Faculty and Staff

Research Associate
Doabler, Chris, Ph. D.
Research Assistant Professor
(541) 346-8358

Selected Publications

Doabler, C. T., & Fien, H. (2013). Explicit mathematics instruction: What teachers can do for teaching students with mathematics difficulties. Intervention in School and Clinic, 48, 276-285.

Doabler, C. T., Fien, H., Nelson Walker, N. J., & Baker, S. K. (2012). Evaluating three elementary mathematics programs for presence of eight research-based instructional design principles. Learning Disability Quarterly, 35, 200-211

Doabler, C. T., Strand Cary, M., Jungjohann, K., Fien, H., Clarke, B., Baker, S. K., Smolkowski, K., & Chard, D. (2012). Enhancing core math instruction for students at-risk for mathematics disabilities. http://cec.metapress.com/content/6g7131hu880w0w55/ TEACHING Exceptional Children, 44(4), 48–57.

Clarke, B., Doabler, C. T., Baker, S. K. Fien, H., Jungjohann, K., & Strand Cary, M. (2011). Pursuing instructional coherence: Can strong tier 1 systems better meet the needs of the range of students in general education settings? In R. M. Gersten & R. Newman-Gonchar (Eds.), Understanding RTI in mathematics: Proven methods and applications (pp. 49–64). Baltimore, MD: Brooke Publishing.

Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. (2011). Examining the efficacy of a tier 2 kindergarten intervention report (Technical Report 1102). Eugene, OR: University of Oregon.

Clarke, B., Smolkowski, K., Baker, S. K., Fien, H., Doabler, C. T., & Chard, D. J. (2011). The impact of a comprehensive tier 1 core kindergarten program on the achievement of students at-risk in mathematics. Elementary School Journal, 111, 561–584. doi: 10.1086/659033 <http://www.jstor.org/stable/10.1086/659033>

Doabler, C., Jungjohann, K. & Strand Cary, M. High quality mathematics instruction for kindergartners: Early Learning in Mathematics. (In preparation).
Baker, S. K., Chard, D. J., Ketterlin-Geller, L., R., Apichatabutra, C., & Doabler, C. (2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75(3), 303-320.
Chard, D., Ketterlin-Geller, L., R., Baker, S. K., Doabler, C., & Apichatabutra, C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exceptional Children, 75(3), 263-281.

Clarke, B., Doabler, C. T., Strand-Cary, M., Smolkowski, K., Baker, S., Fien, H., & Kosty, D. (in review). Preliminary evaluation of a tier-2 mathematics intervention for first grade students: Utilizing a theory of change to guide formative evaluation activities. School Psychology Review.

Doabler, C. T., Clarke, B., Fien, H., Baker, S., Kosty, D., & Strand-Cary, M. (in press). The science behind curriculum development and evaluation: Taking a design science approach in the production of a tier 2 mathematics curriculum. Learning Disability Quarterly.

Doabler, C. T., Nelson-Walker, N., Kosty, D., Fien, H., Baker, S. K., Smolkowski, K., & Clarke, B. (in press). Examining Teachers’ Use of Evidence-Based Practices During Core Mathematics Instruction. Assessment for Effective Intervention.

Doabler, C. T., Baker, S. K., Kosty, D., Smolkowski, K., Clarke, B., Miller, S. J., & Fien, H. (in press). Examining the association between explicit mathematics instruction and student mathematics achievement. Elementary School Journal.

Selected Presentations

Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., & Fien, H. (2013, February). Evaluating the value of a tier 2 intervention in kindergarten mathematics. Paper presented at Pacific Coast Research Conference. San Diego, CA.

Jungjohann, K., Doabler, C.T., Berg, T., & Clarke, B. (2013, April). FUSION: A promising tier 2 mathematics intervention to support first grade students. Paper presented at the CEC Annual Convention, San Antonio, TX.

Nelson, N., Doabler, C. T., Clarke, B., Fien, H., Smolkowksi, K., Baker, S. K., Crone, D.A., & Smith, J. M. (2013, August). Multifaceted Observation Systems: Examining the Quantity and Quality of Instructional Interactions. Paper presented at the EARLI 2013: 15th Biennial Conference, Munich, Germany.

Strand Cary, M., Doabler, C. T., Clarke, B., Fien, H., Baker, S. & Jungjohann, K., (2013, March). Evaluating the promise of the FUSION tier 2 math intervention. Paper presented at the 2013 Society for Research in Educational Effectiveness conference, Washington, DC.

Doabler, C.T., Miller, S.J., & Baker, S.K. (2012). The Kite And Key: Observing Mathematics Through Ben Franklin’s Spectacles. Paper presented at National Association for School Psychologists (NASP) Annual Convention. Philadelphia, PA.

Doabler, C.T., Baker, S., Smolkowski, K., Fien, H., Clarke, B., Strand Cary, M. & Chard, D. (2012). Impact And Implementation Analyses Of The ELM Kindergarten Mathematics Intervention. Paper presented at the Society for Research on Educational Effectiveness Spring Conference. Washington, DC.

