Data-Based Consulting, Inc.


Recent Publications


Gresham, F., Reschly, D., & Shinn, M.R. (2010). RTI as a driving force in educational improvement: Historical legal, research, and practice perspectives. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI (pp. 47-77). Bethesda, MD: National Association of School Psychologists.

​Shinn, M.R. (2007). Identifying students at risk, monitoring performance, and determining eligibility within RTI: Research on educational need and benefit from academic intervention. School Psychology Review, 36, 601-617.

​Shinn, M.R. (2008). RTI at the secondary level. In S. L. Fernley, S.D., Norlin, J. (Ed.), What do I do when...The answer book on RTI. Horsham, PA: LRP Publications.

Shinn, M.R. (2010). Building a scientifically based data system for progress monitoring and universal screening across three tiers including RTI using Curriculum-Based Measurement. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI (pp. 259-293). Bethesda, MD: National Association of School Psychologists.

Shinn, M.R. (2012a). Conclusion: Reflections on the influence of Curriculum-Based Measurement on educational practie and policy…and its progenitor. In K. L. M. C. Espin, S. Rose, Miya Miura Wayman (Ed.), A measure of success: The influence of Curriculum-Based Measurement on education (pp. 341-356). Minneapolis, MN: University of Minnesota Press.

Shinn, M.R. (2012b). Identifying and validating academic problems. In R. Brown-Chidsey & K. Andren (Eds.), Assessment for Intervention: A problem-solving approach (2nd ed., pp. 199-228). New York, NY: Guilford.

Shinn, M.R. (2013). Progress monitoring methods and tools for academic performance. In H. M. Walker & F. M. Gresham (Eds.), Handbook of evidence-based practices for emotional and behavior disorders (pp. 173-191). New York, NY Guilford.
Walker, H.M., & Shinn, M.R. (2010). Systemic, evidence-based approaches for promoting positive student outcomes within an RTI framework: Moving from efficacy to effectiveness. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI (pp. 1-26). Bethesda, MD: National Association of School Psychologists.

Books


Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford.

Shinn, M.R. (Ed.). (1998). Advanced applications of Curriculum-Based Measurement. New York:: Guilford.

​Shinn, M.R., Walker, H.M., & Stoner, G. (2002). Interventions for Academic and Behavior Problems II:  Preventive and Remedial Approaches. Bethesda, MD: National Association of School Psychologists.

Stoner, G., Shinn, M.R., & Walker, H.M. (Eds.). (1991). Interventions for academic and behavior problems. Silver Spring, MD: National Association of School Psychologists.

Shinn, M.R. & Walker, H.M. (Eds.),(2010) Interventions for achievement and behavior problems in a three-tier model, including RTI. Bethesda, MD: National Association of School Psychologists.

Mark R. Shinn, Ph.D.


I joined National Louis University in 2003 after 19 years at the University of Oregon where I directed the School Psychology Program for 19 Years. From 1999-2003, I was a professor of Special Education at Oregon.

Academic Facts
  • Graduate:  Ph.D. in Educational Psychology (School Psychology); 
  • University of Minnesota, 1981
  • Undergraduate: BA in Psychology;
  • Gustavus Adolphus College, 1974
Honors
  • Distinguished Alumni Award, University of Minnesota School Psychology Program (2013)
  • Elected Member, Society for the Study of School Psychology (SSSP; 2013)
  • American Psychological Association (APA) Division 16 (School Psychology) Jack Bardon Award for Distinguished Service (2003)
  • National Advisory Board, Consortium on Reaching Excellence (CORE) since 2002

Publications

My work on progress monitoring and screening using Curriculum-Based Measurement (CBM), and its use in a Problem-Solving, MTSS model has resulted in more than 100 book chapters and journal articles.