Thomas "Tim" McLaughlin, Ph.D.

Professor of Special Education

I was born in Spokane and have spent almost all of my life in the Pacific Northwest. I have been teaching here at Gonzaga since January of 1976. I founded the special education program and department in the late 1970’s with two colleagues. That...

Dr. Tim McLaughlin

Contact Information

Education & Curriculum Vitae

Ph.D., Developmental and Child Psychology, University of Kansas

M.S., Psychology, Eastern Washington University

B.A., Education, Eastern Washington University

Courses Taught

EDSE 150: Psychology of the Exceptional Child

EDSE 344: Psychology of Children with Behavior Disorders

EDSE 415 Psychology of the Child with ADHD

EDSE 410: Precision Teaching

EDSE 698: Research in Special Education


I was born in Spokane and have spent almost all of my life in the Pacific Northwest. I have been teaching here at Gonzaga since January of 1976. I founded the special education program and department in the late 1970’s with two colleagues. That program is now housed in the Department of Teacher Education. I work to assist students working with children with disabilities and to make undergraduate students into persons for others. I also provide a great deal of opportunities for students to gather and present or publish classroom research from the local school districts. I am a believer in the junior colleague model and provide mentoring and advising to many of our special education majors like working and mentoring students at both the undergraduate and graduate levels.

Many of our students have presented their work at various conferences and a majority of students publish in the peer-reviewed literature during or just after program completion. I serve on the editorial review boards of a wide range of journals and advance the knowledge of my field through reviewing the work of others as well as submitted student work.

I continue to enjoy the Pacific Northwest and its outdoor recreational opportunities. My interests range from fly fishing for various types of fish to field hunting Canada geese. I also tie flies for both lakes and streams. I am in my last year of phased retirement here at Gonzaga and will officially retire in May of 2018. 

Holllowell, B., McLaughlin, T. F., & Hatch, K. (2017). The effectiveness of model, lead, and test technique with real money coins to teach differentiation and counting to a 16-year-old high school student with multiple disabilities. International Journal of English and Education, 6(1), 316-325. Retrieved from: http://ijee.org/yahoo_site_admin/assets/docs/27.8123635.pdf

Rich, E., Neyman, J., & McLaughlin, T. F. (2017). An in home comparison of di flashcards and a reading racetrack procedure on mastery of selected sight words with a typically developing six-year-old child. International Journal of English and Education, 6(1), 339-353. Retrieved from: http://ijee.org/yahoo_site_admin/assets/docs/28.8123654.pdf

Anderson, E., Barretto, A., McLaughlin, T. F., & McQuaid, T. (2017). Effects of functional communication training with and without delays to decrease aberrant behavior in a child with autism spectrum disorder. Journal on Developmental Disabilities, 22(1), 101-110.

Morgan, S., McLaughlin, T. F., Weber, K. P., & Bolich, B. (2016). Increasing reading fluency using read naturally® with two third grade students with specific learning disabilities: A replication of Erickson et al., 2015. Educational Research Quarterly, 40(1), 37-50.

Wingeard-Ptolemy, W., McLaughlin, T. F., & Heath, W. (2016). Using direct instruction flashcards on the development and maintenance of word recognition skills for two elementary students with severe behavioral/emotional disorders. World Wide Journal of Multidisciplinary Research and Development, 2(6), 7-16. Retrieved from: http://wwjmrd.com/vol%202/issue%206/issue6.html

Troup, D., Chung, P., Neyman, J., McLaughlin, T. F., & Schuler, H. (2016). The use of behavior specific praise and a token economy system to improve on-task behavior for a male with Asperger’s Syndrome (as) and ADHD. World Wide Journal of Multidisciplinary Research and Development 2(6), 17-25. Retrieved from: http://wwjmrd.com/vol%202/issue%206/issue6.html

Rich, E., McLaughlin, T. F., Weber, K. P., & Love, D. (2016). The effects of direct instruction flashcards to increase sight-word reading ability and cover, copy, and compare for spelling for a fifth grade student with specified learning disabilities. International Journal of Advanced Scientific Research, 1(2), 1-6. Retrieved from: http://www.newresearchjournal.com/scientific/archives/2016/vol1/issue2

Beaudet-Dommer, K., Derby, K. M., Weber, K. P., McLaughlin, T. F., & Barretto, A. (2016). effects of systematic desensitization with a phobic 15-year-old male with autism: A case study with measures of generalization. International Journal Academic Research and Development, 1(4), 30-35. Retrieved from: http://www.newresearchjournal.com/academic/archives/?year=2016&vol=1&issue=4

Aasen, K., McLaughlin, T. F., & Mortensen, S. (2016). The use of consequences and self-monitoring to increase time in seat and the number of correct responses to name for a preschooler with developmental delays. International Journal for Research in Social Science and Humanities Research, 2(4), 1-24. Retrieved from: http://internationaljournalsforresearch.com/

McCall, J., Derby, K. M., & McLaughlin, T. F. (2016). The effects of matching sensory profile results to functional analysis and preference assessment for the in home treatment of aberrant behaviors in two children with autism spectrum disorders. International Journal of English and Education, 5(2), 368-390. Retrieved from: http://ijee.org/yahoo_site_admin/assets/docs/tim_1.9931040.pdf

Ahrens, W., McLaughlin, T. F., Derby, K. M., & Robison, M. (2016). Teaching a non-vocal student with autism to use picture exchange communication systems (PECS): Effects of various prompting and item placement strategies. World Wide Journal of Multidisciplinary Research and Development, 2(4), 57-61. Retrieved from: http://wwjmrd.com/vol%202/issue%204/pdf/11a.2.pdf

Wakeman, J., McLaughlin, T. F., Derby, K. M., Neyman, J., Weber, K. P., & Hoenike, R. (2016). The effects of DI flashcards with a cover and compare, a passage reading procedure, and rewards to increase sight word skills 12-year-old middle school student with learning disabilities. World Wide Journal of Multidisciplinary Research and Development, 2(1), 12-20. Retrieved from http://wwjmrd.com/vol%202/issue%201/issue%201.html

Babin, H., McLaughlin, T. F., Derby, K. M., & Cartmell, H. (2016). An examination of a break card intervention with and without a token economy for a child with autism. World Wide Journal of Multidisciplinary Research and Development, 2(1), 1-5. Retrieved from http://wwjmrd.com/vol%202/issue%201/issue%201.html

