David Hampton, Ph.D.
Position: Assistant Professor
Address: 427 Education
B.A. Secondary Education, Social Studies from Columbia College, Columbia, Missouri
M.A. Special Education-Learning Disabilities from the University of Missouri
Ph.D. Special Education-Learning Disabilities from the University of Missouri
- Implementing and validating Curriculum-Based Measurement
- Dyslexia-self-esteem, reading interventions
- Quantitative Analyses
Professional Memberships and/or Licenses
- Council of Execptional Children (CEC)-Member
- National Division of Learning Disabilities-CEC-Ethics, Standards, & Professional Development Committee-Member
- Council for Learning Disabilities- Membership Committee-member
- National Division of Research - CEC
- National Teacher Education Division - CEC
- National Division of Educational Diagnostian - CEC
Hampton, D. D. & Lembke, E. S. (in press). The effects of
progress monitoring in early
writing using curriculum-based measurement on first graders. Reading and Writing Quarterly.
Hampton, D.D. (2014). Assisting teachers and students with learning disabilities succeed with
the initiation of the common core standards in mathematics. The Ohio Journal of
Teacher Education, 27(2) 18-22.
Vostal, B., Messenheimer, T., Hampton, DD., & Keyes, S. (2014). Using a mnemonic strategy
to match elements of response to intervention lessons with performance assessment
requirements. Journal of Curriculum and Instruction, 8 (1) 48-66.
Kozlowski, K., Holmes, C. M., & Hampton, D. D. (2014). The effectiveness
of a college-wide research learning community in increasing research self-efficacy of new faculty. The Learning Communities Journal.
Vostal, B., Messenheimer, T., & Hampton, D. D. (2013). DESCRIBE IT: A Strategy to
Prepare Teacher Candidates to Make Data-Driven Instructional Decisions. The Ohio
Journal of Teacher Education.
Espin. C. A., Busch, T., Lembke, E. S., Hampton, D. D. & Zukowski, E. (2013).
Curriculum-based measurement in science learning: Vocabulary matching as an
Indicator of performance and progress. Assessment for Effective Intervention, 38,(4)
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,
Lembke, E.S., Hampton, D. D., & Beyers, S. (2012). RTI in mathematics: Critical elements.
Psychology in the Schools, 49(3), pp.257-271.
Lembke, E. S., Hampton, D. D., Hendricker, E. (2013). Data-based decision making in
academics using curriculum-based measurement. In. J.W. Lloyd, T. J. Landrum,
B.G. Cook, & M. Tankersley (Eds.). Research Based Approaches for Assessment.
New York: Pearson, Inc.
Clarke, B., Lembke, E.S., Hampton, D. D., & Hendricker, E. (2012). RTI. In R.
Gersten & R. Newman-Gonchar (Eds.), Understanding RTI in Mathematics.
Baltimore, MD: Brookes Publishing.
Lembke, E. S., Hampton, D. D., & Hendricker, E. (2012) Data-based decision making.
In B. Cook & M. Tankersley (Eds.), Research-Based Practices in Special Education.
New York: Pearson, Inc.
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