Rebecca S. Martinez is an associate professor in the School Psychology Program at Indiana University in Bloomington, Indiana. A native Spanish speaker, she was raised in Mexico City, Mexico, where she attended elementary school through the third grade.
After graduating with a B.S. in Psychology from the University of Florida, Rebecca joined Teach for America and became a migrant education/bilingual education teacher in the Rio Grande Valley on the Texas-Mexico border (see her school here!). While in Pharr, Texas, she taught fourth grade, third grade and prekindergarten; she has lifetime Texas teaching licenses in bilingual education and early childhood education. In 1996, Rebecca was accepted into the School Psychology Program at the University of Texas at Austin, where she earned her M.S. in Program Evaluation and Ph.D. in School Psychology. During graduate school, she taught first grade and volunteered as a Court Appointed Special Advocate (CASA). Rebecca completed her pre-doctoral internship in the Cypress-Fairbanks Independent School District in Houston, Texas.
Rebecca joined the School Psychology faculty at Indiana University in 2003 and earned tenure in 2009. In 2004, she created the Academic Well-Check Program (AWCP), which is a collaborative partnership with a local school district (RBBCSC) that allows her to conduct empirical research in the public schools and has afforded her graduate students the opportunity to gain applied experiences that bridge the research-to practice-gap in education and school psychology. Rebecca describes her research agenda as “a public health model for the prevention and early intervention of children’s academic failure” that “focuses on researching effective scientifically-based educational practices that promote children’s academic success.” She has been a very active scholar since 2003, publishing 29 manuscripts (including 14 peer-reviewed empirical articles) and obtaining over $400,000 in university and state funding.
At the national level, Rebecca is on the Editorial Boards for the Journal of School Psychology and Assessment for Effective Intervention and was on the Editorial Board of Psychology in the Schools between 2006-2009. She is an ad hoc reviewer for School Psychology Review. In 2011, she was honored with the Reviewer of the Year Award from the Journal of School Psychology. Also in 2011, she was Chair of the School Psychology Research Collaboration Conference, which brings together early and late career scholars to collaborate on scholarly endeavors. Rebecca is on the National Association of School Psychologists’ Child and Professions Committee (which reviews NASP’s Position Statements).
At the state level, Rebecca has been appointed to the State Literacy Team and The Reading Advisory Council. She also co-developed the Summer Academy for School Psychologists (SASP), which offered in-service training in Response to Intervention to school psychology practitioners from 2006-2009. Rebecca consults regularly with the Indiana Department of Education and works with schools directly in their efforts to implement Response to Intervention and other best practices, especially with regard to English learners. In 2007, the Bloomington Chamber of Commerce recognized the Academic Well-Check Program and awarded Rebecca the Leading Light Award. In 2009, she received the Excellence in Graduate Mentoring Award from the IU School of Education. Furthermore, Rebecca has been involved as a Board Member and Advisory Board Member of the Children's Organ Transplant Association since 2005.
Rebecca’s work in the coming years will continue the line of inquiry focused on the prevention and intervention of children’s academic failure. She is deeply committed to improving educational practices for students who are failing or at risk of failing academically and takes very seriously her role in preparing future practitioners who will carry on the important task of ensuring educational parity and success for all K-12 students.
Publications (Highlighted names are current or former IU students, Bolded names are community partners)
Book Slated for Publication in 2014
Albers, C.A., & Martínez, R. S. (in progress). Academic Success in English: Using Response to Intervention as Best Practice for English Language Learners. Guilford Publications: New York, NY.
Published in 2014 (or in press)
Martínez, R.S., & Butera, G. (Guest Co-Editors) (in press). Multidisciplinary Collaboration to Support Struggling Readers. Special series for Journal of Educational and Psychological Consultation.
Martinez, R. S., Harris, B., & McClain, M. (in press). Effective and Collaborative School Practices that Promote English Reading for English Learners (EL). Journal of Educational and Psychological Consultation.
Martinez, S., Martinez, R.S., & McClain, M.B. (in press). Culturally responsive self-efficacy among teachers of English language learners in the rural Midwest?: One school’s story. Journal of Latino-Latin American Studies.
Published in 2013
McIntosh, K., Martinez,R.S., Ty, S.V., McClain, M.B. (2013). Scientific research in school psychology: Leading researchers weigh in on our past, present, and future. Journal of School Psychology, 51, 267-318.
Published in 2012
Missall, K., Mercer, S., Martínez, R. S., & Casebeer, D. (2012). Concurrent and Predictive Patterns and Trends in Performance on Early Numeracy Curriculum-Based Measures in Kindergarten and First Grade. Assessment for Effective Intervention, 37(2), 95-106.
