David Hampton

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David Hampton, Ph.D.

Position: Assistant Professor
Phone: 419-372-6924
Email: hamptod@bgsu.edu
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

Research Interests
- 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,
 37(2), 118-126.

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