Elizabeth M. McCollom
Research in Mathematics Education
Ph.D., University of Missouri
6116 N. Central Expressway, Ste.1150
Lizzie McCollom is currently a Southern Methodist University Provost’s Science and Engineering Postdoctoral Fellow. In addition, she serves as the Project Manager for Project STAIR 2.0. Lizzie successfully defended her dissertation titled, “Effects of Peer Coaching on Implementation of Data-Based Individualization in Early Writing,” and earned her PhD in School Psychology in 2022 from the University of Missouri. Her research interests include academic intervention and assessment, multi-tiered systems of support (MTSS), implementation science, consultation, coaching, and multilingual leaners.
Over the past 7 years, Lizzie has taken on various roles in the educational setting. From AmeriCorps literacy tutor to school psychologist, she has been involved in all tiers of support for academics, behavior, and social-emotional learning. Throughout her career, she has had the privilege of coaching both general and special education teachers, guiding them towards data-informed decisions best serve their preK-12 students.
Burns, M. K., Young, H., McCollom, E. M., Stevens, M. A., & Izumi, J. T. (2022). Predicting intervention effects with preintervention measures of decoding: evidence for a skill-by-treatment interaction with kindergarten and first-grade students. Learning Disability Quarterly, 1-11. https://doi.org/10.1177/07319487221113026
Burns, M. K., VanDerHeyden, A. M., Duesenberg-Marshall, M. D., Romero, M. E., Stevens, M. A., Izumi, J. T., & McCollom, E. M. (2022). Decision accuracy of commonly used dyslexia screeners among students who are potentially at-risk for reading difficulties. Learning Disability Quarterly, 1-11. https://doi.org/10.1177/07319487221096684
Burns, M. K., Duesenberg-Marshall, M. D., McCollom, E. M., McCree, N., & Abdelnaby, H. Z. (2022). Preteaching words to facilitate an instructional level in reading with a student with a specific learning disability in reading. Learning Disabilities: A Multidisciplinary Journal, 27(1). https://doi.org/10.18666/LDMJ-2021-V27-I1-11317
Eklund, K., Burns, M. K., Oyen, K., DeMarchena, S., & McCollom, E. M. (2022). Addressing chronic absenteeism in schools: a meta-analysis of evidence-based interventions. School Psychology Review, 51(1), 95-111. https://doi.org/10.1080/2372966X.2020.1789436
Eklund, K., Kilgus, S. P., Izumi, J., DeMarchena, S. L., & McCollom, E. M. (2021). The resilience education program: examining the efficacy of a tier 2 internalizing intervention. Psychology in the Schools, 58(11), 2114-2129. https://doi.org/10.1002/pits.22580
Burns, M. K., McCollom, E.M., & Kanive, R. (2020). Theories for reading, writing, and mathematics. In K. K. Kelly, C. Albers, & A. Garbacz (Eds.), Theoretical foundations of school psychology research and practice (1st ed., pp.). New York, NY: Routledge.
Davenport, M., Mazurek, M., Brown, A., & McCollom, E. (2018). A systematic review of cultural considerations and adaptation of social skills interventions for individuals with autism spectrum disorder. Research in Autism Spectrum Disorders, 52, 23-33. https://doi.org/10.1016/j.rasd.2018.05.003