Assisted Cognition in Community, Employment and Support Settings

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Mark Harniss, Ph.D.

• Clinical Assistant Professor, Rehabilitation Medicine
• Director of Evaluation, Center on Human Development and Disability
• Research Associate, Center for Technology and Disability Studies

Research

Research interests include instructional and assistive technology, instructional design and effective instruction for students with disabilities.

Teaching

Dr. Harniss teaches courses on instructional methods for students at-risk for school failure as well as courses in technology for teachers. He has also worked as a faculty member in teacher education at both Northern Illinois University and UWT.

Training

Dr. Harniss earned his Bachelor's in English and his Master's in Instructional Technology at Utah State University. He earned his doctorate in Special Education at the University of Oregon.

Selected Publications

Epstein, M. H., Harniss, M. K., Robbins, V., Kriz, M., Wheeler, L., Cyrulik, S., & Nelson, J. R. (2002). Strength-based approaches to assessment in schools. In M.Weist, S. Evans, & N. Tashman (Eds.). School Mental Health Handbook . New York: Kluwer Academic/Plenum Publishers

Harniss, M.K., Stein, M., & Carnine, D. (2002). Promoting positive mathematics outcomes. In M. Shinn, G. Stoner, & H. Walker (Eds.) Interventions for academic and behavior problems II: Preventive and remedial approaches (2nd ed.). Silver Spring, MD: National Association of School Psychologists.

Harniss, M. K., Epstein, M. H., Bursuck, W. D., Nelson, J., & Jayanthi, M. (2001). Resolving homework-related communication problems: Recommendations of parents of children with and without disabilities . Reading and Writing Quarterly , 17(3), 205-225

Gersten, R., Keating, T., Yovanoff, P., & Harniss, M. K. (2001). Working in special education: A study of factors that enhance special educators' commitment and intent to remain in the field. Exceptional Children, 67 (4), 549-567.

Cullinan, D. Harniss, M., Epstein, M. H., & Ryser, G. (2001). The Scale for Assessing Emotional Disturbance: Concurrent validity. Journal of Child and Family Studies, 10 (4), 449-466.

Harniss, M. K., Dixon, R., & Carnine, D. (2001). Effective strategies for teaching mathematics. In E. Kameenui, & D. Carnine (Eds.), Effective strategies that accommodate diverse learners (2nd ed.). Columbus, OH: Merrill.

Harniss, M. K., Dickson, S. V., Kinder, D., & Hollenbeck, K. L. (2001). Textual problems and instructional solutions: Strategies for enhancing learning from published history textbooks. Reading and Writing Quarterly, 17, 127-150.

Epstein, M. H., Harniss, M. K., Pearson, N., & Ryser, G. (1999) The Behavioral and Emotional Rating Scale: Test-retest and inter-rater reliability. Journal of Child and Family Studies , 8 (3), 319-328.

Harniss, M. K., Epstein, M. H., Ryser, G., & Pearson, N. (1999). The Behavioral and Emotional Rating Scale: Convergent validity. Journal of Psychoeducational Assessment, 17 (1), 4-14

Carnine, D. W., Crawford, C., Harniss, M.K., Hollenbeck, K., & Miller, S. (1998). Effective strategies for teaching social studies. In E. Kameenui, & D. Carnine (Eds.), Effective strategies that accommodate diverse learners . Columbus, OH: Merrill.

Tindal, G., Heath, B., Hollenbeck, K., Almond, P., Harniss, M., McCollum, S., & McCleery, J. (1998). Accommodating students with disabilities on large-scale tests: An experimental study. Exceptional Children, 6 4(4), 439-450.

Carnine, D. W., Caros, J., Crawford, D., Hollenbeck, K., & Harniss, M. K. (1996). Designing effective United States history curricula for all students. In J. Brophy (Ed.) Advances in research on teaching, Vol. 6., History teaching and learning . (pp. 207-256). Greenwich, CT: JAI Press.