Associate Professor, Educational Psychology
Office#: 648 Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 845-4619
Primary Emphasis Area: Special Education
Vita: View Document
Short Bio
Dr. Burke is a native of Florida where he graduated with degrees in History and Special Education from the University of West Florida. He completed his graduate studies at University of Oregon and joined the faculty at Texas A&M in 2005. While not a native Texan, Dr. Burke loves "Aggieland" as his adopted home. His research, teaching, and service in special education focuses on students with high incidence disabilities and particularly those with or at-risk for emotional/behavioral disorders (EBD) and learning disabilities (LD). His applied research and doctoral training agenda focus on the interrelated academic and behavioral support needs of individuals with high incidence disabilities. He has a record of peer-reviewed research that has employed single-case, group, meta-analytic, and correlational research methods and has coalesced around social, academic, emotional, and behavioral support. His research efforts in training graduate students, and related outreach activities have been funded by local, state, and federal grant awards focused on improving social-behavioral and academic supports for school-aged children. Consistent with a scientist-practitioner model, his teaching and mentorship focuses on preparing the next generation of scholars, teachers, and clinicians to translate research to applied practice and developing critical thinking skills related to research and practice.
Research Interests
At-risk Learners, Behavioral Disorders & Learning Disabilities
High Incidence Disabilities
International Special Education
Multi-Tiered Systems of Behavior and Academic Support
Social, Emotional, Academic, and Behavioral Supports
Publications (journal articles, books, book chapters)*

1. Perihan, C., Burke, M.D., Bownan-Perrott, L., Bicer, A., Gallup, J., Thompson, J., & Salles, M.R. (In press). Effects of cognitive behavioral therapy for reducing anxiety with high functioning children with ASD: A systematic review and meta-analysis. Journal of Autism and Developmental Disorders. Impact factor: 3.341. (In Press)

2. Ninci, J., Rispoli, M. J., Burke, M.D., Wilson, V., Vannest, K., Neely, L., & Ulloa, P. (in press). Meta-analysis of single-case research on embedding interests of individuals with autism spectrum disorder, Remedial and Special Education. Impact factor: 1.648. (In Press)

3. Hutchins, N., Burke, M. D., Bowman-Perrott-L., Tarlow, K., & Hatton, H. (in press). The effects of social skills interventions for students with EBD and ASD: A single-case meta-analysis. Behavior Modification. Impact factor: 2.024 (In Press)

4. Hintz, A. M., Paal, M., Krull, J., Casale, G. & Burke, M. D. (in press). Inclusionary reform and Positive Behavior Support: Implications for the German school system. In S. L. Goei & R. L. de Pry (Eds.), School Wide Positive Behavior Interventions and Supports in Europe: Developments, Concepts, Research, and Practices. London: Taylor & Francis (In Press)

5. Campbell, A. R. Bowman-Perrott, L., Burke, M. D., & Sallese, M. R. (2018). Reading, writing, math, and content-area interventions for improving behavioral and academic outcomes of students with emotional and behavioral disorders, Learning Disabilities: A Contemporary Journal, 16, 119-138.

6. Rispoli, M., Zaini, S., Mason, R., Brodhead, M., & Burke, M. D., & Gregori, E. (2017). A systematic review of teacher self-monitoring on implementation of behavioral practices. Teaching and Teacher Education, 63, 58-72

7. Ninci, J., Rispoli, M., Burke, M. D., & Neely, L. C. (2017). Embedding Interests of Individuals with Autism Spectrum Disorder: A Quality Review. Review Journal of Autism and Developmental Disorders, 1-14.

8. Clemens, N., Lai, M. H.C., Burke, M. D., Wu J. (2017). Interrelations of growth in letter naming and sound fluency in kindergarten and implications for subsequent reading fluency. School Psychology Review, School Psychology Review, 46, 272-287.

9. Gunke, M., Sperling, M. & Burke (2017). The Impact of Explicit Timing, Immediate Feedback, and Positive Reinforcement on the Writing Outcomes of Academically and Behaviorally Struggling Fifth-Grade Students, Insights into Learning Disabilities, 14, 135-153.

10. Hutchins, N., Burke, M. D., Hatton, H., & Bowman-Perrott, L. (2016). Social skills interventions for students with challenging behavior: Evaluating the quality of the evidence base. Remedial and Special Education. doi: 10.1177/0741932516646080

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* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts
No current grants/contracts
Show Completed Grants/Contracts

Courses Taught
Former Doctoral Students
Amy Heath (Spring, 2012), Ph.D.
Rose Ann Mason (Spring, 2012), Ph.D.
Nancy Hutchins (Summer, 2014), Ph.D.
Heather Hatton (Summer, 2015), Ph.D.
Jennifer M. Ninci (Spring, 2016), Ph.D.
Samar Jameel Zaini (Spring, 2016), Ph.D.
Nan Zhang (Fall, 2016), Ph.D.
Celal Perihan (Summer, 2018), Ph.D.
Xin Dong (Fall, 2019), Ph.D.
Editorial Positions

Editorial Board Member (2019 - ). Learning Disabilities Quarterly

Editorial Board Member (2017 - ). Behavior Modification

Consulting Editor (2016 - ). School Psychology Review

Associate Editor (2014 - ). Journal of Positive Behavior Interventions

Editorial Board Member (2006 - ). Assessment for Effective Intervention

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