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Tindal, G., and Anderson, D. (2019). Changes in status and performance over time for students with specific learning disabilities. Learning Disabilities Quarterly, 42, 3-16.doi: 10.1188/0731948718806660

Fien, H., Anderson, D., Nelson, N. J., Kennedy, P., Baker, S. K., & Stoolmiller, M. (2018). Examining the impact and school‐level predictors of impact variability of an 8th grade reading intervention on at‐risk students’ reading achievement. Learning Disabilities Research & Practice, 33, 37-50. doi: 10.1111/ldrp.12161

Anderson, D., Kahn, J, and Tindal, G. (2017). Exploring the robustness of a unidimensional item response theory model with empirically multidimensional data. Applied Measurement in Education. 30, 163-177. doi: 10.1080/08957347.2017.1316277

Farley, D., Anderson, D., Irvin, P. S.,  & Tindal, G. (2016). Modeling reading growth in Grades 3-5 with an alternate assessment. Remedial and Special Education, 38, 195-206. doi: 10.1177/0741932516678661 

Anderson, D., Farley, D., & Tindal, G. (2015). Test design considerations for students with significant cognitive disabilities. The Journal of Special Education, 49, 3-15. doi: 10.1177/0022466913491834

Anderson, D., Irvin, P. S., Alonzo, J., & Tindal, G. A. (2015). Gauging item alignment through online systems while controlling for rater effects. Educational Measurement: Issues and Practice, 34, 22-33. doi: 10.1111/emip.12038