Publications:

McNamara, K. (2014). Best practices as an internal consultant in a multi-tiered support system. In A. Thomas & P. Harrison (Eds.), Best Practices in School Psychology, Data-based and collaborative decision making (pp. 153-168). Bethesda, MD: National Association of School Psychologists.

McNamara, K., York, J., & Sroka, K. (2014, Fall). OSPA Omnibus Survey, Part II: School psychologists' activities related to disability identification. The Ohio School Psychologist, 60 (1), 1-9.

McMahon, C., McNamara, K., York, J., & Sroka, K. (2013, Summer). OSPA Omnibus Survey, Part I: Ohio school psychologists' individual and work setting characteristics. The Ohio School Psychologist, 58 (3), 22-33.

McNamara, K. (2011, Spring). Creating and sustaining RTI: A best practice viewpoint. The Ohio School Psychologist, 56, 10 ¿ 13.

McNamara, K. M. (2011). Ethical considerations in the practice of school psychology. In T. Kehle & M. Bray (Eds.), The Oxford Handbook of School Psychology (pp. 762 ¿ 773) .New York: Oxford University Press.

Hunley, S., & McNamara, K. (2009). Tier 3 of the RTI model: Problem solving through a case study approach. Thousand Oaks, CA: Corwin (A joint publication with the National Association of School Psychologists).

McNamara, K. (2008). Best practices in the application of professional ethics. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology, 5th edition. (pp.1933 ¿ 1941). Bethesda, MD: National Association of School Psychologists.

McNamara, K., & Hollinger, C. (2003). Intervention-based assessment: Evaluation rates and eligibility findings. Exceptional Children, 69, 181-193.

Telzrow, C., McNamara, K., & Hollinger, C. (2000). Fidelity of problem solving model implementation and relationship to student performance. School Psychology Review, 29, 443-461.