Helling, J., McLaughlin, T. F., Weber, K. P., Dolliver, M., & Slotvig, P. (2016). The effects of direct instruction procedures with a place value chart and model-lead-test error correction procedure to teach regrouping with three-digit subtraction accuracy: A case study. International Journal of English and Education, 5(2), 391-402. Retrieved from: http://ijee.org/yahoo_site_admin/assets/docs/tim_2.9931144.pdf

O’Flaherty, C., McLaughlin, T. F., Derby, K. M., & Weber, D. (2016). The effects of direct instruction flashcards and copy, cover, compare on sight word skills of two elementary students in a parochial school setting: A replication. International Journal of English and Education, 5(2), 403-416. Retrieved from: http://ijee.org/yahoo_site_admin/assets/docs/tim_3.9931218.pdf

Breach, C., McLaughlin, T. F., & K. Mark Derby, (2015/2016). An evaluation of copy cover and compare spelling intervention for an elementary student with learning disabilities: A replication. i-manager’s Journal on Educational Psychology, 9(3), 1-10. Retrieved from: http://www.imanagerpublications.com/Author/ArticleHTML.aspx?articleID=3770&issueid=723

Aoyama, M., McLaughlin, T. F., Derby, K. M., Weber, K. P., Donica, D., & Knokey, M. (2016). The effects of “Handwriting without Tears®” with consequences on the handwriting skills of appropriate size, form, and tool for a five year-old student with a developmental delay. World Wide Journal of Multidisciplinary Research and Development, 2(4), 1-8. Retrieved from: http://wwjmrd.com/vol%202/issue%204/pdf/30.1.pdf

Schnagl, L., McLaughlin, T. T., Derby, K. M., & Chadduck, S. (2016). An analysis of DI flashcards and reading racetracks with and without a lotto game to teach letter names: A failure to replicate reading racetracks with preschoolers. World Wide Journal of Multidisciplinary Research and Development, 2(3), 53-63. Retrieved from: http://wwjmrd.com/vol%202/issue%203/issue%203.html

Beiers, K., Derby, K. M., & McLaughlin, T. F. (2016). Increasing social interactions using prompts and rewards for adolescents with ASD in an ice hockey practice context. Educational Research Quarterly, 38(3), 40

Poff, B., Villar, K., Barretto, A., Muniz, A., & McLaughlin, T. F. (2016). The assessment of communication modalities during functional communication training: A replication. World Wide Journal of Multidisciplinary Research and Development, 2(3), 9-12. Retrieved from: http://wwjmrd.com/vol%202/issue%203/issue%203.html

Wilson, C., McLaughlin, T. F., & Bennett, A. (2016). Using DI flashcards with a count-by series procedure with a fourth grade student with adhd and learning issues in a resource room setting math facts with an evaluation of generalization to new math facts. Asian Education Studies, 1(1), 23-31. Retrieved from: http://journal.julypress.com/index.php/aes/issue/view/2

Craig, B., McLaughlin, T. F., Derby, K. M., & Clark, A. (2016). The effects of using a modified direct instruction flashcard system and errorless learning to teach sorting by shape and shape identification: A case study, World Wide Journal of Multidisciplinary Research and Development, 2(2),17-22. Retrieved from: http://wwjmrd.com/vol%202/issue%201/issue%201.html

Bagdon, K., McLaughlin, T. F., Weber, K. P., & Blecher, J. (2016). Effects of a modified di flashcards for number recognition 1 through 10 for a preschool child with developmental delays. World Wide Journal of Multidisciplinary Research and Development, 2(1), 59-65. Retrieved from: http://wwjmrd.com/vol%202/issue%201/issue%201.html

Thompson, L., McLaughlin, T. F., Derby, K. M. & Antcliff, C. (2016). The delayed and differential effects of direct instruction flashcards and the reading mastery program to teach letter sounds to a six-year-old girl with PDD-NOS. World Wide Journal of Multidisciplinary Research and Development, 2(1), 53-58. Retrieved from: http://wwjmrd.com/vol%202/issue%201/issue%201.html

Seines, A., Neyman, J., McLaughlin, T. F., & Madden, R. (2016). The effects of copy cover compare on handwriting skills for a second grade student with severe behavioral issues. World Wide Journal of Multidisciplinary Research and Development, 2(1), 48-52. Retrieved from: http://wwjmrd.com/vol%202/issue%201/issue%201.html

Brinegar, K., McLaughlin, T. F., & Love, D. (2016). A replication of the use of direct instruction flashcards to teach a fourth grade student with learning disabilities math facts: A case report. International Journal of Basic and Applied Science, 4(3), 9-17. Retrieved from: http://www.insikapub.com/

Volwiler, S. M., McLaughlin, T. F., Derby, K. M., & Everson, M. (2016). The effects of repeated reading and SAFMED cards with a 10-year-old elementary school student with learning disabilities. International Journal of English and Education 5(1), 260-267. Retrieved from: http://www.ijee.org/current_issue

Conner-Boyle, S., Harvey, M., Neyman, J., McLaughlin, T. F., & Hoenike, R. (2016). The differential effects of the di flashcard procedure on multiplication facts with a 13-year-old middle school student with learning disabilities. International Journal of English and Education, 5(1), 268-277. Retrieved from: http://www.ijee.org/current_issue

Brushwein, L., Barretto, A., Poff, B., McLaughlin, T. F., Pierce, K., & Pierce, C. (2016). A multi- function communication analysis with a child with autism using Skype® to assess treatment and generalization. International Journal of English and Education, 5(1), 321-338. Retrieved from: http://www.ijee.org/current_issue

Babin, H., McLaughlin, T. F., Derby, K. M., & Cartmell, H. (2016). An examination of a break card intervention with and without a token economy for a child with autism. World Wide Journal of Multidisciplinary Research and Development, 2(1), 1-5. Retrieved from: http://wwjmrd.com/vol%201/issue%206/issue%206.html

Heric, K., McLaughlin, T. F., Derby, K. M., Weber, K. P., & Everson, M. (2016). The delayed effects of repeated reading and direct instruction flashcards for a 10-year-old elementary school student with learning disabilities. World Wide Journal of Multidisciplinary Research and Development, 2(1), 6-11. Retrieved from: http://wwjmrd.com/vol%201/issue%206/issue%206.html

