Kimberly Weber, Ph.D.

Professor of Special Education

Kimberly Weber

Contact Information

  • During the academic year, my office hours are posted on my door and do change weekly. Please feel free to email me to set up an appointment.
  • 509-313-3661
  • Visit my website

Education & Curriculum Vitae

Ph.D., Special Education & ABA, Ohio State University

M.A., Special Education, University of the Pacific

B.A., Psychology, California State University

A.A., Math and Science, Sacramento City College

Courses Taught

Classroom Management & Lab

In-School Practicum

Community Practicum

Direct Instruction Reading

Student Teaching Supervision

Psychology of the Exceptional Child


Book Chapters

McLaughlin, T. F., Weber, K. P., & Derby, K. M. (2013). Classroom spelling interventions for students with learning disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.). Handbook of learning disabilities (2nd ed.) pp. 439-447. New York, NY: Guilford Press.

McLaughlin, T. F., Weber, K. P., Derby, K. M., Hyde, C., Violette, A., Barton, C., Petersen, P., Green, C., Verduin, S., Printz, K., Gonzales, R., & Arkoosh, M. (2011). The use of a racetracks procedure to improve the academic behaviors of students in special and remedial education: Suggestions for school personnel. In Melanie L. Falese (Ed.). Encyclopedia of educational research (2 Volume Set). Columbus, OH: Nova Science Publishers, Inc.

McLaughlin, T. F., Weber, K. P., Derby, K. M., Hyde, C., Violette, A., Barton, C., Petersen, B., Green, C., Verduin, S., Printz, K., Gonzales, R. & Arkoosh, M. (2009). The use of racetrack procedures to improve the academic behaviors of students in special and remedial education: Suggestions for school personnel. In O. Demir & C. Celik (Eds.). Multimedia in education and special education (pp. 95-111). Columbus, OH: Nova Science Publishers, Inc.

Derby, K. M., Luber, S., Weber, K. P., & Barretto, A. (2004). Medical and behavioral treatment of common sleep disorders. In Watson, T. S. & Skinner, C. H. (Eds.) Encyclopedia of school psychology (317-320). New York, NY: Kulwer Academic/Plenum Publishers.

McLaughlin, T. F., Weber, K. P., & Barretto, A. (2004). Spelling: Academic interventions. In T. S. Watson & C. H. Skinner (Eds.), Encyclopedia of school psychology (pp. 317-320). New York, NY: Kluwer Academic/Plenum Publishers.

Derby, K. M., Weber, K. P., McLaughlin, T. F., Williams, R., & Goris. M. (2002). Special educator preparation in college-based outpatient services for children with Developmental disabilities and behavior disorders. In J. W. Jacobson, J. A. Mulick, & S. Holburn, (Eds.) Contemporary dual diagnosis: MH/MR/service Models volume II: Partial and support services. Kingston, NY: NADD Press.

Articles

Morgan, S., McLaughlin, T. F., Weber, K. P., & Bolich, B. (in press). 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.

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

Babin, H., McLaughlin, T. F., Derby, K. M., Weber, K. P., & 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.

Bagdon, K., McLaughlin, T. F., Weber, K. P., & Blecher, J. (2016). Effects of a modified DI flashcards for number recognitions 1 through10 for a preschool child with developmental delays. World Wide Journal of Multidisciplinary Research and Development, 2(1), 59-65.

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://www.ijee.org.

Heric, K. P., 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.

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

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

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(12), 59-65. Retrieved from: http://www.allresearchjournal.com/vol1issue12/PartB/issue/

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.

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

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

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

Wompschall, J., Weber, K. P., McLaughlin, T. F., Derby, K. M., & Waco, T. (2014). The effects of the model, lead, test error correction with flashcards for teaching a student with learning disabilities first grade sight words. International Journal of English and Education, 3(3), 541-556.

Aldahri, M., Weber, K. P. & McLaughlin, T. F. (2013). Differential effects of direct instruction model, lead, test procedure with and without a reward on rote counting, number recognition, and rational counting with a young child. International Journal of English and Education, 2(3). 451-461. 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), 11-37. Retrieved from: http://www.insikapub.com/

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, 471-481, Retrieved from: Retrieved from: http://www.ijee.org/.

Jones, M., Weber, K. P. & McLaughlin, T. F. (2013, Dec). 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/index.php?page=archives.

