Margaret Beebe-Frankenberger

Current Position:

Associate Professor of Psychology

I will be on a leave of absence for the 2008 - 2009 school year

Office Phone: (406) 243-6883

Email Adress: MBeebe.Frankenberger@mso.umt.edu

Courses:

Psyc 336 Child/Adolescent Psychological Disorders Psyc 580 Principles & Practices of Profession School Psychology Psyc 587 School Psychology Methods Psyc 588 School Psychology Internship

Education:

Ph.D. University of California, Riverside, 2000
B.A. University of California, Riverside, 1996

Description:

As an applied psychologist working within school organizations, my work has been focused on the identification of and program planning for children with disabilities that impede their academic and/or social competence. A problem solving model that takes a contextual - systems approach is used to evaluate areas of concern, as well as to design, implement and evaluate program outcomes. Interventions include positive behavioral supports in school and home. My work in research is also centered on child/adolescent academic and social competence. Current research includes a multi-site collaborative project with the University of California Riverside developing a reading intervention for children with cognitive challenges. The Montana sample is in collaboration with 4 area schools who will participate in the longitudinal project through 2009. A second training program and study is in collaboration with the State of Montana Office of Public Instruction in a cross state (Montana-Wyoming) three-year implementation of a response-to-intervention process in nine schools.

Research Interests: School Psychology, Psycho-educational Evaluation, Functional Based Assessment, Early Intervention, Research Methods and Statistics

Selected Publications:

Beebe-Frankenberger, M., Lane, K.L., Bocian, K.M., Gresham, F.M., & MacMillan, D.L. (2005). Students with or at risk for problem behavior: Betwixt and between teacher and parent expectations. Preventing School Failure, 49 (2), 10-17.

Gresham, F.M., Lane, K.L., & Beebe-Frankenberger, M. (2005). Predictors of hyperactive-impulsive-inattention and conduct problems: A comparative follow-back investigation. Psychology in the Schools, 42 (7), 721-736.

Beebe-Frankenberger, M., Bocian, K.L., MacMillan, D.L. & Gresham, F.M. (2004). Sorting second grade students with academic deficiencies: Characteristics differentiating those retained in grade from those promoted to third grade. Journal of Educational Psychology, 96 (2) 204-215.

Swanson, H.L. & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for math disabilities. Journal of Education Psychology, 96 (3)

O’Shaugnessy, T., Lane, K.L., Gresham, F.M. & Beebe-Frankenberger, M. (2003). Children placed at-risk for learning and behavioral difficulties: Implementing a school-wide system of early identification and intervention. Remedial and Special Education, 24, 27-35.

Lane, K.L., Beebe-Frankenberger, M.E., Lambros, K.M., & Pierson, M., (2001). Designing effective interventions for children at-risk for antisocial behavior: An integrated model of components necessary for valid inference making. Psychology in the Schools, 38, 365-379.

Lane, K.L., O’Shaughnessy T.E., Lambros, K.M.,T.E., Gresham, F.M. & Beebe- Frankenberger, M.E.(2001). The efficacy of phonological awareness training with first-grade students who have behavior problems and reading difficulties. Journal of Emotional and Behavioral Disorders, 9, 219-231.

Gresham, F.M., MacMillan, D.L., Beebe-Frankenberger, M.E., & Bocian, K.M. (2000). Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented? Learning Disabilities Research & Practice, 15, 198-205.

Bocian, K.M., Beebe, M.E., MacMillan, D.L., & Gresham, F.M. (1999). Competing paradigms in learning disabilities classification by schools and the variations in the meaning of discrepant achievement. Learning Disabilities Research and Practice, 14, 1-14.

Gresham, F.M. , Beebe-Frankenberger, M.E., & MacMillan, D.L. (1999). A selective review of treatments for children with autism: Description and methodological considerations. School Psychology Review, 28 (4) 559-575.

Recent Presentations:

Beebe-Frankenberger, M. (2005, June). Action/Education Based Research: Pre-K through 12. Paper presented at the Northwest Association of Biomedical Research 2005 Social/Behavioral Sciences IRB Training Event, Spokane, WA.

Beebe-Frankenberger, M. & Bocian, K.M. (2005, April). How many left behind? The differing prevalence and nature of LD across schools. Paper presented at the Council for Exceptional Children (CEC) annual conference, Baltimore, MD.

Beebe-Frankenberger, M. & Crosby-Cooper, T. (2005, March). A Study of The Nature of LD and Low Achievers Across School Contexts. Paper presented at the National Association of School Psychologists (NASP) annual conference, Atlanta, GA.

Beebe-Frankenberger, M. & Cummings, K. (2005, April). A New Way to Support System and Student Success: A 4-Session Presentation. Four-part workshop presented for the Montana Council of Administrators of Special Education at the annual conference of the Montana Council for Exceptional Children (CEC), Billings, MT.

Beebe-Frankenberger, M., Bocian, K.M., MacMillan, D.L., Munton, S.M. & Gresham, F.M. (2004, April). Comparisons of Academic & Social Competence Three Years After the Retention-Promotion Decision. Paper presented at the Council for Exceptional Children (CEC) annual conference, New Orleans, LA.

Beebe-Frankenberger, M., Munton, S.M. & Gresham, F.M. (2004, March). The Evidence Is In: Retention as an Intervention. Paper presented at the National Association of School Psychologists (NASP), annual national conference, Dallas, TX.

Beebe-Frankenberger, M., MacMillan, D.L. & Bocian, K.M. (2003, April). Mandated Retention in Grade: Who is Retained and What Happens? Paper presented at the Council for Exceptional Children (CEC) annual conference, Seattle WA.

Lane, K.L. & Beebe-Frankenberger, M. (2002, November). Designing Interventions: The Tools for Success. Paper presented at the Teacher Educators for Children with Behavioral Disorders (TECBD) conference, Scottsdale, AZ.

Gresham, F.M., Lane, K.L. & Beebe-Frankenberger, M.E. (2002, February). Identification and prediction of children at-risk for conduct and hyperactivity-impulsivity-attention problems. Paper presented as part of a symposium at the National Association of School Psychologists (NASP), annual national conference, Chicago, Ill.

Beebe-Frankenberger, M. Munton, S.M., MacMillan, D.L., Gresham, F.M. & Bocian, K.L. (November, 2001). Behavioral differences: A comparison between retained and promoted peers. Paper presented at the annual meeting of the Teacher Educators for Children with Behavioral Disorders (TECBD) conference, Scottsdale, AZ.

Publications:

Lane, K.L. & Beebe-Frankenberger, M. (2004). School-Based Interventions: The Tools You Need to Succeed. Boston, MA: Allyn & Bacon Publishers. Lambros, K.M., Beebe-Frankenberger, M.E., & McLaughlin, V. (2001). Instruction Manual: Interventions for students with or at-risk for emotional and behavioral disorders. Allyn-Bacon: New York, N.Y.