Edwards, A., Finn, T., Neyman, J., & McLaughlin, T. F. (2015). The gradual effects of implementing model-lead-test and child selected rewards in the home to assist a preschool student with basic rote counting. International Journal of Multidisciplinary Research and Development, 2(10), 458-461. Retrieved from: http://www.allsubjectjournal.com/archives/2015/vol2/issue10/39

Steele, E., Aoyoma, M., Neyman, J. McLaughlin, T. F., & Hatch, K. (2014). The differential effects of model-lead-test and a break card with hand-over-hand tracing on the handwriting for a high school student with autism. Online Undergraduate Research Journal for the Human Sciences, 13. Retrieved from: https://www.kon.org/urc/v13/steele.html

Harris, M., McLaughlin, T. F., Derby, K. M., & Clark, A. (2015). Using di flashcards with and without a prompt to increase social questions for a preschool student with autism with measures of generalization across school personnel. International Journal of Applied Research, 1(11), 59-65. Retrieved from: http://www.allresearchjournal.com/archives/?year=2015&vol=1&issue=11&part=N

Lapke, M., & McLaughlin, T. F. (2015). The effects of direct instruction flashcards to increase number recognition for a five-year-old general education ell student. World Wide Journal of Multidisciplinary Research and Development, 1(6), 6-11. Retrieved from: http://wwjmrd.com/vol%201/issue%206/issue%206.html

Corn, S., McLaughlin, T. F., Derby, K. M., Weber, K. P., & McKenzie, M. (2015). The effects of Handwriting without Tears® and fading prompts on the handwriting of a preschooler with developmental delays. International Journal of Applied Research, 1(3), 59-65. Retrieved from: http://www.allresearchjournal.com/vol1issue12/PartA/issue/

Thomas, R., McLaughlin, T. F., & Derby, K. M. (2015). Employing direct instruction flashcards to teach academic skills to students with high incidence disabilities: a review. International Journal of English and Education, 4(4), 404-421. Retrieved from: http://www.ijee.org/current_issue

Meyers, C., McLaughlin, T. F., Derby, K. M., Weber, K. P., & Robison, M. (2015). The effects of “Handwriting without Tears®” on the handwriting skills of appropriate size, form, and tool for a four year-old boy with a developmental delay. Journal of Special Education Apprenticeship, 4(2), 1-12. Retrieved from: http://josea.info/archives/vol4no2/vol4no2-1-FT.pdf

Erickson, J., McLaughlin, T. F., Derby, K. M., & Fuehrer, K. (2015). An evaluation of Read Naturally® on increasing reading fluency for three primary students with learning disabilities. Educational Research Quarterly, 39(1), 3-21.

Striton, G., McLaughlin, T. F., & Jack, M. (2015). The effects of cover, copy, compare with timing for teaching spelling to a fourth grade student with learning disabilities: A case report and replication. International

Fox-Lopp, J., McLaughlin, T. F., & Hatch, K. (2015). The effects of direct instruction flashcards with model, lead, and test error correction on counting money with a high school student with autism and intellectual delay. Advances in Applied Psychology, 1(1), 15-22. Retrieved from: http://www.publicscienceframework.org/journal/allissues/aap.html

Klee, I., Brasch, S., Neyman, J., McLaughlin, T. F., & Stookey, S. (2015). The effect using the rewards® reading program on vowel sounds, word part, and prefix and suffix identification in multi-syllabic words: a case report. Educational Research Quarterly, 38(4), 31-50.

Barbeau, J., McLaughlin, T. F., & Neyman, J. (2015). The delayed effects of implementing a modified copy, cover, compare procedure with hand over hand prompting and dot to dot tracing to teach basic shapes to a three-year-old child with level one autism. International Journal of Multidisciplinary Research and Development, 2(5), 456-462. Retrieved from: http://allsubjectjournal.com/vol2/issue5/PartI/issue1.html

DiJulio, L., Hallett, R., Neyman, J., McLaughlin, T. F., & Cole, M. (2015). The effects of a direct instruction model, lead, test reading procedure with reading mastery plus contingent rewards on sight word recognition by a middle school student with Intellectual disabilities. Journal of Multidisciplinary Research and Development, 2(4), 111-115. Retrieved from: http://allsubjectjournal.com/vol2/issue4/PartB/issue1.html

Seines, A., McLaughlin, T. F., Derby, K. M., Weber, K. M., & Gortsema, K. (2015). The effects of direct instruction flashcards on sight word skills of an elementary student with a specific learning disability. International Journal of Advances in Scientific Research, 1(3), 167-172. Retrieved from: http://ssjournals.com/index.php/ijasr/issue/view/218

Manfred, A., McLaughlin, T. F., Derby, K. M., & Everson, M. (2015). The effects of a modified cover, copy, compare on spelling and writing skills for students with specific learning disabilities. Educational Research Quarterly, 38(3), 3-31.

Harvey, M. N., Conner-Boyle, S., McLaughlin, T. F., Derby, K. M., Weber, K. P., & Sanders, L. (2015). Employing copy, cover, compare to teach a middle school student with ADHD handwriting with appropriate form and spacing: a case report. International Journal of Applied Research, 1(4), 82-86. Retrieved from: http://www.allresearchjournal.com/vol1issue3/PartB/issue/vol1issue3.html

Harris, M., Helling, J., Thompson, L., Neyman, J., McLaughlin, T. F. Hatch, K., & Jack, M. (2015). The effects of a direct instruction flashcard system to teach two students with disabilities multiplication facts. International Journal of Applied Research, 1(3), 59-65. Retrieved from: http://www.allresearchjournal.com/vol1issue3/PartB/issue/vol1issue3.html

Carnes, H., McLaughlin, T. F., Neyman, J., & Clark, A. (2015). Using a model, lead, test error correction procedure with consequences and 1: 1 correspondence to increase the number of objects a 4-year-old preschool student could count. International Journal of Basic and Applied Science, 3(3), 52-60. Retrieved from: http://www.insikapub.com/

Brinegar, K., Armstrong, G., Neyman, J., McLaughlin, T. F., & Johnson, B. (2015). The effects of copy, cover, compare on spelling word for a high school student with intellectual disabilities. International Journal of Multidisciplinary Research and Development, 2(1), 106-117. Retrieved from: http://allsubjectjournal.com/vol2/issue1/PartB/issue1.html