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), 1-10. Retrieved from: http://www.insikapub.com/

Cunningham, D., McLaughlin, T. F., & Weber, K. P. (2012). The effects 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, 37-39. Retrieved from http://www.ij-psychol.org

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

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(4). 445-452. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Merritt, J. McLaughlin, T. F., Weber, K. P., Derby, K. P., & 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, 1-3. Published on-line July 2012. Retrieved from: http://www.ij-psychol.org

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

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), Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

Becker, A., McLaughlin, T. F., Weber, K. P., & Gower, J. (2009). The effects of copy, cover, and compare with and without error drill on multiplication fact fluency and accuracy. Electronic Journal of Research in Educational Psychology, 18, 747-760. Retrieved from http://www.investigacion-psicopedagogica.org/revista/new/english/anteriores.php

Cosby, E., McLaughlin, T. F., & Derby, K. M., & Huewe, P. (2009). Using tracing and modeling with a handwriting without tears® worksheet to increase handwriting legibility for a preschool student with autism. Open Social Science Journal, 2, 67-69. Retrieved from: http://www.benthamscience.com/open/tosscij/

Arkoosh, M., Weber, K. P., & McLaughlin, T. F. (2009). The effects of motivational/reward system and a spelling racetrack on spelling performance in general education: A case report. The Open Education Journal, 2, 17-20. Retrieved from: http://www.benthamscience.com/open/toecij/

Batchelder, A. McLaughlin, T. F., Weber, K. P., Derby, K. M., & Gow, T. (2009). The effects of hand-over-hand and a dot-to-dot tracing procedure on teaching an autistic student to write his name. Journal of Developmental and Physical Disabilities, 21, 131-138.

Owens, A., Violette, A., Weber, K. P., & McLaughlin, T. F. (2009). The effects of using direct instruction curricula in the home to teach reading comprehension to a 12-year-old student with cerebral palsy. The Open Families Studies Journal, 2, 9-14. Retrieved from: http://www.benthamscience.com/open/tofamsj/

McCullough, D., Weber, K. P., Derby, M. K., & McLaughlin, T. F. (2008). The effects of Teach Your Child to Read in 100 Easy Lessons on the acquisition and generalization of reading skills with a primary student with ADHD/PI. Child & Family Behavior Therapy, 30(1), 61-68.
Reprinted in Alan Kazdin (2010). Single case research designs: Methods for clinical and applied settings. New York, NY: Oxford University Press.

Peterson, L., McLaughlin, T. F., Weber, K. P., & Anderson, H. (2008). The effects model, lead, and test technique with visual prompts paired with a fading procedure to teach “Where” to a thirteen-year-old echolalic boy with Autism. Journal of Developmental and Physical Disabilities, 20, 31-39.

Dolezal D. N., Weber, K. P., Evavold, J. J., Wylie, J. M., & McLaughlin, T. F., (2007). The effects of a reinforcement package for on-task and reading behavior with at-risk and middle school students with disabilities. Child & Family Behavior Therapy, 29(2), 9-25.

Hayter, S., Scott, E., McLaughlin, T. F., & Weber K. P. (2007). The use of a flashcard system with two high-school students with developmental disabilities learning basic multiplication facts. Journal of Developmental and Physical Disabilities, 19, 409-415.

Meador, S. M., Derby, K. M., McLaughlin, T. F., Barretto A., & Weber, K. P. (2007). Using response latency within a preference assessment. The Behavior Analyst Today, 8(1), 63-69.

Park, C., Weber K. P. & McLaughlin, T. F. (2007). Effects of fading modeling prompting and direct instruction on letter legibility for two preschool students with physical and developmental delays. Child & Family Behavior Therapy, 29(3), 13-21.

Killu, K., Weber, K. P., Derby, K. M. & Barretto, A. (2006). Behavior intervention planning and implementation of positive behavioral support plans: An examination of states’ adherence to standard practice. Journal of Positive Behavior Interventions, 8(4), 195-200.

Beveridge, B. R., Weber, K. P., Derby, K. M., & McLaughlin, T. F. (2005). The effects of a math racetrack with two elementary students with learning disabilities. International Journal of Special Education, 20(2), 58-65. Retrieved from: http://www.internationaljournalofspecialeducation.com/

Gregory, S. A., McLaughlin, T. F., Weber, K. P., & Stookey, S., (2005). The effects of using direct instruction and a re-reading contingency with a high school student. International Journal of Special Education, 20(1), 50-54. Retrieved from: http://www.internationaljournalofspecialeducation.com/

Weber, K. P., Killu, K., Derby, K. M., & Barretto, A. (2005). The status of functional behavior assessment (FBA): Adherence to standard practice in FBA methodology. Psychology in the Schools, 42(7), 737-744.

Conley, C. M., Derby, K.M., Roberts-Gwinn, M., Weber, K. P., & McLaughlin, T.F. (2004). An analysis of initial acquisition and maintenance of sight words following picture matching and copy cover compare teaching methods. Journal of Applied Behavior Analysis, 37, 339-350.

Finkel, A. S., Weber, K. P., & Derby, K. M. (2004). Use of a braille exchange communication system to improve articulation and acquire mands with a legally blind and developmentally disabled female. Journal of Developmental and Physical Disabilities, 16, 321-336.

Fitzpatrick, E., McLaughlin T. F., & Weber, K. P., (2004). The effects of a first day and second day reads on reading accuracy with Reading Mastery III textbook B for a fifth grade student with learning disabilities. International Journal of Special Education, 19(1), 56-66. Retrieved from: http://www.internationaljournalofspecialeducation.com/

Smith, R. D., Derby, K. M., McLaughlin, T. F., Weber, K. P., Brown, K., & Herring, M. (2004). A comparison of teacher checklists used over 15 days and a one-day antecedent analyses to conduct a medication trial. Psychology in the Schools, 41, 235-240.

