Dr. Rebecca Martinez is a tenured faculty member at Indiana University in the Counseling Psychology Program. She joined Spencer Psychology part-time in the fall of 2018. Dr. Martinez has worked with children, adolescents and adults in various capacities as a bilingual elementary school teacher, psychologist, consultant, public speaker, clinical supervisor, coach, and expert witness for court. Dr. Martinez’s research background is multifaceted, focusing broadly on cognitive behavioral treatments with anxiety, remediation of academic failure in schools, culturally responsive practices, first generation students and faculty of color, and professional issues in school psychology and counseling psychology trainees.
Treatment Approach: Dr. Martinez uses primarily Cognitive-Behavioral treatments in her general counseling practice, and has a specialty in working with adolescents and young adults, as well as faculty experiencing stressors in academia.
Languages: Dr. Martinez is fluent in Spanish and English, and can offer counseling and evaluation services in either language.
Publications: Dr. Martinez is also a prolific author, and has published a large number of books and articles.
Books Merrell, K. W., Ervin, R. A., Martínez, R. S., Peacock, G., Reinke, W. (2019). School Psychology for the 21st Century: Foundations and Practices (3rd ed.). Guilford Publications: New York, NY.
Albers, C.A., & Martínez, R. S. (2015). Promoting Academic Success with English Language Learners: Best Practices for RTI. Guilford Publications: New York, NY.
Ng, J., Stull, D.S., & Martínez, R.S. (2019). What if only what can be counted will count? A critical examination of making educational practice “scientific.” Teachers College Record.
Journal Articles: Martínez, R.S. & Ng, J. (in progress). Support of Faculty in Community-University Partnerships: The Academy’s Role. Accepted for review in special issue of the Journal of Psychological and Educational Consultation.
Martínez, R.S., Jones, J., Missall, K., & Ng, J. (in progress). A national study on the types of ethical transgressions most common to school psychologists in the field.
Martínez, R. S. & Nellis (2019). Learning difficulties and disorders in youth: Diagnosis, identification and Intervention. In Maddux, J. & Winstead, B. (Eds.) Psychopathology: Foundations for a Contemporary Understanding (5thEd.). New York, NY: Routledge.
Martínez, R. S., Nellis, L. N., White, S., Jochim, M., & Peters, R.K. (2016). Learning disorders of childhood and adolescence. In Maddux, J. & Winstead, B. (Eds.) Psychopathology: Foundations for a Contemporary Understanding (4thEd.). New York, NY: Routledge.
Martínez, R.S., & Butera, G. (Guest Co-Editors) (2014, Vol. 24, Issue 2). Multidisciplinary Collaboration to Support Struggling Readers. Special series for Journal of Educational and Psychological Consultation.
Martínez, R.S. (2014). Best practices in instructional strategies for reading in general education. In A. Thomas and P. Harrison (Eds.). Best Practices in School Psychology VI. Bethesda, MD: National Association of School Psychologists.
*Martínez, R. S., Harris, B., & McClain, M. (2014). Effective and Collaborative School Practices that Promote English Reading for English Learners (EL). Journal of Educational and Psychological Consultation, 24 (2), 128-148.
*McIntosh, K., Martínez, R.S., Ty, S.V., McClain, M.B. (2013). Scientific research in school psychology: Leading researchers weigh in on our past, present, and future. Journal of School Psychology, 51, 267-318.
*Missall, K., Mercer, S., Martínez, R. S., & Casebeer, D. (2012). Concurrent and Predictive Patterns and Trends in Performance on Early Numeracy Curriculum-Based Measures in Kindergarten and First Grade. Assessment for Effective Intervention, 37(2), 95-106.
*Mercer, S., Martínez, R. S., & Faust, D., & Mitchell, R. R. (2012). Criterion-Related Validity of Writing Curriculum-Based Measurement (WCBM) in High School Students, School Psychology Quarterly, 27(2), 85-95.
Cummings, J. A., & Martínez, R. S. (2012). Visual representation of data: Showing the effects of intervention. In R. Brown-Chidsey & Andren, K. (Eds.) Problem-Solving Based Assessment for Educational Intervention Second Edition. New York, NY: Guildford Publications.
