media.

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Madigan, K., Cross, R. W., Smolkowski, K., & Strycker, L. A. (2016). Association between schoolwide positive behavioural interventions and supports and academic achievement: a 9-year evaluation. Educational Research & Evaluation, 22, 402-421. doi: 10.1080/13803611.2016.1256783

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Baker, D. L., Burns, D., Kame’enui, E. J., Smolkowski, K., & Baker, S. K. (2016). Does supplemental instruction support the transition from Spanish to English reading instruction for first-grade English learners at risk of reading difficulties? Learning Disability Quarterly, 39, 226-239. doi:10.1177/0731948715616757

Abstract or Full Text

Doabler, C., Clarke, B., Kosty, D., Baker, S. K., Smolkowski, K., & Fien, H. (2016). Effects of a core kindergarten mathematics curriculum on the mathematics achievement of English learners. School Psychology Review, 45, 343-361.

Smolkowski, K., & Cummings, K. (2016). Evaluation of the DIBELS (6th ed.) diagnostic system for the selection of native and proficient English speakers at risk of reading difficulties. Journal of Psychoeducational Assessment, 34(2), 103-118.

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Smith, J. L. M., Nelson, N. J., Smolkowski, K., Baker, S. K., Fien, H., & Kosty, D. (2016). Examining the efficacy of a multitiered intervention for at-risk readers in Grade 1. Elementary School Journal, 116, 549-573.

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Clarke, B., Doabler, C., Smolkowski, K., Baker, S., Fien, H., & Strand Cary, M. (2016). Examining the efficacy of a Tier 2 kindergarten mathematics intervention. Journal of Learning Disabilities, 49, 152-165.

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Doabler, C. T., Clarke, B., Stoolmiller, M., Kosty, D., Fien, F., Smolkowski, K., & Baker, S. K. (2017). Explicit instructional interactions: Exploring the black box of a Tier 2 mathematics intervention. Remedial and Special Education, 38, 98-110. doi:10.1177/0741932516654219

Stormshak, E. A., Brown, K. L., Moore, K. J., Dishion, T. J., Seeley, J., & Smolkowski, K. (2016). Going to scale with family-centered, school-based interventions: Challenges and future directions. In S. Sheridan & E. Kim (Eds.), Family-school partnerships in context (pp. 25-44). New York, NY: Springer.

Marquez, B., Vincent, C., Marquez, J., Pennefather, J., Smolkowski, K., & Sprague, J. R. (2016). Opportunities and challenges in training elementary school teachers in classroom management: Initial results from Classroom Management in Action, an online professional development program. Journal of Technology and Teacher Education, 24(1), 87-109.

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Smolkowski, K., Strycker, L., & Ward, B. (2016). Scale-up of Safe & Civil Schools' model for school-wide positive behavioral interventions and supports. Psychology in the Schools, 53, 339-358. doi: 10.1002/pits.21908

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Doabler, C. T., Clarke, B., Kosty, D., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K. (2016). Testing the efficacy of a tier-2 mathematics intervention: A conceptual replication study. Exceptional Children, 83(1), 92-110.

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Clarke, B., Doabler, C. T., Smolkowski, K., Kurtz-Nelson, E., Fien, H., Baker, S. K., & Kosty, D. (2016). Testing the immediate and long-term efficacy of a Tier 2 kindergarten mathematics intervention. Journal of Research on Educational Effectiveness, 9, 607-634.

Girvan, E. J., Gion, C. M., McIntosh, K., & Smolkowski, K. (2016). The relative contribution of discretionary office referrals to racial disproportionality in school discipline. School Psychology Quarterly. Advance online publication. doi:10.1037/spq0000178

Abstract or Full Text

Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R. N. T., & Horner, R. H. (2016). Vulnerable decision points for disproportionate office discipline referrals: Comparisons of discipline for African American and White elementary school students. Behavioral Disorders, 41, 178-195.

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Low, S., Smolkowski, K., & Cook, C. (2016). What constitutes high-quality implementation of SEL programs? A latent class analysis of Second Step® implementation. Prevention Science, 17, 981-991.

Abstract or Full Text

Fien, H., Smith, J. M., Smolkowski, K., Baker, S. K., Nelson, N. J., & Chaparro, E. (2015). An examination of the efficacy of a multitiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal Of Learning Disabilities, 48, 602-621. doi:10.1177/0022219414521664

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Cummings, K. D., & Smolkowski, K. (2015). Bridging the gap: Selecting students at risk of academic difficulties. Assessment for Effective Intervention, 41(1), 55-61. doi:10.1177/1534508415590396

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McIntosh, K., Girvan, E. J., Horner, R. H., & Smolkowski, K. (2015). Education not incarceration: A conceptual model for reducing racial and ethnic disproportionality in school discipline. Journal of Applied Research on Children, 5(2), Article 4.