Klee, I., McLaughlin, T. F., Derby, K. M., Weber, K. P., Donica, D., & Kalb, G. (2015). Using Handwriting Without Tears® and a modified copy, cover, compare through chaining to teach name writing to a preschooler with developmental delays to write his name. International Journal of Applied Research, 1(3), 59-65. Retrieved from: http://www.allresearchjournal.com/vol1issue3/PartB/issue/vol1issue3.html

Mortensen, S., Derby, K. M., & McLaughlin, T. F. (2015). Teaching leisure skills to developmental disabled children and facilitating interaction with typically developing peers through playing hockey. International Journal of Multidisciplinary Research and Development, 2(1), 106-117. Retrieved from: http://allsubjectjournal.com/vol2/issue1/PartB/issue1.html

Kane, C., McLaughlin, T. F., & Mortensen, S. (in press). The effects of DI flashcards with and without match to sample with edibles on number recognition using reduced set size and DI discrimination training: A case report. International Journal of Multidisciplinary Research and Development, 2(1). Retrieved from: http://allsubjectjournal.com/vol2/issue1/PartB/issue1.html

Theobald, C., McLaughlin, T. F., Derby, K. M., Weber, K. P. & Christensen, M. (2015). the effectiveness of a delayed model-lead-test and a break card on the rational counting ability for a preschool student with developmental delays. International Journal of English and Education, 4(2), 553-576. Retrieved from: http://www.ijee.org/current_issue

Thompson-Olmstead, S., McLaughlin, T. F., Neyman, J., & Urlacher, S. (2015). The differential effects of see/say/write procedure combined with DI flashcards on basic multiplication fact fluency and accuracy for a 10-year-old student with an intellectual disability and a 10-year-old student with autism. International Journal of English and Education, 4(1), 539-552. Retrieved from: http://www.ijee.org/current_issue

Worcester, L., McLaughlin, T. F. Neyman, J., & Blecher, J. (2015). Use of a functional behavior assessment to address tantrum behavior with a preschooler with developmental delays. International Journal of English and Education, 4(1), 522-538. Retrieved from: http://www.ijee.org/current_issue

LeBrun, C., Jones, S., Neyman, J., McLaughlin, T. F., & Schuler, H. (2014). The effects of a modified direct instruction flashcard system on a 14 year-old-student with learning behavioral issues enrolled in a behavior intervention classroom. International Journal of Undergraduate Education and Creative Activities, 6, Article 5, 1-9. Retrieved from: http://commons.pacificu.edu/ijurca/

Hillier, K. R., McLaughlin, T. F., Derby, K. M., & Scarborough, S. (2014). The effects of direct instruction flashcards and a color racetrack to see basic colors to three preschool students: a failure to replicate for two participants. International Journal of English and Education, 3(4), 387-397. Retrieved from: http://www.ijee.org/current_issue

Bishop, L., McLaughlin, T. F., Derby, K. M., & Wuesthoff, K. (2014). Using direct instruction error correction and a match to sample procedure to teach three kindergarten students with developmental delays number identification. International Journal of English and Education, 3(4), 399-407. Retrieved from: http://www.ijee.org/current_issue

Kerby, A., & McLaughlin, T. F. (2014). The current state of differential reinforcement: A brief review and analysis. International Journal of English and Education, 3(4), 420-428. Retrieved from: http://www.ijee.org/current_issue

Watson, T. A., McLaughlin, T. F., & Derby, K. M. (2014). Communication training for children with autism spectrum disorder in the community environment: A brief review. International Journal of English and Education, 3(4), 457-474. Retrieved from: http://www.ijee.org/current_issue

Bjordahl, M., Talboy, R., Neyman, J., McLaughlin, T. F., & Hoenike, R. (2014). The effect of a direct instruction flashcard system for increasing performance of basic division facts for a middle school student with ADD/OHI. i-manager’s Journal on Educational Psychology, 8(2), 11-17. Retrieved from: http://www.imanagerpublications.com/Archives.aspx

Rivera, G., Heric, K., Williams, R. L., McLaughlin, T. F., & Johnson, G. (2014). The use of direct instruction multiplication flashcard and a modified math racetrack procedures on mastery of multiplication facts for an at-risk 6th grade girl. The Open Journal of Education, 7, 7-11. Retrieved from: http://www.benthamscience.com/open/toecij/

Wopschall, J., Weber, K., McLaughlin, T. F., Derby, M. K., & Waco, T. (2014). The effects of the model, lead, test error correction procedures for teacher a student with learning disabilities first grade sight words. International Journal of English and Education, 3(3), 541-556. Retrieved from: http://www.ijee.org/current_issue

Stansell, A., Neyman, J., McLaughlin, T. F., & Mortensen, S. (2014). Choosing an alternative communication mode for a preschool aged child with apraxia. International Journal of English and Education, 3(3), 513-527. Retrieved from: http://www.ijee.org/current_issue

Binnafasah, S. A., & McLaughlin, T. F. (2014). A brief review detailing the effectiveness of direct instruction reading for English Language Learners with learning disabilities. International Journal of English and Education, 3(3), 557-566. Retrieved from: http://www.ijee.org/current_issue

Nelson, B., McLaughlin, T. F., & Derby, K. M. (2014). The effects of using direct instruction and model, lead and test with four young adults with developmental disabilities. International Journal of English and Education, 3(3), 579-590. Retrieved from: http://www.ijee.org/current_issue

Altharwa, H., Neyman, J., McLaughlin, T. F., & Johnson, G. (2014). An evaluation of the effectiveness of implementing a DI flashcard procedure to teach basic multiplication facts with an elementary private school student with learning disabilities. International Journal of Innovation and Research in Educational Sciences, 1(1), 24-27. Retrieved from: http://ijires.org/administrator/components/com_jresearch/files/publications/IJIRES_07_Final.pdf

Fjortoft, A., McLaughlin, T. F., Derby, K. M., Everson, M., & Johnson, K. (2014). The effects of two Direct instruction teaching procedures to teach basic skills to two students with disabilities. Multidisciplinary Journal of Education Psychology, 4(2), 1-32. Retrieved from: http://dx.doi.org/10.447/remie.2014.09

