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