Cyndi Caniglia, Ph.D.

Lecturer of Special Education

Cyndi Caniglia is a Lecturer and Graduate Director for the Department of Special Education. Cyndi has worked as an early childhood special education teacher, a resource room teacher, and an education specialist. For the past 20 years, Cyndi has worked...

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Contact Information

Education & Curriculum Vitae

Ph.D., Teaching and Learning, Special Education, Washington State University

M. Ed., Special Education, Gonzaga University

B. Ed., Special Education, Gonzaga University

Curriculum Vitae

Courses Taught

EDSE 150 / 501 - Psychology of Children with Exceptionalities

EDSE 417 / 604 - Assessment - Special Education

EDSE 450 - Special Education Seminar

EDSE 451 / 551 - Direct Instruction Reading


Cyndi Caniglia is a Lecturer and Graduate Director for the Department of Special Education. Cyndi has worked as an early childhood special education teacher, a resource room teacher, and an education specialist. For the past 20 years, Cyndi has worked with schools as an education consultant, assisting with effective literacy and instructional practices and with implementation of multi-tiered systems of support, including multi-factored assessment and data based instructional decision making. Cyndi’s current research interests include teacher education preparation and Universal Design for Instruction in Higher Education and K-12. Cyndi also enjoys collaborating with students in action research related to effective academic and behavioral interventions using single-subject design.

Dissertation


Caniglia, C. M. (2016). Special education teachers' reported preparedness and confidence to implement the 2012 CEC initial level special educator preparation standards (Doctoral dissertation). ProQuest Dissertations and Theses. (Accession No.10139774)

Articles


Ralston, N. C., Benner, G. J., Nelson, J. R., & Caniglia, C. (2009). The effects of the Language Arts Strand of the Reading Mastery Signature Series on the reading and language skills of English language learners. Journal of Direct Instruction, 9, 47-56.

Peck-Peterson, S. M., Caniglia, C., Royster, A., MacFarlane, E., Plowman, K., Baird, S. J., & Wu, N. (2005). Blending functional communication training and choice making to improve task engagement and decrease problem behavior. Educational Psychology, 25, 257-274.

Peck-Peterson, S. M., Caniglia, C., & Royster, A. (2001). Application of choice-making intervention for a student with multiply maintained problem behavior. Focus on Autism and Other Developmental Disabilities, 16, 240-246.

Yeager, C. M., & McLaughlin, T. F. (1995). The use of time-out ribbon and precision requests to improve child compliance in the classroom: A case study. Child and Family Behavior Therapy, 17, 1-10.

Yeager, C. M., Royster, A. J. & McLaughlin, T. F. (1995). Behavioral self-control in the schools: Definition, components, training, and critical issues. Corrective and Social Psychology, 41, 52-58.

Yeager, C. M., & McLaughlin, T. F. (1994). Use of a time-out ribbon with and without consequences as procedures to improve a child’s compliance. Perceptual and Motor Skills, 79, 945-946.