Troup, D., McLaughlin, T. F., Neyman, J., & Schuler, H. (2014). The use of online typing programs in combination with public posting with and without consequences to increase the typing fluency and accuracy for seven high school students with severe behavior disorders. Journal of Education and Human Development, 3(2), 181-201 .Retrieved from: http://jehdnet.com/journals/jehd/Vol_3_No_2_June_2014/10.pdf

Mullaney, L., Baker, M., Rutherford, K., & Stookey, S. (2014). Effects of direct instruction rewards® program strategies to teach separation of complex words to two high school students with disabilities. i-manager’s Journal on Educational Psychology, 7(4), 12-18. Retrieved from: http://www.imanagerpublications.com/Archives.aspx

Lykken, A., Wakeman, J., Neyman, J., McLaughlin, T. F., & Zumwalt, K. (2014). Effects of employing the SRA Decoding Strategies text on the word recognition for a high school student with learning disabilities. i-manager’s Journal on Educational Psychology, 7(4), 19-24. Retrieved from: http://www.imanagerpublications.com/Archives.aspx

Barberio-Kitts, C., T. F. McLaughlin, Neyman, J., Worcester, L., & Cartmell, H. (in press). The effects of a modified cover, copy, compare on spelling third grade core words for a student with autism. Global Journal of Human Social Sciences. 14(2), 1-15. Retrieved from: http://globaljournals.us/index.php?option=com_content&view=article&id=89&Itemid=73

Cravalho, C. J., McLaughlin, T. F., Derby K. M., & Waco, T. (2014). The effects of direct instruction flashcards on math performance with measures of generalization across elementary students with learning disabilities and autism spectrum disorder. International Journal of Basic and Applied Science, 2(4), 16-31. Retrieved from: http://www.insikapub.com/

Bechtoldt, S., McLaughlin, T. F., Derby, K. M., & Blecher, J. (2014). The effects of direct instruction flashcards and a model, lead, and test procedure on letter recognition for three preschool students with developmental disabilities. Journal on Developmental Disabilities, 20(1), 5-15.

Spaulding, S., McLaughlin, T. F., Neyman, J., & Mortensen, S. (2014). The effects of picture modeling for reducing the number of redirections when teaching 2-step directions for a preschool student with developmental delays: a brief report. International Journal of English and Education, 3, 648-655. Retrieved from: Retrieved from: http://www.ijee.org/.

Pryor-Rasmussen, J., McLaughlin, T. F., Derby, K. M., & Robison, M. (2014). Reducing time spent in a classroom bathroom with preschool student with autism: Effects of timing and consequence. International Journal of English and Education, 3, 639-647. Retrieved from: Retrieved from: Retrieved from: http://www.ijee.org/.

Johnson, C., McLaughlin, T. F., Derby, M. K., Barretto, A., & Bucknell, W. (2014). The effects of direct instruction flashcards and computer time to teach sight words to an elementary student with a learning disability and ADHD: A failure to demonstrate a functional relationship. International Journal of English and Education, 3, 581-584. Retrieved from: Retrieved from: http://www.ijee.org/.

Pfaff, E., & McLaughlin, T. F. (2014). A Brief review of functional communication training for children with autism. International Journal of English and Education, 3, 581-584. Retrieved from: http://www.ijee.org/.

Conn, M., Derby, K. M., & McLaughlin, T. F. (2014). Review of a behavioral assessment process from descriptive assessment to experimental analysis: a summary of 118 cases. Austin Journal of Psychiatry and Behavioral Science, 1(2), 1-9. Retrieved from: http://www.austinpublishinggroup.org/index.php/Psychiatry-and-Behavioral-Scienc/search

Skarr, A., Zielinski, K., Ruwe, K., Sharp, H., Williams, R. L., & McLaughlin, T. F. (2014). The effects of direct instruction flashcard and math racetrack procedures on mastery of basic multiplication facts by three elementary school students. Education and Treatment of Children, 37, 77-93.

Renfro, K., McLaughlin, T. F., Derby, K. M., & Shields, M. (2014). Employing a reading racetrack fluency drill and repeated reading to increase accuracy and fluency for a fourth grade boy with learning disabilities. International Journal of English and Education, 3(1). 404-413. Retrieved from: http://www.ijee.org/.

Brushwein, L., McLaughlin, T. F., Derby, K. M., & Shank, L. (2014). The effects of using direct instruction and model, lead and test with four young adults with developmental disabilities. International Journal of English and Education, 3(1). 437-455. Retrieved from: http://www.ijee.org/.

O’Loughlin, E., McLaughlin, T. F., Derby, K. M., & Rinaldi, L. (2014). The differential effects of a color racetrack and color flashcards on the acquisition of basic color facts for a preschool student with behavior disorders. International Journal of English and Education, 3(1). 487-498. Retrieved from: http://www.ijee.org/.

Jones, M., Weber, K. P., & McLaughlin, T. F. (2013).No teacher left behind: Educating students with ASD and ADHD in the inclusion classroom. Journal of Special Education Apprenticeship, 2(2), 1-22. Retrieved from: http://josea.info/archives/vol2no2/vol2no2-5-FT.pdf

Delong, L., McLaughlin, T. F., Neyman, J., & Wolf, M. (2013). The effects of direct instruction flashcard system and model, lead, and test on numeral identification for a nonverbal preschool girl with developmental delays. Asia Pacific Journal of Multidisciplinary Research, 1(1), 1-11. Retrieved from: http://www.apjmr.com/archives/

Mortensen, A., McLaughlin, T. F., Neyman, J., & Girshick, B. (2013). The effects of model, lead, and test with reward to teach a preschool student with a developmental and language delays to demonstrate an understanding of number quantity. Asia Pacific Journal of Multidisciplinary Research, 1(1), 12-18. Retrieved from: http://www.apjmr.com/archives/

Albade, K., Altharwa, H., McLaughlin, T. F., Neyman, J., & Rinaldi, L. (2013). The differential and delayed effects of model-lead-test and tracing procedure with fading procedure to teach drawing of shapes for two preschool students with developmental delays. Asia Pacific Journal of Multidisciplinary Research, 1(1), 27-36. Retrieved from: http://www.apjmr.com/archives/

Griffiths, J., McLaughlin, T. F., Donica, D., Neyman, J., & Robison, M. (2013). The differential effects of the use of handwriting without tears ® modified gray block paper to teach two preschool students with developmental delays capital letter writing skills. i-manager’s Journal on Educational Psychology, 7(1), 13-22. Retrieved from: http://www.imanagerpublications.com/Archives.aspx