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Smolkowski, K., & Cummings, K. D. (2015). Evaluation of diagnostic systems: The selection of students at risk for reading difficulties. Assessment for Effective Intervention, 41(1), 41-54. doi:10.1177/1534508415590386

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Doabler, C., Baker, S., Kosty, D., Smolkowski, K., Clarke, B., Miller, S. J., & Fien, H. (2015). Examining the association between explicit mathematics instruction and student mathematics achievement. Elementary School Journal, 115, 303-333.

Clarke, B., Baker, S., Smolkowski, K., Doabler, C., Strand Cary, M., & Fien, H. (2015). Investigating the efficacy of a core kindergarten mathematics curriculum to improve student mathematics learning outcomes. Journal of Research on Educational Effectiveness, 8, 303-324. http://doi.org/10.1080/19345747.2014.980021

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Low, S., Cook, C. R., Smolkowski, K., & Buntain-Ricklefs, J. (2015). Promoting social-emotional competence: An evaluation of the elementary version of Second Step®. Journal of School Psychology, 53, 463-477.

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Baker, S. K., Smolkowski, K., Chaparro, E. A., Fien, F., & Smith, J. L. M. (2015). Using regression discontinuity to test the impact of a Tier 2 reading intervention in first grade. Journal of Research on Educational Effectiveness, 8, 218-244.

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Pennefather, J. T., & Smolkowski, K. (2015). Validation of the Elementary Social Behavior Assessment: A measure of student prosocial school behaviors. Assessment for Effective Intervention, 40, 143-154. doi:10.1177/1534508414557562

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Doabler, C., Nelson, N., Kosty, D., Fien, H., Baker, S., Smolkowski, K., & Clarke, B. (2014). Examining teachers' use of evidence-based practices during core mathematics instruction. Assessment for Effective Intervention, 39(2), 99-111.

Fosco, G. M., Seeley, J. R., Dishion, T. J., Smolkowski, K., Stormshak, E. A., Downey-McCarthy, R., Falkenstein, C. A., Moore, K. J., & Strycker, L. A. (in press). Lessons learned from scaling up the Ecological Approach to Family Interventions and Treatment (EcoFIT) program in middle schools. In M. Weist, N. Lever, C. Bradshaw, & J. Ownes (Eds.), Handbook of school mental health (2nd ed., pp. 237-253). New York, NY: Springer Publishing Company.

Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. (2014). Preliminary evaluation of a Tier 2 mathematics intervention for first grade students: Utilizing a theory of change to guide formative evaluation activities. School Psychology Review, 43, 160-178.

Swaminathan, H., Rogers, H., Horner, R., Sugai, G., & Smolkowski, K. (2014). Regression models for the analysis single case designs. Neuropsychological Rehabilitation, 24(3-4), 554-571.

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Reed, D. K., Cummings, K. C., Allen, E. A., Weiser, B. L., Hott, B. L., & Smolkowski, K. (2014). Synthesis of research symposium at CLD's 35th International Conference on Learning Disabilities: Must reads for 2012-2013. Learning Disability Quarterly, 37(4), 230-240.

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Marquez, B., Marquez, J., Vincent, C. G., Pennefather, J., Sprague, J. R., Smolkowski, K., & Yeaton, P. (2014). The iterative development and initial evaluation of We Have Skills!, an innovative approach to teaching social skills to elementary students. Education and Treatment of Children, 37, 137-161.

Rusby, J. C., Jones, L. B., Crowley, R., & Smolkowski, K. (2013). Associations of caregiver stress with working conditions, caregiving practices, and child behaviour in home-based child care. Early Child Development and Care, 183, 1589-1604. doi:10.1080/03004430.2012.742992

Dreyer, H., Strycker, L., Senesac, H., Hocker, A., Smolkowski, K., Shah, S., & Jewett, B. (2013). Essential amino acid supplementation in patients following total knee arthroplasty. The Journal Of Clinical Investigation, 123, 4654-4666. doi:10.1172/JCI70160

