College of Education and Human Development

Education
BA-Columbia College, Columbia, Missouri-Secondary Education, Social Studies
MA-University of Missouri-Special Education-Learning Disabilities
PhD-University of Missouri-Special Education-Learning Disabilities

Research Interests
- Curriculum-Based Measurement-Screening & Progress Monitoring 
    (particularly in Mathematics)
- Examining and validating formative assessment practices for teacher’s use in 
    instructional decision-making
- Response to Intervention (RTI)-Tier 2 interventions and assessment practices
- Applications of Hierarchical Linear Modeling (HLM) in longitudinal analysis 
   of formative assessment

Professional Memberships
- Council for Exceptional Children
              -Division for Learning Disabilities
                              -member, Professional Standards and Ethics Committee
              -Division for Research
              -Council for Educational Diagnosticians
              -Teacher Education Division

-Council for Learning Disabilities

-National Association of School Psychologists
-Ohio School Psychologists Association

-National Council for Measurement in Education

Publications
Hampton, D.D., Lembke, E.S., Lee, Y.S., Chiong, C., Pappas, S., 
            & Ginsberg, H. (2012).  Technical adequacy of early numeracy 
            curriculum-based progress monitoring measures for 
            kindergarten and first grade students. Assessment for 
            Effective Intervention, XX, 1-9.

Lembke, E.S., Hampton, D.D., & Hendricker, E. (In Press) Data-based 
            decision-making.  In J. Lloyd (Ed.). Assessment and Intervention 
            in General and Special Education. Washington, D. C.: Council 
            for Exceptional Children.

Lembke, E.S., Hampton, D.D., & Beyers, S. (in Press). RTI in 
            mathematics: Critical elements. Psychology in the Schools, 
            XX, pp.x-x.

Clarke, B., Lembke, E. S., Hendricker, E., & Hampton, D. D. (2011) 
            Progress monitoring in B. Cook & M. Tankersley (Ed.), 
            Research-Based Practices  in Special Education. 
            Baltimore, MD.: Brookes Publishing.

Hampton, D.D., Lembke, E. S., & Somers, J. (in review) The effects 
            of progress monitoring in early writing using curriculum-based 
            measurement on first graders. Journal of School Psychology  

VanGarderen, D., Schuermann, A., Jackson, C, & Hampton, D.D.(2009). 
            Supporting the collaboration of special educators and general 
            educators to teach students who struggle with mathematics: 
            An overview of the research. Psychology in the Schools, 36, 56-77

Lembke, E. S., Foegen, A., Whittaker, T., & Hampton, D.D. (2008). 
            Establishing technically adequate measures of progress in 
            early numeracy. Assessment for Effective Intervention, 33, 206-214