Doabler, C.T. (2012). Exploring Rates Of Instructional Interactions In Kindergarten Mathematics. Paper presented at the Pacific Coast Research Conference. Coronado, CA.

Doabler, C. T., Baker, S. T., Smolkowski, K., Fien, H., Clarke, B., Strand Cary, M. & Chard, D. J. (2012, March). Impact and implementation analyses of the ELM kindergarten mathematics intervention (http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED530368) . Paper presented at the 2012 Spring Society for Research on Educational Effectiveness  Conference, Washington, DC.

Doabler, C. T., Clarke, B., Baker, S. K., Smolkowski, K., Fien, H., Strand Cary, M., & Chard, D. J. (2012, April). A tier 1 mathematics intervention: Investigations of beneficial impact and effective implementation. Paper presented at the 2012 Council for Exceptional Children Convention, Denver, CO.

Doabler, C. T., Strand Cary, M., Clarke, B., Fien, H., Baker, S. K., & Jungjohann, K. (2012, March). Using single-case design to explore the potential promise of a tier 2 mathematics intervention on student mathematics achievement <http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED529429> . Poster presented at the 2012 Spring Society for Research on Educational Effectiveness, Washington, D.C.

Gersten, R. M., Doabler, C. T., & Rolfhus, E. (2012, April). Successful Response To Intervention For K And 1: Two Research Studies Across The Tiers. Paper presented at the 2012 Annual CEC Conference, Denver, CO.

Strand Cary, M., Doabler, C. T., Clarke, B., Fien, H., Baker, S. K., Jungjohann, K., & Berg, T. (2012, April). What can we learn from teachers implementing FUSION (Foundations of Mathematical Understanding: Developing a Strategic Intervention on Whole Number Concepts)? Formative evaluation of a developing first-grade mathematics intervention. Poster presented (http://m.core-apps.com/aera2012/speakers/c75d8da2be126b14eed85afd85918344) at the 2012 Annual American Educational Research Association Conference, Vancouver, Canada.

Clarke, B., Doabler, C. T., Baker, S. K., Fien, H., Smolkowski, K., & Chard, D. J. (2011, February). Early Learning in Mathematics. Developing observation instruments to explore mediators of student achievement. <http://pcrc-conference.org/panel11.html>  Paper presented at Pacific Coast Research Conference, Coronado, CA.

Baker, S.K., Clarke, B., Fien, H., Smolkowski, K., Doabler, C., & Chard, D. (2010). Early Learning in Mathematics (ELM): The Efficacy of a Kindergarten Curriculum Implemented in Whole Classroom Settings. Institute for Education Sciences Conference, Washington, D.C.

Baker, S. K., Clarke, B., Fien, H., Smolkowski, K., Doabler, C. T., & Chard, D. J. (2010, June). Early Learning in Mathematics (ELM): The efficacy of a kindergarten curriculum implemented in whole classroom settings (http://ies.ed.gov/funding/grantsearch/details.asp?ID=1244). Paper presented at the 2010 Research Institute for Education Sciences Conference, Washington, D.C.

Clarke, B., Baker, S. K., Fien, H., Doabler, C. T., & Strand Cary, C. (2010, June). Developing a strategic intervention on whole number concepts: Project FUSION. Paper presented at the 2010 Research Institute for Education Sciences Conference, Washington, D.C.

Doabler, C., Fien, H., Baker, D., Burns, D., & Nelson-Walker, N. J. (2010). Measuring Teacher-Student Instructional Interactions in Mathematics and Bilingual Reading Classrooms. Council for Exceptional Children. Nashville, TN.

Doabler, C., Fien, H., Smolkowski, K., Baker, S., Clarke, B., Kosty, D., & Strand-Cary, M. (2010). Measuring Instructional Interactions in Kindergarten Mathematics. Society for Research on Educational Effectiveness. Washington, DC.

Doabler, C., Fien, H., & Smolkowski, K. (2010). Measuring Instructional Interactions in Kindergarten Mathematics. Pacific Coast Research Conference, Coronado, CA.

Doabler, C., Fien, H., Smolkowksi, K., Baker, S., Clarke, B., Kosty, D., Strand-Cary, M. (2010). Measuring Instructional Interactions in Kindergarten. Society for the Scientific Study of Reading Conference, Berlin, Germany.

Doabler, C., Fien, H., Baker, D., Burns, D., & Nelson-Walker, N. J. (2010). Measuring teacher-student instructional interactions in mathematics and bilingual reading classrooms. Council for Exceptional Children Convention. Nashville, TN.
Doabler, C., Fien, H., Smolkowski, K., Baker, S., Clarke, B., Kosty, D., & Strand-Cary, M. (2010). Measuring Instructional Interactions in Kindergarten. Accepted for presentation at the Society for the Scientific Study of Reading Conference. Berlin, Germany.