*Begeny, J., Yeager, A., & Martínez, R. S. (2012). Effects of small-group and one-on-one reading fluency interventions with second grade, low-performing Spanish readers. Journal of Behavioral Education, 21(1), 58-79.
Martínez, R. S., Floyd, R. & Erichsen, L. (2011). Strategies and attributes of highly productive contributors to the school psychology literature. Journal of School Psychology, 49, 691-720.
Albers, C. A., Floyd, R. G., Fuhrmann, M. J., & Martínez, R. S. (2011). Publication criteria and recommended areas of improvement within school psychology journals as reported by editors, journal board members, and manuscript authors. Journal of School Psychology, 49, 669-689.
Martínez, R.S., Aricak, T., Graves, M.N., Peters, J., & Nellis, L. (2011). Changes in perceived social support and socioemotional adjustment across the elementary to middle school transition. Journal of Youth and Adolescence, 40, 519-530.
Mercer, S., Nellis, L., Martínez, R. S., Kirk, M. (2011). Supporting the students most in need: Academic self-efficacy and teacher support as predictors of academic skill growth. Journal of School Psychology, 49, 323-338.
Martínez, R. S., & Hazel, C. (2010). Entry level issues in school psychology. Trainers’ Forum, 29(2), 9-10.
Daly, E. J., Hofstadter, K. I., Martínez, R. S., & Andersen, M. (2010). Selecting Academic Interventions for Individual Students. In G. G. Peacock, R. Ervin, & Daly, E. J. (Eds.) Practical Handbook of School Psychology: Effective Practices for the 21st Century (pp. 115-132). New York, NY: Guilford Publications.
Martínez, R.S., & Huberty, T. (2010). Anxiety in Students with Learning Difficulties and Learning Disabilities. In J. Cassady (Ed.). Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp. 137-152). New York, NY: Peter Lang Publishing.
Martínez, R.S., Missall, K. M., Graney, S. B., K. Aricak, T., & Clarke, B. (2009). Technical adequacy of early numeracy curriculum-based measurement in kindergarten. Assessment for Effective Intervention, 34(2), 116-125.
Harris, B., Plucker, J. A., Rapp, K. E., & Martínez, R.S. (2009). Identifying gifted and talented English language learners: A case study. Journal for the Education of the Gifted, 32, 368–393.
Graney, S. B., Martínez, R.S., Missall, K., & Aricak, T. (2009). Universal screening of reading in late elementary school: R-CBM versus CBM Maze. Remedial and Special Education, 31(5), 368-377.
Graney, S. B., Missall, K., Martínez, R. S., & Bergstrom, M. (2009). A preliminary investigation of within-year growth patterns in reading and mathematics curriculum-based measures. Journal of School Psychology, 47(2), 121-142.
Edl, H., Humphreys, L., & Martínez, R. S. (2009). University-School Collaboration for the Implementation of a Tier III Reading Program for Elementary School Students. Journal of Applied School Psychology, 25(3), 221-243.
Martínez, R.S., Aricak, T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal-interaction model. Psychology in the Schools, 45, 1010-1022.
Aricak, T., Bekci, B., Siyahhan, S., & Martínez, R.S. (2008). Turkish elementary school students’ perceptions of local and global terrorism. Electronic Journal of Research in Educational Psychology, 6, 117-134.
Palacios, E. D., Martínez, R.S., & Ridley, C.R. (2008). Bilingual school psychologists. In C. S. Clauss-Ehlers (Ed.). The Encyclopedia of Cross-Cultural School Psychology. New York, NY: Springer Publishing.
Martínez, R. S., & Nellis, L. (2008). A School-Wide Approach for Promoting Academic Wellness for All Students. In B. Doll & J. Cummings (Eds.). Transforming school mental health services (pp. 143-164). Thousand Oaks, California: Corwin Press.
Nellis, L. M., & Martínez, R. S. (2008). Indiana summer academy for school psychologists: A response to professional development needs around tiered models of prevention and intervention. Trainers’ Forum, 26, 14-17.
