David Klingbeil

Dr. Klingbeil is an Assistant Professor in the School Psychology Program. He received his doctorate from the University of Minnesota in 2013 and completed his pre-doctoral internship at the Louisiana School Psych Internship Consortium in New Orleans, LA. Prior to coming to UW-Madison, Dr. Klingbeil worked at the University of Texas at Austin and the University of Wisconsin-Milwaukee. He won the Lightner Witmer Award for early career scholarship in 2020 from Division 16 (School Psychology) of the American Psychology Association. He is currently an associate editor for School Psychology.
Dr. Klingbeil’s research focuses on multiple aspects of multi-tiered systems of support which have been adopted in schools across the U.S. as a prevention and early intervention framework. The goals of his research are to identify evidence-based practices that support the academic and social-behavioral development of all students and identify ways that increase the efficiency of evidence-based practices to make them more feasible for use in schools. His first line of research relates to universal screening practices conducted in schools to identify students in need of academic support. He has published several independent evaluations of popular screening tools used in elementary and middle school grades. His second line of research relates to evaluating the empirical support of educational practices (via systematic review and meta-analysis) that are commonly used in schools as well as conducting primary studies of academic and social-behavioral interventions for students needing additional support. His third line of research relates to the use of single-case experimental designs to study academic outcomes. Dr. Klingbeil is currently a co-PI on a Statistical and Research Methodology award from the Institute of Education Sciences (IES) which is focused on improving the estimation of effect sizes for single-case experimental designs, developing a user-friendly website for applied researchers and practitioners to estimate empirically validated effect sizes, and developing a database of empirically-derived benchmarks for studies of academic interventions using single-case experimental designs. Dr. Klingbeil is also the PI of an IES funded Literacy project exploring factors that predict the maintenance of intervention effects for students receiving Tier 2 reading fluency interventions. This project is a collaboration between colleagues at ServeMinnesota and Lehigh University and is being conducted in elementary schools in the Minneapolis/St. Paul metropolitan area.