Weber, B., McLaughlin, T. F., Cozza, M., & Millersmith, T. (2013). Using and evaluating cover, copy, and compare with a 4th grade student with autism: A case study with brief measures of maintenance of treatment effects over time. International Journal of English and Education, 3(1) 221-230. Retrieved from: http://www.ijee.org/

Ward, M., McLaughlin, T. F., Neyman, J., & Clark, A. (2013). Use of an iPad application as functional communication for a five-year-old preschool student with autism spectrum disorder. International Journal of English and Education, 2(4), 231-238. Retrieved from: http://www.ijee.org/

Fazzari, D., McLaughlin, T. F., Neyman, J., & Everson, M. (2013). The differential and delayed effects of cover, copy, compare on spelling second grade core on spelling second grade core multi-syllabic words for two elementary students with specific learning disabilities. International Journal of English and Education, 2(4), 307-316. Retrieved from: http://www.ijee.org/

Morgan, K., McLaughlin, T. F., Neyman, J., & Bolich, B., (2013). An evaluation of the effectiveness of repeated reading for two elementary students in a resource room. International Journal of English and Education, 2(4). 244-260. Retrieved from: http://www.ijee.org/

Kroll, L., McLaughlin, T. F., Neyman, J., Johnson, K., & Beiers, K. (2013). The effects of direct instruction on reading first grade high frequency sight words with a student with severe behavior disorders. Educational Research International, 2(3), 13-21. Retrieved from: http://www.erint.savap.org.pk/

Talkington, N., McLaughlin, T. F., Derby, K. M., & Clark, A. (2013). The effects of using augmentative and alternative communication to teach a preschool student with developmental delays to request assistance and attention. i-manager’s Journal on School Educational Technology, 8(4), 16-21.

Pfaff, E., McLaughlin, T. F., Neyman, J., & Everson, M. (2013). The effects of direct instruction flashcards with math racetrack with addition facts for an elementary school student with ADHD. International Journal of Basic and Applied Science, 2(1), 124-130. Retrieved from: http://www.insikapub.com/

Doll, C., McLaughlin, T. F., & Barretto, A. (2013). The token economy: A recent review and evaluation. International Journal of Basic and Applied Science, 2(1), 131-149. Retrieved from: http://www.insikapub.com/

Watanabe, M., McLaughlin, T. F., Weber, K. P., & Shank, L. (2013). The effects of using direct instruction to teach coin counting and giving change with a young adult: A case report. International Journal of Basic and Applied Science, 2(1), 150-159. Retrieved from: http://www.insikapub.com/

Delegato, C., McLaughlin, T. F., Derby, K. M., & Schuster, L. (2013). The effects of using handwriting without tears® and a handwriting racetrack to teach five preschool students with disabilities pre handwriting and handwriting. Journal of Occupational Therapy, Schools, & Early Intervention, 6. 255-268, DOI: 10.1080/19411243.2013.850962

Mangundayao, J., McLaughlin, T. F., Williams, R. L., & Toone, E. (2013). An evaluation of a direct instructions flashcard system on the acquisition and generalization of numerals, shapes, and colors for preschool-aged students with developmental delays. Journal of Developmental and Physical Disabilities, 26, 461-473.

Griffin, C., McLaughlin, T. F., Neyman, J., & Higgins, S. (2013). The effects employing sign language and rewards to teach rote counting to 50 with a student with Downs syndrome and intellectual disabilities. International Journal of Basic and Applied Science, 2(1), 48-55. Retrieved from: http://www.insikapub.com/

Crowley, K., McLaughlin, T. F., & Kahn, R. (in press). The effects of direct instruction flashcards, reading racetracks on sight word skills for two elementary students with autism. Journal of Developmental and Physical Disabilities, 26, 297-311.

Doll, C., McLaughlin, T. F., Neyman, J., & Schuler, H. (2013). The use of cover, copy, compare procedure to teach spelling words with a high school student enrolled in a behavior intervention special education classroom: A brief report and partial replication. Educational Research International, 1(2), 51-57. Retrieved from: http://www.erint.savap.org.pk/

Aldahri, M., McLaughlin, T. F., Derby, K. M.,& Belcher, J., & Weber, K. P. (2013). An evaluation of the direct instruction model-lead-test procedure and rewards on rote counting, number recognition and rational counting with a preschool student with developmental delays. International Journal of Basic and Applied Science, 2(1), 98-109. Retrieved from: http://www.insikapub.com/

Hochstetler, E., McLaughlin, T. F., Derby, K. M., & Kinney, M. (2013). The effects of cover, copy, and compare to teach spelling to middle school students with learning disabilities. Educational Research Quarterly, 36(4), 25-48.

Dundon, M., McLaughlin, T. F., Neyman, J., & Clark, A. (2013). The effects of a model, lead, and test procedure to teach correct requesting using two apps on an iPad with a 5-year-old student with autism spectrum disorder. Educational Research International, 2(3), 1-10. Retrieved from: http://www.erint.savap.org.pk/nextissue.html

Jones, M., Weber, K. P., & McLaughlin, T. F. (2013). Why did the student cross the road?” Bridging the gap to align educational philosophy and practices. International Journal of English and Education, 2(3), 471-481. Retrieved from: Retrieved from: http://www.ijee.org/.

Houglum, R., McLaughlin, T. F., Weber, K., Neyman, J., & Gould, C. (2013). The effectiveness of direct instruction flashcards with guided practice activities to instruct two elementary students diagnosed with autism spectrum disorder and delays in pre-academics and communication. International Journal of Basic and Applied Science, 2(1), 11-38. Retrieved from: http://www.insikapub.com/

Munizi, A., & McLaughlin, T. F. (2013). The effects of an error drill procedure on the sight-word reading skills of an elementary student with severe behavior disorders. International Journal of English and Education, 2(3), 493-500. Retrieved from: http://www.ijee.org/

Gutting-McKee, H., McLaughlin, T. F., Neyman, J., & Toone, E. (2013). The differential effects of using tracing sheets to improve developmentally delayed student’s handwriting ability, 2(3), 431-438. International Journal of English and Education, 2(3), 431-438. Retrieved from: http://www.ijee.org/.

