1. Clemens, N.H., Hilt-Panahon, A., Shapiro, E.S., & Yoon, M. (in press). Tracing student responsiveness to intervention with early literacy skills indicators: Do they reflect growth toward text reading outcomes? Reading Psychology (In Press)

2. Clemens, N.H., Shapiro, E.S., & *Seibert, A.L. (2012). Conducting systematic direct classroom observations to define school-related problems. In R. Brown-Chidsey & K. Arden (eds.), Assessment for Intervention: A Problem-Solving Approach (second edition, pp. 157-179). New York: Guilford Press ^*

3. Keller-Margulis, M. A., Clemens, N. H., *Im, M., Kwok, O., & Booth, C. (2012). Curriculum-based measurement yearly growth rates: An examination of English language learners and native English speakers. Learning and Individual Differences, 22, 799-805 ^*

4. Keller-Margolis, M., Clemens, N.H., *Im, M., Kwok, O., & Booth, C. (2012). Differential rates of student growth on reading curriculum-based measurement in a diverse sample. Learning and Individual Differences, 22, 799-805 ^*

5. Shapiro, E.S., Benson, J., Clemens, N.H., & Gischlar, K.L. (2011). Academic assessment. In M. Bray & T. Kehle (eds.), The Oxford Handbook of School Psychology

6. Clemens, N.H., Shapiro, E.S., & Thoemmes, F.J. (2011). Improving the efficacy of first grade reading screening: An investigation of Word Identification Fluency with other early literacy indicators. School Psychology Quarterly, 26, 231-244

7. Clemens, N.H., Shapiro, E.S., Panahon, A.H., & Gischlar, K.L. (2011). Student achievement outcomes. In E.S. Shapiro, N. Zigmond, T. Wallace, & D. Marston (eds.), Models for implementing response to intervention: Tools, outcomes, and implications. New York: Guilford Press

8. Gischlar, K.L., Hilt-Panahon, A., Clemens, N.H., & Shapiro, E.S. (2011). The process of implementation and design for sustainability. In E.S. Shapiro, N. Zigmond, T. Wallace, & D. Marston (eds.), Models for implementing response to intervention: Tools, outcomes, and implications. New York: Guilford Press.

9. Hilt-Panahon, A., Shapiro, E.S., Clemens, N.H., & Gischlar, K.L. (2011). The structure and content of the RTI model. In E.S. Shapiro, N. Zigmond, T. Wallace, & D. Marston (eds.), Models for implementing response to intervention: Tools, outcomes, and implications. New York: Guilford Press

10. Parker, R., Vannest, K. J., & Davis, J. L. (2010). Defensible progress monitoring data for medium and high stakes decisions. Journal of Special Education

1. Clemens, N.H., Hilt-Panahon, A., Shapiro, E.S., & Yoon, M. (in press). Tracing student responsiveness to intervention with early literacy skills indicators: Do they reflect growth toward text reading outcomes? Reading Psychology (In Press)

2. Clemens, N.H., Shapiro, E.S., & *Seibert, A.L. (2012). Conducting systematic direct classroom observations to define school-related problems. In R. Brown-Chidsey & K. Arden (eds.), Assessment for Intervention: A Problem-Solving Approach (second edition, pp. 157-179). New York: Guilford Press ^*

3. Keller-Margulis, M. A., Clemens, N. H., *Im, M., Kwok, O., & Booth, C. (2012). Curriculum-based measurement yearly growth rates: An examination of English language learners and native English speakers. Learning and Individual Differences, 22, 799-805 ^*

4. Keller-Margolis, M., Clemens, N.H., *Im, M., Kwok, O., & Booth, C. (2012). Differential rates of student growth on reading curriculum-based measurement in a diverse sample. Learning and Individual Differences, 22, 799-805 ^*

5. Shapiro, E.S., Benson, J., Clemens, N.H., & Gischlar, K.L. (2011). Academic assessment. In M. Bray & T. Kehle (eds.), The Oxford Handbook of School Psychology

6. Clemens, N.H., Shapiro, E.S., & Thoemmes, F.J. (2011). Improving the efficacy of first grade reading screening: An investigation of Word Identification Fluency with other early literacy indicators. School Psychology Quarterly, 26, 231-244

7. Clemens, N.H., Shapiro, E.S., Panahon, A.H., & Gischlar, K.L. (2011). Student achievement outcomes. In E.S. Shapiro, N. Zigmond, T. Wallace, & D. Marston (eds.), Models for implementing response to intervention: Tools, outcomes, and implications. New York: Guilford Press

8. Gischlar, K.L., Hilt-Panahon, A., Clemens, N.H., & Shapiro, E.S. (2011). The process of implementation and design for sustainability. In E.S. Shapiro, N. Zigmond, T. Wallace, & D. Marston (eds.), Models for implementing response to intervention: Tools, outcomes, and implications. New York: Guilford Press.

9. Hilt-Panahon, A., Shapiro, E.S., Clemens, N.H., & Gischlar, K.L. (2011). The structure and content of the RTI model. In E.S. Shapiro, N. Zigmond, T. Wallace, & D. Marston (eds.), Models for implementing response to intervention: Tools, outcomes, and implications. New York: Guilford Press

10. Parker, R., Vannest, K. J., & Davis, J. L. (2010). Defensible progress monitoring data for medium and high stakes decisions. Journal of Special Education

11. Kern, L., Benson, J.L., & Clemens, N.H. (2010). Strategies for working with severe challenging and violent behavior. In Peacock, G.G., Ervin, R.A., Daly, E., & Merrell, K. (Eds.). The practical handbook of school psychology: Effective practices for the 21st century. New York: Guilford Press

12. Shapiro, E.S., & Clemens, N.H. (2009). A conceptual model for evaluating systems effects of RTI. Assessment for Effective Intervention, 35, 3 -16

13. Clemens, N.H. (2009). Toward consensus on first grade CBM measures. (Doctoral dissertation, Lehigh University, 2009)

14. Kern, L., & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75

15. Kern, L., & Clemens, N.H. (2005). Task interspersal. In M. Hersen, G. Sugai, & R. Horner (Eds.). Encyclopedia of Behavior Modification and Cognitive Therapy, Volume III. Thousand Oaks, CA: Sage
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