Martínez, R. S., Nellis, L. N., White, S., & Jochim, M. (2012). Learning and cognitive disorders of childhood and adolescence. In Maddux, J. & Winstead, B. (Eds.) Psychopathology: Foundations for a Contemporary Understanding (3rd Ed.). New York, NY: Routledge.
Mercer, S., Martínez, R. S., & Faust, D., & Mitchell, R. R. (2012). Criterion-Related Validity of Writing Curriculum-Based Measurement (WCBM) in High School Students, School Psychology Quarterly, 27(2), 85-95.
Cummings, J. A., & Martínez, R. S. (2012). Visual representation of data: Showing the effects of intervention. In R. Brown-Chidsey & Andren, K. (Eds.) Problem-Solving Based Assessment for Educational Intervention Second Edition. New York, NY: Guildford Publications.
Begeny, J., Yeager, A., & Martínez, R. S. (2012). Effects of small-group and one-on-one reading fluency interventions with second grade, low-performing Spanish readers. Journal of Behavioral Education, 21(1), 58-79.
Published in 2011
Martínez, R. S., Floyd, R. & Erichsen, L. (2011). Strategies and attributes of highly productive contributors to the school psychology literature. Journal of School Psychology, 49, 691-720.
Albers, C. A., Floyd, R. G., Fuhrmann, M. J., & Martínez, R. S. (2011). Publication criteria and recommended areas of improvement within school psychology journals as reported by editors, journal board members, and manuscript authors. Journal of School Psychology, 49, 669-689.
Martínez, R.S., Aricak, T., Graves, M.N., Peters, J., & Nellis, L. (2011). Changes in perceived social support and socioemotional adjustment across the elementary to middle school transition. Journal of Youth and Adolescence, 40, 519-530.
Mercer, S., Nellis, L., Martínez, R. S., Kirk, M. (2011). Supporting the students most in need: Academic self-efficacy and teacher support as predictors of academic skill growth. Journal of School Psychology, 49, 323-338.
Published in 2010
Martinez, R. S., & Hazel, C. (2010). Entry level issues in school psychology. Trainers’ Forum, 29(2), 9-10.
Daly, E. J., Hofstadter, K. I., Martinez, R. S., & Andersen, M. (2010). Selecting Academic Interventions for Individual Students. In G. G. Peacock, R. Ervin, & Daly, E. J. (Eds.) Practical Handbook of School Psychology: Effective Practices for the 21st Century (pp. 115-132). New York, NY: Guilford Publications.
Martínez, R.S., & Huberty, T. (2010). Anxiety in Students with Learning Difficulties and Learning Disabilities. In J. Cassady (Ed.). Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp.137-152). New York, NY: Peter Lang Publishing.
Martínez, R.S., Missall, K. M., Graney, S. B., K. Aricak, T., & Clarke, B. (2009). Technical adequacy of early numeracy curriculum-based measurement in kindergarten. Assessment for Effective Intervention, 34(2), 116-125.
Harris, B., Plucker, J. A., Rapp, K. E., & Martínez, R.S. (2009). Identifying gifted and talented English language learners: A case study. Journal for the Education of the Gifted, 32, 368–393.
Graney, S. B., Martínez, R.S., Missall, K., & Aricak, T. (2009). Universal screening of reading in late elementary school: R-CBM versus CBM Maze. Remedial and Special Education, 31(5), 368-377.
Graney, S. B., Missall, K., Martínez, R. S., & Bergstrom, M. (2009). A preliminary investigation of within-year growthpatterns in reading and mathematicscurriculum-based measures. Journal of School Psychology, 47(2), 121-142.
Edl, H., Humphreys, L., & Martínez, R. S. (2009). University-School Collaboration for the Implementation of a Tier III Reading Program for Elementary School Students. Journal of Applied School Psychology, 25(3), 221-243.
Martínez, R.S., Aricak, T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal-interaction model. Psychology in the Schools, 45, 1010-1022.
Aricak, T., Bekci, B., Siyahhan, S., & Martínez, R.S. (2008). Turkish elementary school students’ perceptions of local and global terrorism. Electronic Journal of Research in Educational Psychology, 6, 117-134.
Palacios, E. D., Martínez, R.S., & Ridley, C.R. (2008). Bilingual school psychologists. In C. S. Clauss-Ehlers (Ed.). The Encyclopedia of Cross Cultural School Psychology. New York, NY: Springer Publishing.
