Christian Doabler

Christian  Doabler
Assistant Professor, Department of Special Education

Phone: +1 512 471 7256
Email: cdoabler@austin.utexas.edu
Office: SZB 408B
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Christian T. Doabler is an Assistant Professor in the Department of Special Education at the University of Texas at Austin. Dr. Doabler's research focuses on designing and testing intensive, early mathematics and science interventions for students who are with or at risk for learning disabilities in mathematics, reading, and science. His research also includes investigating teachers' use and uptake of evidence-based teaching practices. As a Principal Investigator (PI) or Co-Principal Investigator (Co-PI), he has been awarded over $26.5 million in U.S. Dept. of Education-funded research and National Science Foundation (NSF)-funded research. Dr. Doabler currently serves as PI on two DRK-12 Design and Development projects funded by the National Science Foundation (NSF). The primary aims of these NSF-sponsored projects are to design and test innovative mathematics (Precision Mathematics: 2015-2019) and science (Scientific Explorers: 2017-2021) interventions for struggling learners in first and second grade. Dr. Doabler also serves as a Co-PI on two IES-funded Goal-3 Efficacy Trials (Fusion: 2016-2020 and NumberShire Level-1: 2016-2020) designed to test the impact of Tier 2 mathematics interventions on student mathematics outcomes. Additionally, he serves as a Co-PI on an IES-funded (Research Networks Program), multi-year project focused on the cohesive integration of behavior support within a process of data-based intervention intensification (Project BASIC: 2018-2023). Dr. Doabler has also served as PI on an Institute of Education Sciences (IES)-funded Goal-1 Exploration grant (Project CIFOR: 2015-2018) aimed at investigating important associations between malleable factors of instruction and student academic outcomes within an archival, multi-intervention observation dataset collected during the course of four IES-funded efficacy trials. He has published 40 peer-reviewed publications, and led the design and development of four IES-sponsored Tier 2 mathematics interventions and two NSF-sponsored Tier 2 mathematics interventions.