Instructor Information

Mark Harniss, Ph.D.

Clinical Assistant Professor, Rehabilitation Medicine
Senior Research Scientist, Center for Technology and Disability Studies

Research

My research interests include instructional and assistive technology, instructional design and effective instruction for students with disabilities.

Teaching

I teach courses on instructional methods for students at-risk for school failure as well as courses in technology for teachers. I worked as a faculty member in teacher education at both Northern Illinois University and UW-Tacoma.

Training

I have a Bachelor's degree in English and a Master's in Instructional Technology at Utah State University. My doctorate is in Special Education from the University of Oregon.

Selected Publications

Liu, A. L., Hile, H., Kautz, H., Borriello, G., Brown, P., Harniss, M., Johnson, K. (in press). Indoor wayfinding: Developing a functional interface for individuals with cognitive impairments. Disability and Rehabilitation: Assistive Technology.

Harniss, M. K., Caros, J., & Gersten, R. (2007). The impact of the design of United States’ history textbooks on content acquisition and academic engagement of special education students: An experimental investigation. Journal of Learning Disabilities 40(2), 100-110.

Harniss, M.K., Amtmann, D., Cook, D., & Johnson, K. (2007). Developing interfaces for collecting patient reported outcomes that support inclusion of individuals with disabilities. Medical Care Supplement, 45 (5), 48-54.

Harniss, M. K., Carnine, D. W., Silbert, J., & Dixon, R., (2006). Effective strategies for teaching mathematics. In M. Coyne, E. Kameenui, & D. Carnine (Eds.), Effective strategies that accommodate diverse learners (3rd ed.). Columbus, OH: Merrill.

Harniss, M. K. (2006). Instructionally useful assessment in social studies. Assessment for Effective Intervention.

Epstein, M. H., Harniss, M. K., Robbins, V., Kriz, M., Wheeler, L., Cyrulik, S., & Nelson, J. R. (2002). Strength-based approaches to assessment in schools. In M.Weist, S. Evans, & N. Tashman (Eds.). School Mental Health Handbook. New York: Kluwer Academic/Plenum Publishers.

Harniss, M.K., Stein, M., & Carnine, D. (2002). Promoting positive mathematics outcomes. In M. Shinn, G. Stoner, & H. Walker (Eds.) Interventions for academic and behavior problems II: Preventive and remedial approaches (2nd ed.). Silver Spring, MD: National Association of School Psychologists.

Gersten, R., Keating, T., Yovanoff, P., & Harniss, M. K. (2001). Working in special education: A study of factors that enhance special educators' commitment and intent to remain in the field. Exceptional Children, 67 (4), 549-567.

Cullinan, D. Harniss, M., Epstein, M. H., & Ryser, G. (2001). The Scale for Assessing Emotional Disturbance: Concurrent validity. Journal of Child and Family Studies, 10 (4), 449-466.

Harniss, M. K., Dickson, S. V., Kinder, D., & Hollenbeck, K. L. (2001). Textual problems and instructional solutions: Strategies for enhancing learning from published history textbooks. Reading and Writing Quarterly, 17, 127-150.

Carnine, D. W., Crawford, C., Harniss, M.K., Hollenbeck, K., & Miller, S. (1998). Effective strategies for teaching social studies. In E. Kameenui, & D. Carnine (Eds.), Effective strategies that accommodate diverse learner . Columbus, OH: Merrill.

Tindal, G., Heath, B., Hollenbeck, K., Almond, P., Harniss, M., McCollum, S., & McCleery, J. (1998). Accommodating students with disabilities on large-scale tests: An experimental study. Exceptional Children, 64(4), 439-450.