TC Affiliations:
Educational Background
Ph.D., University of Connecticut, Neag School of Education, Educational Psychology (School)
Scholarly Interests
School-based implementation, treatment fidelity, implementation support, teacher consultation and coaching, classroom management, function-based behavioral interventions, multi-tiered systems of support
Note - Dr. Collier-Meek is accepting doctoral applicants for the 2025-2026 academic year.
Selected Publications
Pierce, A. M., Sanetti, L. M. H., Collier-Meek, M. A., & Johnson, A. H. (in press). Evaluating the correspondence between expert visual analysis and quantitative methods. School Psychology. https://doi.org/10.1037/spq0000644
Veiga, M., Fallon, L. M., Collier-Meek., M. A., Susilo, A., *Ballard, S., & *Sunda, R. (in press). Training school psychologists to conduct culturally informed functional behavioral assessment interviews. School Psychology.
Pierce, A. M., Sanetti, L. M. H., Collier-Meek, M. A., & Johnson, A. H. (2024). Evaluating the impact of implementation planning: A pre-registered meta-analysis. School Psychology Review. https://doi.org/10.1080/2372966X.2024.2365624
*Morizio, L. J., Cook. A. L., Collier-Meek, M. A., *Famolare, G. M., Fallon, L. M., & Bender, S. L. (2024). Creating Compassion: Creatively focused explicit behavioral instruction for empathy development. School Psychology Review, 53, 294-309. https://doi.org/10.1080/2372966X.2022.2109060
Hamsho, N., Collier-Meek, M. A., *McAvoy, H. &. Eisenhower, A. (2024). Relationships of paraeducators and teachers with their Autistic students. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2024.101321
Sanetti, L. M. H., Yel, N., Long, A. C. J., Collier-Meek, M. A., & Kratochwill, T. R. (2024). Assessing teachers’ intervention-related expectations and self-efficacy: An examination of the factor structure of the Implementation Beliefs Assessment. School Psychology. https://doi.org/10.1037/spq0000624
Hamsho, N., Eisenhower, A., *Galligan, M., Collier-Meek, M. A., Bolourian, Y., *Levinson, S., & Blacher, J. (2024). Drawing on key partner perspectives of an autism-focused professional development program: A conceptual framework for coaching. Journal of Educational and Psychological Consultation, 34, 14-43. doi: 10.1080/10474412.2023.2262450
Collier-Meek, M. A., Kratochwill, T. R., Luh, H. J., Sanetti, L. M. H., *Susilo, A. (2023). Reflections on consultation: Applying a DisCrit and equitable implementation lens to help school psychologists disrupt disparities. Journal of Educational and Psychological Consultation, 33, 10-44. doi: 10.1080/10474412.2022.2131558
*Kurtz, K. D., Pearrow, M., Battal, J., Collier-Meek, M. A., Cohen, J. A., & *Walker, W. (2023). Adapting social emotional learning curricula for an urban context via focus groups: Process and outcomes. School Psychology Review, 52, 548-562. https://doi.org/10.1080/2372966X.2021.2021782
Grapin, S., Collier-Meek, M. A., January, S. A., Yang, C., & *Portillo, N. L. (2023). Reconceptualizing mentorship for the 21st century: A systematic mapping of research in school psychology. School Psychology Review, 52, 224-242. doi: 10.1080/2372966X.2021.1910861
Fallon, L. M., Collier-Meek, M. A., *Falamore, G., *DeFouw, E. R., & Gould, K. (2022). Electronically delivered implementation supports to promote treatment fidelity: A research synthesis. School Psychology Review, 51, 221-236. doi: 10.1080/2372966X.2020.1853485
Collier-Meek, M. A., Sanetti, L. M. H., *Gould, K., & *Periera, B. (2021). Using the performance diagnostic checklist to evaluate and promote paraeducators’ treatment fidelity. Journal of School Psychology, 86, 1-14. doi: 10.1016/j.jsp.2021.02.005
Rowe, D. A., Collier-Meek, M. A., Kittelman, A., & Pierce, J. (2021). Ensuring effective implementation of evidence-based practices. TEACHING Exceptional Children, 53, 396-399. DOI: 10.1177/00400599211025642
Collier-Meek, M. A., Sanetti, L. M. H., *Gould, K., & *Pereira, B. (2021). Comparing the utility of three direct treatment fidelity assessment methods: Time sampling, event recording, and post-observation rating scale. Journal of Educational and Psychological Consultation, 31, 334-359. doi: 10.1080/10474412.2020.1777874
Biographical Information
Mel Collier-Meek is an Associate Professor of School Psychology at Teachers College, Columbia University. She conducts applied school-based implementation research, with specialities in intervention fidelity and teacher consultation and coaching. Committed to dissemination, she has published and presented widely.
Dr. Collier-Meek is presently co-Principal Investigator of an Institute of Education grant, “Project PRIME2: Planning Realistic Intervention implementation and Maintenance by Educators,” a five year efficacy trial to evaluate support for elementary teachers' implementation of function-based interventions.
Dr. Collier-Meek received the Lightner Witmer Award from the American Psychological Association for her early career scholarship related to school-based implementation and sustaining practices. She is an Elected Member of the Society for the Study of School Psychology.
Dr. Collier-Meek is a licensed psychologist (CT 3530) and Board Certified Behavior Analyst (1-14-16495). She serves as an Associate Editor for School Psychology and provides reviews to leading education journals, for which she has been twice been honored as reviewer of the year. In addition, she consults with schools to support educators, school teams, and administrators to facilitate sustained, effective practices that improve student outcomes.