Jennifer Neyman, M.Ed., Special Education

Senior Lecturer-IB, Special Education

Dr. Neyman's current position is a Senior Lecturer at Gonzaga University in the Special Education & Applied Behavior Analysis Department. Her courses emphasize evidence-based instruction, high-leverage practices, response-to-intervention, inclusi...

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Jennifer Neyman, M.Ed., Special Education

Contact Information

Education & Curriculum Vitae

M.Ed., Special Education, Gonzaga University 

B.Ed., Special Education, Gonzaga University

Biography Publications Research
Dr. Neyman's current position is a Senior Lecturer at Gonzaga University in the Special Education & Applied Behavior Analysis Department. Her courses emphasize evidence-based instruction, high-leverage practices, response-to-intervention, inclusive practices, equitable education, behavior, and communication. In addition, she oversees the Early Childhood Special Education Program as the Director managing our on-campus Integrated Lab Preschool providing inclusive education for preschool-aged children with and without disabilities.

Field supervision is some of her favorite professional time. Visiting classrooms and maintaining a tangible connection with school life keeps her up-to-date with current practices and trends. She loves talking with the teachers and interacting with the students to such an extent that she has to remind myself that she has to complete the supervising role.

Another key priority of hers is guiding undergraduate and graduate students in action research helping them bridging the gap between theory and practice while providing them with professional research opportunities for conference presentations and publications.

Dr. Neyman is Gonzaga-homegrown. Both her bachelor's and master's degrees are from Gonzaga in Special Education. Her teaching endorsements include Special Education (Pre-12), Elementary Education (K-8), Early Childhood Special Education (Birth-3rd), Reading, and Psychology (4-12). She previously taught in a variety of elementary classrooms including special education preschool, self-contained special education, and general education.

She grew up in Walla Walla, WA on one of those famous Walla Walla Sweets onion farms. To the dismay of her family, she hates onions (and tomatoes). Because of this, she has changed many of her family Italian recipes.

In her free time, she enjoys spending time with her family, friends, and pets. Other interests include reading, attending concerts and sporting events, watching even more sports, cooking, and baking. Come by her office and you will often find some cookies or other baked goods to snack on.

Publications

  • 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.
  • 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.
  • 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.
    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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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), 458461.
  • 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.
  • 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.
  • Olmstead-Thompson, 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.
  • Seines, A.*, Neyman, J., McLaughlin, T. F., & Madden, R. (2015). 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.
  • 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.
  • Barberio-Kitts, C.*, T. F. McLaughlin, Neyman, J., Worcester, L., & Cartmell, H. (2014). 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.
  • 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.
  • 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.
  • 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.
  • Mullaney, L.*, Baker, M., Rutherford, K., Neyman, J., McLaughlin, T. F., & 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.
  • 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. http://www.ijee.org/
  • Stansell, A.*, McLaughlin, T. F., Neyman, J., & 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.
  • 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.
  • 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.

Professional Papers Presented

National & International

  • Neyman, J. M., Martin, C., Hansen, A., & Holloway, L. (2024, May). The effects of a token economy system on the talk-out levels by two middle school students with disabilities in a self-contained classroom [Poster Presentation]. The 50th Annual Convention of the Association for Behavior Analysis International, Philadelphia, PA, United States.
  • Neyman, J. M., Purchio-Koenig, K., & Schuh, K. (2024, May). The effects of direct instruction peer tutoring on basic fact memorization across a fourth grade class [Poster Presentation]. The 50th Annual Convention of the Association for Behavior Analysis International, Philadelphia, PA, United States.
  • Neyman, J. M., & McKenna, J. (2020, May). The effectiveness of an adapted direct instruction math strategy using manipulatives and visual placemats on the development of quantifying numbers by two thirteen-year-old boys with special needs [Poster Presentation]. The 46th Annual Convention of the Association for Behavior Analysis International, Washington, DC – Virtual, United States.
  • Neyman, J. M., Moorhouse, J., & Carroll, M. (2020, May). The use of functional communication training with picture communication to teach appropriate communication skills and reduce inappropriate behaviors for a preschool girl with autism [Poster Presentation]. The 46th Annual Convention of the Association for Behavior Analysis International, Washington, DC – Virtual, United States.
  • Neyman, J. M., Magana, Y., & Kozyra, A. (2019, May). The effectiveness of direct instruction mathematics on teaching numeral identification to a high school student with down syndrome and autism in a special education classroom [Poster Presentation]. The 45th Annual Convention of the Association for Behavior Analysis International, Chicago, IL, United States.
  • Neyman, J. M., Romeo, S., & Barretto, A. (2019, May). The effects of tact training on the acquisition of nonvocal tacting by two two-year-old students with a disability and vocal tacting by one two-year-old student with developmental delays in a preschool setting [Poster Presentation]. The 45th Annual Convention of the Association for Behavior Analysis International, Chicago, IL, United States.
  • Neyman, J. M., Sullivan, C. N., Ruff, K. M., & Weber, K. P. (2018, May). The effectiveness of an adapted direct instruction mathematics strategy using counters on adding negative integers for a female with a learning di

Research Interests

  • Academic Interventions (Handwriting, Mathematics, Language, Reading & Comprehension, Spelling, Study Skills)
  • Action Research
  • Applied Behavior Analysis
  • Behavior Impairments & Management Interventions
  • College Instruction
  • Classroom Instruction & Management
  • Early Childhood & Early Childhood Special Education
  • Functional Analysis
  • Language & Communication Interventions
  • Language Impairments & Development
  • Multi-tiered Systems of Support (MTSS)
  • Social-Emotional Learning
  • Special Education Teacher Training
  • Verbal Behavior