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Nelson-Walker, N. J., Fien, H., Kosty, D. B., Smolkowski, K., Smith, J. M., & Baker, S. K. (2013). Evaluating the effects of a systemic intervention on first-grade teachers’ explicit reading instruction. Learning Disability Quarterly, 36, 215-230. doi:10.1177/0731948712472186

Marchand, E., & Smolkowski, K. (2013). Forced intercourse, individual and family context, and risky sexual behavior among adolescent girls. Journal Of Adolescent Health, 52(1), 89-95. doi:10.1016/j.jadohealth.2012.04.011

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Rusby, J. C., Jones, L. B., Crowley, R., Smolkowski, K., & Arthun, C. (2013). Predictors of home-based child care providers’ participation in professional development workshops and coaching. Child & Youth Care Forum, 42, 439-455. doi:10.1007/s10566-013-9209-y

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Rusby, J. C, Jones, L. B., Crowley, R., & Smolkowski, K. (2013). The Child Care Ecology Inventory: A domain-specific measure of home-based child care quality to promote social competence for school readiness. [Special issue on family child care]. Early Childhood Research Quarterly, 28, 947-959. doi:10.1016/j.ecresq.2013.02.003

Cena, J., Baker, D., Kame'enui, E. J., Baker, S. K., Park, Y., & Smolkowski, K. (2013). The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade. Reading And Writing, 26(8), 1289-1316. doi:10.1007/s11145-012-9419-y

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Smolkowski, K., Strycker, L., & Seeley, J. R. (2013). The role of research in evaluation of interventions for school-related behavioral disorders. In H. M. Walker & F. M. Gresham (Eds.), Handbook of evidence-based practices for students having emotional and behavioral disorders (pp. 552-566). New York, NY: Guilford.

Chaparro, E. A., Smolkowski, K., Baker, S. K., Hanson, N., & Ryan-Jackson, K. (2012). A model for system-wide collaboration to support integrated social behavior and literacy evidence-based practices. Psychology in the Schools, 49, 465-483.

Horner, R. H., Swaminathan, H., Sugai, G., & Smolkowski, K. (2012). Considerations for the systematic analysis and use of single-case research. Education & Treatment Of Children, 35, 269-290. doi:10.1353/etc.2012.0011

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Chaparro, E. A., Ryan-Jackson, K., Baker, S. K., Smolkowski, K. (2012). Effective behavioural and instructional support systems: An integrated approach to behavior and academic support at the district level. Advances in School Mental Health Promotion, 5, 161-176.

Doabler, C., Strand Cary, M., Jungjohann, K., Clarke, B., Fien, H., Baker, S. K., Smolkowski, K., & Chard, D. J. (2012). Enhancing core mathematics instruction for students at risk for math disabilities. Teaching Exceptional Children, 44(4), 48-57.

Bailey, A. N., Hocker, A. D., Vermillion, B. R., Smolkowski, K., Shah, S. N., Jewett, B. A., & Dreyer, H. C. (2012). MAFbx, MuRF1, and the Stress Activated Protein Kinases are upregulated in muscle cells during total knee arthroplasty (TKA). American Journal of Physiology – Regulatory, Integrative and Comparative Physiology, 303, 4 R376-386.

Ratchford, S. M., Bailey, A. N., Senesac, H. A., Hocker, A. D., Smolkowski, K., Lantz, B. A., Jewett, B. A., Gilbert, J. S., & Dreyer, H. C. (2012). Proteins regulating cap-dependent translation are downregulated during total knee arthroplasty (TKA). American Journal of Physiology – Regulatory, Integrative and Comparative Physiology, 302, R702-R711.

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Smolkowski, K., & Gunn, B. (2012). Reliability and validity of the Classroom Observations of Student-Teacher Interactions (COSTI) for kindergarten reading instruction. Early Childhood Research Quarterly, 27, 316-328.

Gunn, B. K., Smolkowski, K., & Vadasy, P. (2011). Evaluating the effectiveness of Read Well Kindergarten. Journal of Research on Educational Effectiveness, 4(1), 53-86.

Gunn, B., Vadasy, P. F., & Smolkowski, K. (2011). Instruction to help young children develop language and literacy skills: The roles of program design and instructional guidance. NHSA Dialog, 14, 157-173.

Clarke, B., Smolkowski, K., Baker, S., Fien, H., & Chard, D. (2011). The impact of a comprehensive Tier 1 kindergarten curriculum on the achievement of students at-risk in mathematics. Elementary School Journal, 111, 561-584.