Stansell, A., & McLaughlin, T. F. (2013). A brief comparison of rural poverty and urban poverty at its consequences for students with special needs. International Journal of Basic and Applied Science, 1(3), 587-593. Retrieved from: http://www.insikapub.com/

Worcester, L., & McLaughlin, T. F. (2013). Comparing effective treatments for attention-maintained and escape-maintained behaviors in children with behavior disorders: Brief review and analysis. International Journal of Basic and Applied Science, 1(3), 621-627. Retrieved from: http://www.insikapub.com/

Millersmith, T., Weber, K. P., & McLaughlin, T. F. (2013). The use of token economy and a math manipulative for a child with moderate intellectual disabilities. International Journal of Basic and Applied Science, 1(3), 634-640. Retrieved from: http://www.insikapub.com/

Fitting, E., McLaughlin, T. F., Derby, K. M., & Blecher, J. (2013). The effects of DI flashcards with a DI discrimination and match to sample on letter identification for four preschool students with documented developmental delays. International Journal of English and Education, 2(2), 495-513. Retrieved from: Retrieved from: http://www.ijee.org/.

Chung, P., McLaughlin, T. F., Neyman, J., & Robison, M. (2013). The non effects of using muscle memory activities and fading worksheets to teach two preschool students diagnosed with developmental delays handwriting. International Journal of English and Education, 2(1), 547-560. Retrieved from: Retrieved from: http://www.ijee.org/.

Wasson, K., McLaughlin, T. F., Derby, K. M., & Clark, A. (2013). The effects of using functional communication training and verbal imitation to teach two preschool students with developmental delays the word “help.” International Journal of English and Education. 2(2), 571-578. Retrieved from: http://www.ijee.org/.

Makowski, T., McLaughlin, T. F., Johnson, K., & Biers, K. (2013). The non effects of the social competence intervention “why try” and consequences with single student severe behavior disorders and high functioning autism: a case report. International Journal of English and Education, 2(1), 598-608. Retrieved from: Retrieved from: http://www.ijee.org/.

Bulkley, L., McLaughlin, T. F., Neyman, J., & Carosella, M. (2012). The effects of a model, lead, and test procedure to teach letter name and sound identification to elementary school students with learning disabilities. Electronic International Journal of Educational Research, 3(4), 50-64. Retrieved from: http://www.e-ijer.com/

Zielinski, K., McLaughlin, T. F., & Derby, K. M. (2012). Employing and evaluating cover, copy, and compare on spelling accuracy with high school students with learning disabilities. American Secondary Education, 41(1), 78-95.

Wilson, J., McLaughlin, T. F., Derby, K. M., & Conley, D. (2012). Effects of hand-over-hand physical guidance and tracing on prewriting skills of preschool-aged children. i-manager’s Journal on Educational Psychology, 6(2), 6-11. Retrieved from: http://www.imanagerpublications.com/Archives.aspx

Amsberry, G., McLaughlin, T. F. Derby, K. M., & Waco, T. (2012). The effects of the Davis Symbol Mastery System to assist a fourth grader with dyslexia in spelling: A case report. i-manager’s Journal on Educational Psychology, 6(2), 18-22.Retrieved from: http://www.imanagerpublications.com/Archives.aspx

Pierce, K., McLaughlin, T. F., Neyman, J., & King, K. (2012). The gradual and differential effects of direct instruction flashcards with and without a DRH contingency on basic multiplication facts for two students with severe behaviors disorders. i-manager’s Journal on Educational Psychology, 6(2), 35-44. Retrieved from: http://www.imanagerpublications.com/Archives.aspx

Lolich, E., McLaughlin, T. F., & Weber, K. P. (2012). The effects of using reading racetracks combined with direct instruction precision teaching and a token economy to improve the reading performance for a 12-year-old student with learning disabilities. Academic Research International, 2(3), 445-452. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Merritt, J., McLaughlin, T. F., Weber, K. M., Derby, K. M., & Barretto, A. (2012). The effects of a copy, cover, compare practice procedure in spelling with four second-grade students: generalization to weekly in classroom tests. International Journal of Advances in Psychology, 1(1), 1-5. Retrieved from: http://www.ij-psychol.org.

Feddersen, M., McLaughlin, T. F., Derby, K. M. & Robison, M. (2012). The differential effects of pivotal response training and direct instruction on compliance and self-initiations for two male preschool students diagnosed with autism spectrum disorder. International Journal of English and Education, 1, 291-300. Retrieved from: Retrieved from: http://www.ijee.org/.

Coussens, M., McLaughlin, T. F., Derby, K. M., & McKenzie, M. (2012). The differential effects of handwriting without tears® chalkboard, wooden letters, and worksheet using highlight, model and start point on legibility for two preschool students with disabilities. International Journal of English and Education, 1, 302-310. Retrieved from: Retrieved from: http://www.ijee.org/.

Poindexter, S., McLaughlin, T. F., Derby, K. M., & Johnson, G. (2012). The effects of cover, copy, and compare on spelling accuracy with a seventh grade student with learning disabilities: A case report. International Journal of Basic and Applied Science, 1(2),415-422.Retrieved from: http://www.insikapub.com/

Cunningham, D., McLaughlin, T. F., & Weber, K. P. (2012). The use and evaluation of verbal prompting with see to say problems and answers and SAFMEDS to teach math facts to a student with learning disabilities. International Journal of Advances in Psychology, 1(2), 37-39. Retrieved from: http://www.ij-psychol.org/allIssue.aspx

Rauch, J., McLaughlin, T. F., Derby, K. M., & Rinaldi, L. (2012). Teaching a non-verbal preschool student to use a modified picture exchange communication system: Effects of fading prompts on rate of communication and generalization to a communication board. International Journal of Basic and Applied Science, 1(2), 320-330. Retrieved from: http://www.insikapub.com/

Cole, M., McLaughlin, T. F., & Johnson, R. (2012). the effects of direct instruction flashcards with oral sentence creation on the spelling accuracy of three middle school students with disabilities. International Journal of Basic and Applied Science, 1(2), 308-319. Retrieved from: http://www.insikapub.com/

Lund, K., McLaughlin, T. F., Neyman, J., & Everson, M. (2012). The effects of DI flashcards and math racetrack on multiplication facts for two elementary students with learning disabilities. Journal of Special Education Apprenticeship, 1(1). Retrieved from: http://josea.info/index.php?page=archives.

