Projects

Research Interests

I study school systems and interventions. I care broadly about the well-being and educational progress of students, and specifically, school-based access to evidence-based practices for mental health and high quality instruction and intervention. I am interested in the implementation of proactive systems such as Multi-Tiered Systems of Support (MTSS), including barriers and facilitators for implementation. I am also interested in how teachers provide high-quality instruction in literacy in a way that accounts for behavioral and social challenges that are often found to be co-morbid with literacy challenges. 

Current & Ongoing Projects

• State wide analysis of Individualized Education Programs (Cleveland & Markham, 2024, ongoing)

• Integrated interventions to address comorbidity in learning disabilities and mental health challenges (Markham, 2024, ongoing)

• District-wide mental health screening initiative (Brockton, MA, ongoing)

• Teacher performance tasks for science-based teaching of reading (Boston MA, ongoing)

• Tier III Reading Intervention development; creation and evaluation of integrated decodable texts (Boston, MA, ongoing)

• Investigating the effectiveness of a Shared Reading model for early elementary students in Tier III (Boston, MA, ongoing)

• Identifying levers for the implementation of evidence based reading interventions and curricula (Pilger Suhr, Nelson, Markham, & Kosty, forthcoming)

• Replication of evidence based reading instruction & interventions; impacts on student outcomes & teacher behaviors (Nelson, Markham, Pilger Suhr, & Kosty, forthcoming)

Previous Projects

• Investigating the landscape of Tier III Reading Intervention (Mixed methodology, national sample)

• Utilizing administrative data to determine effectiveness of SDI placement (Kaler, Markham, Jones, 2024)

• Boston site coordinator for Reach Every Reader (FSU, BU, Harvard)

• District and community-based autism evaluation partnership in Bellevue, WA (School & clinical practice partnership; 2020-2021)

• Parent coaching in preparation for the transition to kindergarten in the age of COVID-19 related preschool closures (Markham-Anderson, 2020)

• Play-based early numeracy intervention for preschool settings (Alfes, Missall, Artman-Meeker, Markham-Anderson, forthcoming)

• Word learning generalization abilities for infants/toddlers (Kucker, Braun, & Markham-Anderson 2022). 

• Teacher candidates’ perspectives of early numeracy universal screeners (Markham-Anderson, 2020; poster presentation)