Baker, S. K., Smolkowski, K., Smith, J. M., Fien, H., Kame'enui, E. J., & Thomas Beck, C. (2011). The impact of Oregon Reading First on student reading outcomes. Elementary School Journal, 112, 307-331.

Smolkowski, K., Danaher, B. G., Seeley, J. R., Kosty, D. B., & Severson, H. H. (2010). Modeling missing binary outcome data in a successful web-based smokeless tobacco cessation program. Addiction, 105, 1005-1015. Abstract or Full Text

Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-144.

Clay, K., Zorfass, J., Brann, A., Kotula, A., & Smolkowski, K. (2009). Deepening content understanding in social studies using digital text and embedded vocabulary supports. Journal of Special Education Technology, 24(4), 1-16.

Horney, M. A., Anderson-Inman, L., Terrazas-Arellanes, F., Shulte, W., Mundorf, J., Wiseman, S., Smolkowski, K., Katz-Buonincontro, J., & Frisbee, M. L. (2009). Exploring the effects of digital note taking on student comprehension of science texts. Journal of Special Education Technology, 24(3), 45-61.

Rusby, J. C., Smolkowski, K., Marquez, B., & Taylor, T. K. (2008). A small-scale randomized efficacy trial of Carescapes: Enhancing children’s social development in child care homes. Early Childhood Research Quarterly, 23(4), 527-546. doi:10.1016/j.ecresq.2008.08.003

Clarke, B., Baker, S. K., Smolkowski, K., & Chard, D. (2008). An analysis of early numeracy curriculum-based measurement: Examining the role of growth in student outcomes. Remedial and Special Education, 29(1), 46-57.

Blonigen, B., Harbaugh, W., Singell, L., Horner, R. H., Irvin, L. K., & Smolkowski, K. (2008). Application of economic analysis to School-Wide Positive Behavior Support (SWPBS) programs. Journal of Positive Behavior Interventions, 10(1), 5-19.

Danaher, B. G., Smolkowski, K., Seeley, J. R., & Severson, H. H. (2008). Mediators of a successful web-based smokeless tobacco cessation program. Addiction, 103, 1706-1712.

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Chard, D. J., Baker, S. K., Clarke, B., Jungjohann, K., Davis, K., & Smolkowski, K. (2008). Preventing early mathematics difficulties: The feasibility of a rigorous kindergarten mathematics curriculum. Learning Disabilities Quarterly, 31(1), 11-20.

Baker, S. K., Smolkowski, K., Katz, R., Fien, H., Seeley, J. R., Kame'enui, E. J., & Thomas Beck, C. (2008). Reading fluency as a predictor of reading proficiency in low performing high poverty schools. School Psychology Review, 37, 18-37.

Gordon, J., Biglan, A., & Smolkowski, K. (2008). The impact on tobacco use of branded youth anti-tobacco activities and family communications about tobacco. Prevention Science, 9, 73-87. doi:10.1007/s11121-008-0089-6

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Fien, H., Baker, S. K., Smolkowski, K., Smith, J. M., Kame'enui, E. J., & Thomas Beck, C. (2008). Using nonsense word fluency to measure reading proficiency in K-2 for English learners and native English speakers: Concurrent and predictive validity evidence from Reading First schools. School Psychology Review, 37, 391-408.

Crawford, L., & Smolkowski, K. (2008). When a “sloppy copy” is good enough: Results of a state writing assessment. Assessing Writing, 13(1), 61-77.

Forrester, K., Biglan, A., Severson, H. H., & Smolkowski, K. (2007). Predictors of smoking onset over two years. Nicotine & Tobacco Research, 9, 1259-1267.

Boles, S., Biglan, A., & Smolkowski, K. (2006). Relationships among problem and prosocial behaviours in adolescence. Journal of Adolescence, 29(1), 33-52.

Smolkowski, K., Biglan, A., Dent, C., & Seeley, J. (2006). The multilevel structure of four adolescent problems. Prevention Science, 7, 239-256.

Gunn. B., Smolkowski, K. Biglan, A., Black, C., & Blair, J. (2005). Fostering the development of reading skill through supplemental instruction: Results for Hispanic and non-Hispanic students. Journal of Special Education, 39(2), 66-86.  Abstract

Smolkowski, K., Biglan, A., Barrera, M., Taylor, T., Black, C., & Blair, J. (2005). Schools and homes in partnership (SHIP): Long-term effects of a preventive intervention focused on social behavior and reading skill in early elementary school. Prevention Science, 6, 113-125.