*Pérez, B., Harris, B., Martínez, R.S., & Ridley, C.R. (2008). Culturally competent assessment of English language learners. In Clauss-Ehlers, Caroline S. (Ed.). The Encyclopedia of Cross-Cultural School Psychology. New York, NY: Springer Publishing.
*Martínez, R. S., Graves, M. N., & Heckman, A. R. (2008). School-university partnerships: Marshalling local resources for RTI implementation. Communiqué, 36.
*Graves, M.N., & Martínez, R.S. (2008). A comprehensive look at learning disabilities. In C.S. Clauss-Ehlers (Ed.), Encyclopedia of cross-cultural school psychology. New York: Springer.
*Harris, B., Rapp, K.E., Martínez, R.S., Plucker, J. A. (2007). Identifying English language learners for gifted and talented programs: Current practices and recommendations for improvement. Roeper Review, 30, 26-29.
*Levinson, B., Bucher, K., Harvey, L., Martínez, R.S., Perez, B., Skiba, R., Harris, B., Cowan, P., & Chung, C. (2007, August). Latino Language Minority Students in Indiana: Trends, Conditions, and Challenges. Bloomington, IN: Center for Evaluation and Education Policy.
Martínez, R.S., & Carspecken, P. (2006). Effectiveness of children’s literature and discussion to promote the social acceptance of peers with disabilities in a sample of Latino elementary children. The Journal of Applied School Psychology, 23, 97-115.
Martínez, R. S. (2006). Social support in inclusive middle schools: Perceptions of youth with learning disabilities. Psychology in the Schools, 43, 197-209.
*Martínez, R.S., & Humphreys, L. (2006). Providing reasonable academic accommodations for secondary students with documented disabilities. Principal Leadership, 12-15.
*Martínez, R.S., Nellis, L.M., & Prendergast, K. (2006, September 18). Closing the Achievement Gap Series, Part II: Response to Intervention (RTI) – Basic Elements, Practical Applications, and Policy Recommendations. Bloomington, IN: Center for Evaluation and Education Policy.
*Hopf, A., & Martínez, R.S. (2006). Implementation of Instructional Level Assessment (ILA) within a Response to Intervention (RTI) model of service delivery. The School Psychologist, 60, 75-78.
*Graves, M., & Martínez, R.S. (2006, December). Changes in IDEA 2004: Highlighting what school psychologists ought to know. Indiana Association of School Psychologists (IASP) Newsletter.
*Martínez, R.S., & Dick, A. C. (2005). Inclusion of children with disabilities in regular classroom settings. In Salkind, Neil J. (2005) (Ed.). Encyclopedia of Human Development. Thousand Oaks, CA: Sage Publications.
*Plucker, J., Martínez, R.S., Harris, B., & Rapp, K. (2005). Identification of Students who are Limited English Proficient as Gifted. Bloomington, Indiana: Center for Evaluation and Education Policy.
Martínez, R.S., & Semrud-Clikeman, M. (2004). Psychosocial functioning of young adolescents with multiple versus single learning disabilities. Journal of Learning Disabilities, 37, 411-420.
Martínez, R.S. (2004). Psychosocial problems and learning disability type: A fruitful area for future research in school psychology. The School Psychologist, 58, 62-64.
Martínez, R.S. (2004). General education teachers’ attitudes toward inclusion: Implications for school psychologists. Communiqué, 33, 16-18.
Martínez, R. S., & Plucker, J. A. (2004). Identifying Gifted Students: How Far Has Gifted Education Progressed and Where Is It Heading? [Review of the book Identification of Students for Gifted and Talented Programs. edited by J. S. Renzulli]. PsycCRITIQUES, 49 (Suppl 12).
Martínez, R.S. (2003). Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy, and knowledge about adapting instruction for children with disabilities in inclusive settings. Teacher Development, 7, 395-416.
Crandall, C. & Martínez, R.S. (1996). Culture, ideology, and anti-fat attitudes. Personality and Social Psychology Bulletin, 22, 1165-1176.