Faculty & Staff

photo of Scott  Methe

Scott Methe, PhD

  • Assistant Professor of Counseling and School Psychology, College of Education and Human Development Network Fellow, E.J. Safra Center for Ethics, Harvard University (2014 - 2015); Vice President of Convention Affairs and Public Relations, American Psychological Association, Division 16 (School)
  • Telephone: 617.287.3167
  • Office Location: Wheatley Hall, 2nd Floor, Room 173


PhD, University of Massachusetts Amherst

Additional Information

Scott Methe, PhD, Professor Methe's research team focuses on the prevention of learning problems through data-based decision making at the individual and (school) systems level. His team uses a collaborative apprenticeship approach that fosters immersion in ongoing studies with the requisite guidance and supervision. Doctoral and master’s level students are welcome to join and will contribute to all phases of the research process, including dissemination and publication in peer-reviewed journals. Current topics under study are (a) development and use of instrumentation to inform treatment and intervention, (b) promoting assessment literacy in teachers, and (c) prevention of innumeracy (i.e., math learning problems). All research conducted by Professor Methe’s team fits within the framework of implementation science because we are not only interested in developing instrumentation, but learning about adoption and expert use of the instrumentation we develop. Professor Methe’s research is conducted on the UMass Boston campus and in the Burlington Public Schools, where he is currently completing a research fellowship. 

Scott Methe’s CV:

Scott Methe’s Website:

Selected Publications

Methe, S.A. Kilgus, S., Neiman, C, & Riley-Tillman, T.C. (2012). Meta-analysis of interventions for addition and subtraction computation in single-case research. Journal of Behavioral Education, 21, 230 – 253.

Patel, A. S., Bowler, M. C., Bowler, J. L., & Methe, S. A. (2012). A meta-analysis of workaholism. International Journal of Business and Management, 7, 2 – 17.

Methe, S.A., Begeny, J.G., & Leary, L.L. (2011). Development of conceptually-focused early numeracy skill indicators. Assessment for Effective Intervention,     36, 230-242.

Methe, S.A., Hojnoski, R., Clarke, B., Owens, B.B., Lilley, P.K., Politylo, B.C… et al. (2011).  Innovations and Future Directions for Early Numeracy Curriculum-   Based Measurement:  Commentary on the Special Series. Assessment for Effective Intervention, 36, 200-209.

Methe, S.A. (2011). Innovations and Future Directions for Early Numeracy Curriculum-Based
Measurement:  Commentary on the Special Series, Part II. Assessment for Effective Intervention, 36, 200-209.

Riley-Tillman, T.C., Methe, S.A., & Weegar, K. (2009). Examining the use of direct behavior rating methodology on classwide formative assessment.Assessment for Effective Intervention. 34, 224-230.

Methe, S.A. (2009). Big ideas: Missing pieces in early mathematics assessment. NASP Communiqué. 38. 1-4.

Methe, S.A. & Riley-Tillman, T.C. (2008). An informed approach to early mathematics intervention. School Psychology Forum. 2, 29-41.

Methe, S.A., Hintze, J.M., & Floyd, R.G. (2008). Development and validation of early numeracy skill indicators. School Psychology Review. 37, 359-373.

Hintze, J.M., Christ, T.J., & Methe, S.A. (2006). Curriculum-based assessment. Psychology in the Schools. 43, 45-56.

Methe, S.A. & Hintze, J.M. (2003). Evaluating teacher modeling as a strategy to improve silent reading. School Psychology Review. 32, 617-622.