Ph.D., University of Connecticut, Neag School of Education, Educational Psychology (School)
School-based implementation, treatment fidelity, implementation support, teacher consultation and coaching, classroom management, function-based behavioral interventions, multi-tiered systems of support
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
Fallon, L. M., Collier-Meek, M. A., *Falamore, G., *DeFouw, E. R., & Gould, K. (2021). Electronically delivered implementation supports to promote treatment fidelity: A research synthesis. School Psychology Review. doi: 10.1080/2372966X.2020.1853485
Collier-Meek, M. A., Sanetti, L. M. H., Fallon, L. M., & Chafouleas, S. M. (2020). Exploring the influences of assessment method, intervention steps, intervention sessions, and observation timing on treatment fidelity estimates. Assessment for Effective Intervention, 46, 3-13. doi: 10.1177/1534508419857228
Collier-Meek, M. A., Sanetti, L. M. H., *Gould, K., & *Pereira, B. (2020). 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. Advanced online publication. doi: 10.1080/10474412.2020.1777874
*Silva, M., Collier-Meek, M. A., Codding, R. S., *Kleinert, W., & Feinberg, A. B. (2020). Data collection and analysis in response-to-intervention: A survey of school psychologists. Contemporary School Psychology. Advanced online publication. doi: 10.1007/s40688-020-00280-2
Dart, E. H., Collier-Meek, M. A., Chambers, C., & Murphy, A. (2020). Multi-informant assessment of treatment integrity in the classroom. Psychology in the Schools, 57, 805-822. doi: 10.1002/pits.22351
Collier-Meek, M. A., Fallon, L. M., & *DeFouw, E. R. (2020). Assessing implementation of the Good Behavior Game: Comparing estimates of adherence, quality, and exposure. Assessment for Effective Intervention, 45, 95-109. doi: 10.1177/1534508418782620
Collier-Meek, M. A., Johnson, A. H., Sanetti, L. M. H., & Minami, T. (2019). Identifying critical components of classroom management implementation. School Psychology Review, 48, 348-361. doi: 10.17105/SPR-2018-0026.V48-4
Sanetti, L. M. H., & Collier-Meek, M. A. (2019). Increasing implementation science literacy to address the research-to-practice gap in school psychology. Journal of School Psychology, 76, 33-47. doi: 10.1016/j.jsp.2019.07.008
Collier-Meek, M. A., Johnson, A. H., & Sanetti, L. M. H. (2019). Evaluating the fit of the ecological framework for implementation variables. Assessment for Effective Intervention, 45, 14-26. DOI: 10.1177/1534508418777848
Farrell, A. F. Collier-Meek, M. A., & Furman, M. (2019). Supporting afterschool program staff in low resource communities: A professional development approach. American Journal of Community Psychology, 63, 378-390. doi: 10.1002/ajcp.12330
Collier-Meek, M. A., Sanetti, L. M. H., Levin, J. R., Kratochwill, T. R., & Boyle, A. M. (2019). Evaluating implementation supports delivered within problem-solving consultation. Journal of School Psychology, 72, 91-111. DOI: 10.1016/j.jsp.2018.12.002
Fallon, L. M., Collier-Meek, M. A., & *Kurtz, K. D. (2019). Feasible coaching supports to promote teachers’ classroom management in high-need settings: An experimental single case design study. School Psychology Review, 48, 3-17. DOI: 10.17105/SPR-2017-0135.V48-1
Collier-Meek, M. A., Sanetti, L. M. H., & Boyle, A. M. (2019). Barriers to implementation of classroom management and behavior support plans: An exploratory investigation. Psychology in the Schools, 56, 5-17. DOI: 10.1002/pits.22127
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.