Psychological and Quantitative Foundations

361 Lindquist Center

Iowa City, IA 52242-1529

Email:  kristen-missall@uiowa.edu
Telephone:  319/335-5007
Facsimile:  319/335-6145
Office Hours:  By appointment

• Ph.D. in Educational Psychology/School Psychology, University of Minnesota-Twin Cities
• M.A. in Educational Psychology/School Psychology, University of Minnesota-Twin Cities
• B.A. in Psychology, University of Nebraska-Lincoln

• Nationally Certified School Psychologist

• School Psychology Program
• Psychological and Quantitative Foundations

• Associate Professor, Psychological and Quantitative Foundations, The University of Iowa (2009-Present)
• Assistant Professor, Department of Educational, School, and Counseling Psychology, University of Kentucky (2004-2009)
• Post-Doctoral Research Associate, Center for Early Education and Development, College of Education and Human Development, University of Minnesota (2002-2004)
• Instructor, College of Education and Human Development, University of Minnesota (2001-2004)

• Associate Editor, Journal of Early Intervention
• Editorial Board, Journal of School Psychology
• Member, National Association of School Psychologists
• Member, Council for Exceptional Children
• Member, Council for Exceptional Children, Division of Early Childhood

Articles in refereed journals:

• Martinez, R. S., Missall, K. N., Graney, S. B., Aricak, T., & Clarke. B. (2009). Technical adequacy of early numeracy curriculum-based measurement in kindergarten. Assessment for Effective Intervention, 34(2), 116-125.
• Hojnoski, R., Gischlar, K., & Missall, K. (2009). Improving child outcomes with data-based decision making: Graphing data. Young Exceptional Children, 12(4), 15-30.
• Hojnoski, R., Gischlar, K., & Missall, K. (2009). Improving child outcomes with data-based decision making: Collecting data. Young Exceptional Children, 12(3), 32-44.
• Graney, S. B., Missall, K. N., Martinez, R. S., & Bergstrom, M. K., (2009). Within-year growth patterns in reading and mathematics curriculum-based measures. Journal of School Psychology, 47, 121-142.
• Missall, K., Carta, J., McConnell, S., Walker, D., & Greenwood, C. (2008). Using Individual Growth and Development Indicators to measure early language and literacy. Infants and Young Children, 21(3), 241-253.
• Cadigan, K. & Missall, K. N. (2007). Measuring expressive language growth in young children with autism spectrum disorders. Topics in Early Childhood Special Education, 27(2), 110-118.
• Missall, K., Reschly, A., Betts, J., McConnell, S., Heistad, D., Pickart, M., Sheran, C., & Marston, D. (2007). Examination of the predictive validity of preschool early literacy skills. School Psychology Review, 26(3), 433-452.
• Hojnoski, R. L. & Missall, K. N. (2007). Monitoring preschoolers’ language and early literacy growth and development. Young Exceptional Children, 10(3), 17-27.
• Hojnoski, R. L., & Missall, K. N. (2006). Addressing school readiness: Expanding school psychology in early education. School Psychology Review, 35(4), 602-614.
• Missall, K. N., McConnell, S. R. & Cadigan, K. (2006). Early literacy development: Skill growth and relations between classroom variables for preschool children. Journal of Early Intervention, 29(1), 1-21.
• McConnell, S. R. & Missall, K. N. (2004). Defining “school readiness.” NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 7(1), 10-12.

Book chapters (selected):

• Armstrong, K., Missall, K. N., Shaffer, E., & Hojnoski, R. L. (2009). Promoting positive adaptation during the early childhood years. In R. Gilman, S. Huebner, & M. Furlong (Eds.), Handbook of positive psychology (pp. 339-351). New York: Routledge.
• McConnell S. R., & Missall, K. N. (2008). Best practices in assessment of children ages three to five. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 561-574). Bethesda, MD: National Association of School Psychologists.
• Missall, K. N., & Hojnoski, R. L. (2008). The critical nature of young children’s emerging peer-related social competence for transition to school. W. H. Brown, S. L. Odom, & S. R. McConnell (Eds,) Social competence of young children: Risk, disability, and intervention (pp. 117-137). Baltimore, MD: Brookes.
• McConnell, S. R., Missall, K. N., Silberglitt, B., & McEvoy, M. A. (2002). Promoting social development in preschool classrooms. In M. R. Shinn, G. Stoner, & H. M. Walker (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 501-536). Bethesda, MD: National Association of School Psychologists.

• school readiness
• general outcome measurement
• preschool and child care quality
• early academic and social development (birth-age 8)
• early school adjustment

• 07P:345 Academic Interventions
• 07P:238 Assessment of Learning Differences
• 07P:337 Advanced Practicum in School Psychology