Barrera, M., Jr., Biglan, A., Taylor, T. K., Gunn, B. K., Smolkowski, K., Black, C., Ary, D. V., & Fowler, R. C. (2002). Early elementary school intervention to reduce conduct problems: A randomized trial with Hispanic and non-Hispanic children. Prevention Science, 3, 83-94.

Biglan, A., &. Smolkowski, K. (2002). Intervention effects on adolescent drug use and critical influences on the development of problem behavior. In D. B. Kandel (Ed.), Stages and pathways of drug involvement: Examining the gateway hypothesis (pp. 158-183). New York, NY: Cambridge University Press.

Gunn, B., Biglan, A., Smolkowski, K. & Black, C. (2002). Supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school: A follow-up. Journal of Special Education, 36(2), 69-79.

Thurber, R. S., Shinn, M. R., & Smolkowski, K. (2002). What is measured in mathematics tests? Construct validity of curriculum-based mathematics measures. School Psychology Review, 31, 498-513.

Li, F., Duncan, T. E., McAuley, E., Harmer, P., & Smolkowski, K. (2000). A didactic example of latent curve analysis applicable to the study of aging. Journal of Aging and Health, 12(3), 388-425.

Biglan, A., Ary, D. V., Smolkowski, K., Duncan, T. E., & Black, C. (2000). A randomized control trial of a community intervention to prevent adolescent tobacco use. Tobacco Control, 9, 24-12.

Gunn, B. K., Biglan, A., Smolkowski, K., & Ary, D. V. (2000). The efficacy of supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school. Journal of Special Education, 34(2), 90-103.

Ary, D. V., Duncan, T. E., Biglan, A., Metzler, C. W., Noell, J. W., & Smolkowski, K. (1999). Development of adolescent problem behavior. Journal of Abnormal Child Psychology, 27, 141-150.

Irvine, A. B., Biglan, A., Smolkowski, K., Metzler, C. W., & Ary, D. V. (1999). The effectiveness of a parenting skills program for parents of middle school students in small communities. Journal of Consulting and Clinical Psychology, 67, 811-825.

Irvine, A. B., Biglan, A., Smolkowski, K., & Ary, D. V. (1999). The value of the Parenting Scale for measuring the discipline practices of parents of middle school children. Behavior Research and Therapy, 37, 127-142.

Biglan, A., Duncan, T., Irvine, B., Ary, D., Smolkowski, K. & James, L. (1997). A drug abuse prevention strategy for rural America. In E. B. Robertson, Z. Sloboda, G. M. Boyd, & N. J. Kozel (Eds.), Rural substance abuse: State of knowledge and issues. (NIDA Research Monograph 168). (pp. 364-397). Rockville, MD: National Institute on Drug Abuse.

Oxman, G. L., Smolkowski, K., & Noell, J. (1996). Mathematical modeling of epidemic syphilis transmission: Implications for syphilis control programs. Sexually Transmitted Diseases, 23(1), 30-39.

Biglan, A., Noell, J., Ochs, L., Smolkowski, K., & Metzler, C. W. (1995). Does sexual coercion play a role in the high-risk sexual behavior of adolescent and young adult women? Journal of Behavioral Medicine, 18, 549-568.

Biglan, A., Duncan, T. E., Ary, D. V., & Smolkowski, K. (1995). Peer and parental influences on adolescent tobacco use. Journal of Behavioral Medicine, 18, 315-330.

Metzler, C., Noell, J., Biglan, A., Ary, D., & Smolkowski, K. (1994). The social context for risky sexual behavior among adolescents. Journal of Behavioral Medicine, 17, 419-438.

Noell, J., Biglan, A., Berendt, J., Ochs, L., Metzler, C., Ary, D., & Smolkowski, K. (1993). Problematic sexual situations for adolescents. Health Values, 17(6), 40-49.

Experience

2008-2009
Courtesy Research Associate
Institute on Violence and Destructive Behavior, College of Education, Eugene, OR
University of Oregon, Eugene, OR

2007-present
Associate Scientist
Oregon Research Institute, Eugene, OR

2003-present
Methodologist and Principal
Abacus Research, LLC, Eugene, OR

1991-2007
Data Analyst III
Oregon Research Institute, Eugene, OR

1990-1991
Data Analyst I
Oregon Research Institute, Eugene, OR

1988-1990
Research Technician
Oregon Research Institute, Eugene, OR

1987-1988
Personal Computer Technician and Laboratory Assistant
Erb Memorial Union Computer Lounge, University of Oregon, Eugene, OR