Sarah Conoyer

Maki, K.E., McGill, R.J., Conoyer, S.J., Fefer, S., & Ward, T. (2021) Assessing the impact of sequential

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Watt, S., Conoyer, S., Ford, J. W., Foegen, A., & Luckey, G. (2021). Raising the Power of Curriculum-

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Thomas, E.R, Conoyer, S.J., & Lembke, E.S. (2020) District-wide evaluation of RTI implementation:

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Conoyer, S. J., Goran, L., Allen, A. A., & Hoffman, K. E. (2020). Exploring the reliability of

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Conoyer, S.J., Ford, J.W., Smith, R.A., Mason, E.N., Lembke, E.S, & Hosp, J.L. (2019). Examining

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Conoyer, S. J., & Carrero, K.M. (2019). A process framework to assist system level consultants with

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McGill, R.J., Conoyer, S.J., & Fefer, S. (2018). Elaborating on the linkage between cognitive and

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Ford, J., Conoyer, S.J., Lembke, E., Smith, R.A., & Hosp, J.L. (2018). A comparison of two content area

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Jeffery, T.D., Hobson, L. Conoyer, S.J., Miller, K., & Leach, L. (2018). Examining EC-6 Pre-Service Teachers' Perceptions of Self-Efficacy in Teaching Mathematics. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 5, 1-10.

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Conoyer, S., Lembke, E., Owens, S., Cohen, D. & Campbell, H. (2018). Parent and student involvement in response to intervention models. In Pullen, P.C., & Kennedy, M. J. (in press). Handbook of Multi-Tiered Systems of Support and Response to Intervention (Eds.). New York, Routledge.

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Conoyer, S. J., Lembke, E. S., Hosp, J., Espin, C. A., Hosp, M. &, Poch, A. (2017) Getting More from your maze: Examining differences in distractors. Reading & Writing Quarterly: Overcoming Learning Difficulties, 33(2), 141-154. doi: 10.1080/10573569.2016.1142913

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Conoyer, S. J., Foegen, A. & Lembke, E.S. (2016) Early numeracy indicators: Examining predictive utility across years and states. Remedial and Special Education, 37(3), 159-171. doi: 10.1177/0741932515619758

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Conoyer, S. J. Hoffman, K. E., & Goran, L. (2016) Monitoring progress of students with learning disabilities in content areas, New Times for DLD, 34(2), 1-6.

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Goran, L., Conoyer, S. J., & Hoffman, K. E. (2015). 5 ways: To incorporate vocabulary curriculum based measurement into your secondary content-area classrooms. LD Forum. 2-7

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Beyers, S. J., Lembke, E. S. & Curs, B. (2013) Social studies progress monitoring and intervention for middle school students. Assessment for Effective Intervention, 38(4), 224 - 235. doi:10.1177/1534508413489162

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Lembke, E. S., Hampton, D. & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements. Psychology in the Schools, 49(3), 257-272. doi: 10.1002/pits.21596

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Lembke, E.S. & Beyers, S. (2011) Response to intervention: An overview. The Community Psychologist. 44(3), 29-30.

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Beyers, S., Omoile Mickleson, J., & Blockus, L., (2011). The undergraduate research ambassadors program at the University of Missouri. In Kinkead, J. (Ed). Advancing Undergraduate Research: Marketing, Communications, and Fundraising, pp. 41-42. Washington, DC: Council on Undergraduate Research.

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Jewell, J. D., & Beyers, S. (2008). Rearing the sad or mad: Differentiating the family environments of depressed versus conduct disordered youth. The International Journal of Behavioral Consultation and Therapy, 4(1), 82-94.

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Conoyer, S.J., Therrien, W.J., & White, K. (In press) Meta-Analysis of validity and review of alternate

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form reliability and slope for curriculum based measurement in social studies and science.

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data presentation on specific learning disabilities identification decisions using PSW methods.

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Journal of Psychoeducational Assessment 39(3), 372-380.

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Based Measurement Tools in Preservice Training. Teacher Education and Special

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Personnel's perceptions of success, challenges, and self-efficacy. Learning Disabilities

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Research & Practice. 35(3), 118 -125. https://doi.org/10.1111/ldrp.12226

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curriculum-based measurement as a formative assessment in a college classroom. Assessment for

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curriculum-based measurement screening tools in middle school science: A scaled replication

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study. Journal of Psychoeducational Assessment, 37(7), 887-898. doi:

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program evaluation in schools. Research and Practice in the Schools. 6(1), 55 - 66.

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academic weaknesses: Using diagnostic efficiency statistics to inform PSW assessment. School

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Psychology Forum. 12(4), 118 - 132.

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curriculum-based measurement tools. Assessment for Effective Intervention, 43(2), 121-127. doi:

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Jewell, J., Schoen, M., Thompson, S., Fischer, E., & Conoyer, S. (In Press), Disruptive behavior and conduct. In S. Hupp (Ed.) Pseudoscience in Child and Adolescent Psychotherapy. Cambridge, UK: Cambridge University Press.

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