Martínez, R. S., & Nellis, L. (2008). A School-Wide Approach for Promoting Academic Wellness for All Students. In B. Doll & J. Cummings (Eds.). Transforming school mental health services (pp.143-164). Thousand Oaks, California: Corwin Press.
Nellis, L. M., & Martínez, R. S. (2008). Indiana summer academy for school psychologists: A response to professional development needs around tiered models of prevention and intervention. Trainers’ Forum, 26, 14-17.
Pérez, B., Harris, B., Martínez, R.S., & Ridley, C.R. (2008). Culturally competent assessment of English language learners. In Clauss-Ehlers, Caroline S. (Ed.). The Encyclopedia of Cross Cultural School Psychology. New York, NY: Springer Publishing.
Martínez, R. S., Graves, M. N., & Heckman, A. R. (2008). School-university partnerships: Marshalling local resources for RTI implementation. Communiqué, 36.
Graves, M.N., & Martínez, R.S. (2008). A comprehensive look at learning disabilities. In C.S. Clauss-Ehlers (Ed.), Encyclopedia of cross-cultural school psychology. New York: Springer.
Harris, B., Rapp, K.E., Martínez, R.S., Plucker, J. A. (2007). Identifying English language learners for gifted and talented programs: Current practices and recommendations for improvement. Roeper Review, 30, 26-29.
Levinson, B., Bucher, K., Harvey, L., Martínez, R.S., Perez, B., Skiba, R., Harris, B., Cowan, P., & Chung, C. (2007, August). Latino Language Minority Students in Indiana: Trends, Conditions, and Challenges. Bloomington, IN: Center for Evaluation and Education Policy.
Martínez, R.S., & Carspecken, P. (2006). Effectiveness of children’s literature and discussion to promote the social acceptance of peers with disabilities in a sample of Latino elementary children. The Journal of Applied School Psychology, 23, 97-115.
Martínez, R. S. (2006). Social support in inclusive middle schools: Perceptions of youth with learning disabilities. Psychology in the Schools, 43, 197-209.
Martínez, R.S., & Humphreys, L. (2006). Providing reasonable academic accommodations for secondary students with documented disabilities. Principal Leadership, 12-15.
Martínez, R.S., Nellis, L.M., & Prendergast, K. (2006, September 18). Closing the Achievement Gap Series, Part II: Response to Intervention (RTI) – Basic Elements, Practical Applications, and Policy Recommendations. Bloomington, IN: Center for Evaluation and Education Policy.
Hopf, A., & Martínez, R.S. (2006). Implementation of Instructional Level Assessment (ILA) within a Response to Intervention (RTI) model of service delivery. The School Psychologist, 60, 75-78.
Graves, M., & Martínez, R.S. (2006, December). Changes in IDEA 2004: Highlighting what school psychologists ought to know. Indiana Association of School Psychologists (IASP) Newsletter.
Martínez, R.S., & Dick, A. C. (2005). Inclusion of children with disabilities in regular classroom settings. In Salkind, Neil J. (2005) (Ed.). Encyclopedia of Human Development. Thousand Oaks, CA: Sage Publications.
Delgado-Romero, E.A., Barfield, J., Fairley, B., & Martínez, R.S. (2005). Using the multicultural guidelines in individual and group counseling situations. In M. Constantine & D. W. Sue (Eds.), Strategies for building cultural competence in mental health and educational settings (pp. 39-55). Hoboken, New Jersey: John Wiley & Sons.
Plucker, J., Martínez, R.S., Harris, B., & Rapp, K. (2005). Identification of Students who are Limited English Proficient as Gifted. Bloomington, Indiana: Center for Evaluation and Education Policy.
Martínez, R.S., & Semrud-Clikeman, M. (2004). Psychosocial functioning of young adolescents with multiple versus single learning disabilities. Journal of Learning Disabilities, 37, 411-420.
Martínez, R.S. (2004). Psychosocial problems and learning disability type: A fruitful area for future research in school psychology. The School Psychologist, 58, 62-64.
Martínez, R.S. (2004). General education teachers’ attitudes toward inclusion: Implications for school psychologists. Communiqué, 33, 16-18.
Published in 2003 and earlier
Martínez, R.S. (2003). Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy, and knowledge about adapting instruction for children with disabilities in inclusive settings. Teacher Development, 7, 395-416.
Crandall, C. & Martínez, R.S. (1996). Culture, ideology, and anti-fat attitudes. Personality and Social Psychology Bulletin, 22, 1165-1176.