Taylor Koriakin

Graduate Student

NEAG, Educational Psychology

Research Interests

My current research interests are focused on dissemination and implementation of education research. I am particularly interested in investigating how researchers can effectively communicate their findings to improve the adoption and use of these findings in applied settings. I am currently working on my dissertation which is a survey of education researchers to understand their attempts to engage in dissemination targeting school-based practitioners in applied settings. My goal is to understand how frequently and in which specific modalities research utilize in to communicate their findings. In addition, this study also seeks to evaluate researcher attitudes toward dissemination and factors that affect researchers’ intent to engage in dissemination. My hope is that my dissertation can be a building block to better understand how we can promote researcher investment in dissemination activities to improve the ever-present research to practice gap in psychology, education, and behavioral sciences. In addition to my interest in dissemination, I have worked collaboratively with my advisor, Dr. Sandra Chafouleas, on several papers and presentations related trauma-informed service delivery in schools. In addition, Dr. Chafouleas and I have been working on projects that are aligned with the Whole School, Whole Community, Whole Child Model. Most recently we have conducted systematic reviews of each of the ten domains of the model to synthesize the available research on evidence-based practices in each domain.


2011- Psychology, B.A., University of Connecticut
2015- Educational Psychology, M.A., University of Connecticut

Recent Publications

Chafouleas, S. M., Koriakin, T. A., Roundfield, K., & Overstreet, S. (2018, epub ahead of print). Addressing childhood trauma in school settings: A framework for evidence-based practice. School Mental Health. doi: 10.1007/s12310-018-9256-5

Eklund, K., Rossen, E., Koriakin, T.A., Chafouleas, S.M., & Resnick, C. (2018). A systematic review of trauma screening measures for children and adolescents. School Psychology Quarterly, 33, 30-43. doi: 10.1037/spq0000244

Coyne, M. D., Oldham, A., Dougherty, S.M., Leonard, K., Koriakin, T., Gage, N. Burns, D., & Gillis, M. (2018, epub ahead of print). Evaluating the impact of supplemental reading intervention with an MTSS or RTI reading reform initiative using a regression discontinuity design. Exceptional Children. doi: 10.1177/0014402918772791

Coyne, M. D. & Koriakin, T. A. (2017). What do beginning special educators need to know about intensive reading interventions? Teaching Exceptional Children, 49, 239-248. doi: 10.1177/0040059916688648

Jacobson, L.J., Pritchard, A.E., Koriakin, T.A., Jones, K.E., & Mahone, E.M. (2016). Initial examination of the BREIF2 in clinically referred children with and without ADHD. Journal of Attention Disorders, 1-10. doi: 10.1177/1087054716663632

Koriakin, T. A. & Kaufman, A.S. (2016). How do students with high decoding—low comprehension profiles differ in the reading and language errors they make when compared to students with other kinds of reading difficulties? Journal of Psychoeducational Assessment. doi: 10.1177/0734282916669914

Pritchard, A. E., Koriakin, T. A., Carey, L. B., Bellows, A. D., Jacobson, L. J., & Mahone, E. M. (2016). Academic testing accommodations for ADHD: Do they help? Learning Disabilities: A Multidisciplinary Journal. doi: 10.18666/LDMJ-2016-V21-I2-7414

Contact Information
Phone(973) 459-0967