Ivicek-Cordes, C., McLaughlin, T. F., Derby, K. M., & Higgins, S. (2012). Implementing and evaluating cover, copy, and compare spelling for a primary student with autism: A case report. Academic Research International, 2(3), 271-276. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Verduin, S., McLaughlin, T. F., & Derby, K. M. (2012). The effects of spelling racetracks on the spelling of grade level core words with fourth-grade students with disabilities. Academic Research International, 2(3). 296-301. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Hollingsworth, B., Keith, M., McLaughlin, T. F., & Derby, K. M. (2012). The use of cover, copy, and compare to improve spelling with a middle school student in a behavior intervention classroom. Academic Research International, 2(3), 302-307. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Heasty, M., McLaughlin, T. F., & Williams, R. L. (2012). The effects of using direct instruction mathematics formats to teach basic math skills to a third grade student with a learning disability. Academic Research International, 2(3), 382-387. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Herberg, J., McLaughlin, T. F., Derby, K. P., & Weber, K. P. (2012). The effects of repeated readings and flashcard error drill the reading accuracy and fluency with rural middle school student with learning disabilities. Academic Research International, 2(3), 388-393. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Higgins, M., McLaughlin, T. F., Derby, K. P., & Long, J. (2012). The differential effects of direct instruction flashcards on sight-word identification for two preschool students with autism spectrum disorders. Academic Research International, 2(3), 394-402. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Chandler, A., McLaughlin, T. F., Neyman, J., & Rinaldi, L. (2012). The differential effects of direct instruction flashcards with and without a shorter math racetrack to teach numeral identification to preschoolers: A failure to replicate. Academic Research International, 2(3), 308-313. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

Caletti, E., McLaughlin, T. F., Derby, K. M., & Rinaldi, L. (2012). The effects of using visual prompts, tracing, and consequences to teach two preschool students with disabilities to write their names. Academic Research International, 2(3). 265-270. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Walker, J., McLaughlin, T. F., & Weber, K . P. (2012). The effects of flashcards and math racetrack on multiplication facts for three rural elementary students at risk for school failure. Academic Research International, 2(3), 405-418. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

Darrow, D., McLaughlin, T. F., Derby, K. M., & Johnson, K. (2012). The effects of a cover, compare, and compare procedure with and without timing on the spelling of core list words with elementary students with severe behavior disorders. International Electronic Journal of Elementary Education,4(2), 417-426. Retrieved from: http://www.iejee.com/

Thompson, J., McLaughlin, T. F., Derby, K. M., & Conley, D. (2012). Using tracing and modeling with a Handwriting without Tears® worksheet to increase handwriting legibility for two preschool students with developmental delays. Academic Research International, 2(2), 309-314. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Shahtout, L., McLaughlin, T. F., Derby, K. M., & Arenez, T. (2012). The effects of direct instruction flashcards and reading racetrack on sight words with two elementary students with behavior disorders: A brief report. Academic Research International, 2(2), 303-308. Retrieved from http://174.36.46.112/~savaporg/journals/issue.html

LeBrun, M., McLaughlin, T. F., Derby, K. M., & McKenzie, M. (2012). The effects of using Handwriting without Tears® to teach thirty-one integrated preschoolers of varying academic ability to write their names. Academic Research International, 2(2), 373--378. Retrieved from http://174.36.46.112/~savaporg/journals/issue.html

Standish, K., McLaughlin, T. F., & Neyman, J. (2012). The effects of direct instruction flashcards and math racetrack on math facts with one elementary student. Academic Research International, 2(2), 241-246. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Poff, B., McLaughlin, T. F., Derby, K. M., & King, K. (2012). The effects of cover, copy, and compare with free time in math for elementary students with severe behavior disorders. Academic Research International, 2(2), 247-263. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

Skarr, A., McLaughlin, T. F., Derby, K. M., Meade, K., & Williams, R. L. (2012). A comparison of direct instruction flashcards and cover, copy, compare to teach spelling to elementary school students. Academic Research International, 2(2), 247-263. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

Hanson, A., Stacy O’Reilly-Bazam, S., & McLaughlin, T. F. (2012). The effects of introducing a comprehension-building program on the reading skills for a student with autism: a brief report. Academic Research International, 2(2), 229-233. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

Ehlers, E., McLaughlin, T. F., Derby, K. M., & Rinaldi, L. (2012). The differential effects of direct instruction flashcards and math racetrack on number identification for three preschool students with disabilities. Academic Research International, 2(3), 285-295. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

Shouse, H., Weber, K. P., McLaughlin, T. F., & Riley, S. (2012). The effects of model, lead, and test and a reward to teach a preschool student with a disability to identify colors. Academic Research International, 2(1), 477-483.Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Treacy, R., McLaughlin, T. F., Derby, K. M., & Schlettert, E. (2012). The effects of flashcards and student selected reinforcers with goals and additional practice with multiplication facts for two intermediate elementary students with behavior disorders. Academic Research International, 2(1), 469-476. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

Morris, K., McLaughlin, T. F., Derby, K. M., & McKenzie, M. (2012). The differential effects of using Handwriting without Tears® and Mat Man materials to teach seven preschoolers prewriting skills using the draw a person with sixteen specific body parts. Academic Research International, 2(1), 590-598. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

McGrath, G., McLaughlin, T. F., Derby, K. M., & Bucknell, W. (2012). The effects of using reading racetracks for teaching of sight words to three third-grade students with learning disabilities. Educational Research Quarterly, 35(3), 50-66.

Anderson, E., McLaughlin, T. F., Derby, K. M., & Williams, M. (2012). The effects of contingent rewards on the decrease of improper verbalizations of middle school students with learning disabilities. Academic Research International, 2(1). 366-371. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

Travis, J., McLaughlin, T. F., Derby, K. M., Dolliver, P., & Carosella, M. (2012). The differential effects racetrack procedures for saying letter sounds with two first-grade students with disabilities. Academic Research International, 2(1), 372-382. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

Herberg, K., McLaughlin, T. F., Derby, K. M., & Gilbert, V. (2011). The effects of direct instruction flashcards on shape recognition and recall for two preschool students with disabilities. Academic Research International, 1(3), 55-59. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

  • Special Education
  • Academic Instruction
  • Functional Behavioral Assessment
  • ADHD
  • Autism
  • Preschool Students with Disabilities
  • Applied Behavior Analysis
  • Direct Instruction
  • Behavior Disorders