Melissa Clements

Dr. Clements has expertise in program evaluation, quantitative methods, and large-scale project and data management. Her research has covered the fields of education, special education, early child development, child and family studies, at-risk groups (children with disabilities and medical conditions), and contextual influences (family, community, policy). Melissa currently directs several program evaluation projects (e.g., Illinois Reading First Evaluation) at MGT. Prior to joining MGT, Melissa served as Co-Director of the Coordination, Consultation, and Evaluation Center at the University of Wisconsin-Madison where she co-directed the K-3 Reading and Behavior Intervention Models project; a collaborative effort across six states to examine the effects of multi-tiered intervention models on children at risk for or exhibiting reading and/or behavioral problems. Following is a selected list of her work which has been and published in scholarly sources and presented at national conferences.

Clements, M., Reynolds, A. J., & Hickey, E. J. (2004). Site-level predictors of children’s school and social competence in the Chicago Child-Parent Centers. Early Childhood Research Quarterly, 19, 273-296.

Clements, M., Bolt, D., Hoyt, William, & Kratochwill, T. R. (2007). Using multilevel modeling to examine the effects of multitiered interventions. Psychology in the Schools, 44 (5), 1-11.

Clements, M. & Kratochwiill, T. R. (in press). Conclusion and Implications. In C. R. Greenwood, T. R. Kratochwill & M. Clements (Eds.), Elementary school-wide prevention models: Real models and lessons learned in real schools. New York: Guilford.

Kratochwill, T. R., Clements, M. A., & Kalymon, K. M. (2007). Response to intervention: Conceptual and methodological issues in implementation. In S. R. Jimerson, M. K., Burns, & A. M. VanDerHeyden (Eds.), The Handbook of response to intervention: The science and practice of assessment and intervention. New York: Springer.

Kratochwill, T. R., Volpianski, P., & Clements, M. A., & Ball, C. (in press). The Role of Professional Development in Implementing and Sustaining Multi-Tier Prevention and Intervention Models. School Psychology Review.