Casey, J., McLaughlin, T. F., Weber, K. P. & Everson, M. (2003). The effects of five minute practice, unlimited practice, with SAFMED cards on correct and error rate in math facts for two elementary school children with learning disabilities. International Journal of Special Education, 18(1), 66-72. Retrieved from: http://www.internationaljournalofspecialeducation.com/

Finkel, A. S., Derby K. M., Weber, K. P. & McLaughlin, T. F. (2003). Use of choice to identify behavioral function following inconclusive brief functional analysis. Journal of Positive Behavior Interventions, 5, 112-121.

Jordan, S., McLaughlin, T. F., Weber, K. P., Derby, K. M., Barretto, A., Williams, R. L., & Luiten, L. (2003). The effects of work then play in combination with a token economy on the frequency of inappropriate behaviors for an elementary school child with autism. International Journal of Special Education, 18(2), 31-36. Retrieved from: http://www.internationaljournalofspecialeducation.com/

McLaughlin, T. F., Derby, K. M., Gwinn, M. Taitch, H., Bolich, B., Weber, K. P., Rogers, J., & Williams, R. L. (2003). The effects of active and violent play activities on brief functional analysis outcomes. Journal of Developmental and Physical Disabilities, 15, 93-99.

O’Donnell, P., Weber, K. P., & McLaughlin T. F. (2003). Improving correct and error rate and reading comprehension using key words and previewing: A case report with a language minority student. Education & Treatment of Children, 26, 237-254.

Dagdag, R., McLaughlin, T. F., & Weber, K. P. (2002). The use and evaluation of a sound out or error only sound out procedure on spelling performance of a third grade student. International Journal of Special Education, 17(2), 92-97. Retrieved from: http://www.internationaljournalofspecialeducation.com/

Stone, S., McLaughlin, T. F., & Weber, K. P. (2002). The use and evaluation of copy, cover, and compare with rewards and a flash cards procedure with rewards on division math facts mastery with a fourth grade girl in a home setting. International Journal of Special Education, 17(2), 82-91. Retrieved from: http://www.internationaljournalofspecialeducation.com/

Gurrad, A., Weber, K. P. & McLaughlin, T. F. (2002). The effects of contingency contracting for a middle school student with Attention Deficit Hyperactivity Disorder during corrective reading lessons. International Journal of Special Education, 17(1), 26-32. Retrieved from: http://www.internationaljournalofspecialeducation.com/

Haynes, R. S., Derby, K. M., McLaughlin, T. F., & Weber, K. P. (2002). A comparison of forced choice preference assessment procedures using a parent and novel therapist. Journal of Positive Behavior Interventions, 4(3), 176-181.

Delli Sante, A., McLaughlin, T. F., & Weber, K. P. (2001). The use and evaluation of a direct instruction flash card strategy on multiplication math facts mastery with two students with developmental disabilities and Attention Deficit Hyperactivity Disorder. Journal of Precision Teaching and Celeration, 17(1), 68-75.

Johnson, J. J., Luiten, L. M., Derby, K. M., McLaughlin, T. F., Weber, K. & Johnson M. P. (2001). Evaluating the effectiveness of Teach Your Child to Read In 100 Easy Lessons using graded word lists. Proven Practice: Prevention & Remediation Solutions for Schools, 3, 68-74.

Killu, K., Weber, K. P. & McLaughlin, T. F. (2001). An evaluation of repeated readings across various counting periods of see to think, think to say, and think to write channels on a university student with learning disabilities. Journal of Precision Teaching and Celeration, 17(2),

Mackay, S., McLaughlin, T. F., Weber, K. P., & Derby, K. M. (2001). The use of precision requests to decrease the noncompliance in the home and neighborhood: A Case Study. Child & Family Behavior Therapy, 23(3), 43-52.

Roberts-Gwinn M. M., Luiten L. K., Derby, K. M., Johnson, T. A., & Weber, K. P (2001). Identification of competing reinforcers for behavior maintained by automatic reinforcement. Journal of Positive Behavior Interventions, 3 (2), 83-87, 94.

Hubbert, E. R., Weber, K. P. & McLaughlin, T. F. (2000). The effects of copy cover compare and a traditional spelling intervention with an adolescent with a conduct disorder. Child & Family Behavior Therapy, 22 (3), 55-68.

McLaughlin, T. F., Williams, B. F., Williams, R. L., Peck S. M., Derby K. M., Bjordahl J. M., & Weber, K. P. (1999). Behavioral training for teachers in special education: The Gonzaga University program. Behavioral Interventions, 14, 83-134.

Wirtz, C., Gardner, R. III., Weber, K. P., & Bullara, D. T. (1996). Using self-correction to improve the spelling of low achieving third graders. Remedial & Special Education, 17 (1), 48-58.

Weber, K. P. & Cowardin, J. (1994). Computerized learning of Word Perfect using precision teaching. Journal of Precision Teaching and Celeration, 11(2), 19-24.

  • Evidence-based instructional practices, especially reading and writing
  • Classroom/behavior management
  • Language development