Matthew K. Burns
University of Missouri, Herbert W. Schooling faculty member, professor of special education, and director of the Center for Collaborative Solutions for Kids, Practice, and Policy (SKiPP)
Dr. Matthew K. Burns is the Herbert W. Schooling Faculty Member of Education and a Professor of Special Education at the University of Missouri. He is a prolific researcher (e.g., published over 200 articles and book chapters and 15 books), but is dedicated to positively influencing practice in K-12 schools and mentoring the next generation of thought leaders in education. As one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions, Dr. Burns works closely with schools to study and implement response-to-intervention models, intensive reading and math interventions, school-based teams, and generally supporting students with and without disabilities whose needs are not being met. He is a Past Editor of School Psychology Review and Assessment for Effective Intervention. Dr. Burns was also a practicing school psychologist and special education administrator before becoming an academic and served on the faculty of the University of Minnesota for 10 years and Central Michigan University for 5 years.
Matthew K. Burns
University of Missouri, Herbert W. Schooling faculty member, professor of special education, and director of the Center for Collaborative Solutions for Kids, Practice, and Policy (SKiPP)
Dr. Matthew K. Burns is the Herbert W. Schooling Faculty Member of Education and a Professor of Special Education at the University of Missouri. He is a prolific researcher (e.g., published over 200 articles and book chapters and 15 books), but is dedicated to positively influencing practice in K-12 schools and mentoring the next generation of thought leaders in education. As one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions, Dr. Burns works closely with schools to study and implement response-to-intervention models, intensive reading and math interventions, school-based teams, and generally supporting students with and without disabilities whose needs are not being met. He is a Past Editor of School Psychology Review and Assessment for Effective Intervention. Dr. Burns was also a practicing school psychologist and special education administrator before becoming an academic and served on the faculty of the University of Minnesota for 10 years and Central Michigan University for 5 years.