Derby

Publications

Web Link: http://www.envmed.rochester.edu/wwwrap/behavior/jaba/jabahome.htm

Articles

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.  Retrieved from: Retrieved from: http://www.ijee.org/.

Wasson, K., McLaughlin, T. F., Derby, K. M., & Clark, A. (in press).  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. 

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.

Mann, Z., McLaughlin, T. F., Williams, R. L., Derby, K. M., & Everson, M. (2012), The effects of direct instruction flashcards and rewards with math facts at school and in the home: acquisition and maintenance.  Journal of Special Education Apprenticeship, 1(2).  Retrieved from: http://josea.info/index.php?page=archives.

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: http://www.ijee.org/current_issue

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: http://www.ijee.org/current_issue

Poindexter, S., McLaughlin, T. F., Derby, K. M., & Johnson, G. (21012).  The effects of copy, cover, 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/

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 the 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/

Maricich, C., McLaughlin, T. F., Derby, K. M., & Conley, D. (2012).  The effects of D’Nealian® worksheets, tracing, and visual prompts to teach four preschool students with disabilities to write their names. .  International Journal of Basic and Applied Science, 1(2), 378-384. Retrieved from: http://www.insikapub.com/

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.

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

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/ 

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/

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

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/

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.

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

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.html

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.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.html

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.html

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.html

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.html

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.html

Bishop, L., McLaughlin, T. F., & Derby, K. M. (2011).  A comparison of direct instruction flashcards and reading racetracks on the acquisition and generalization of core words in context for a seven-year-old elementary student with health impairments, learning delays, and behavioral concerns.  International Journal of Social Science and Education, 1(4), 525-539. Retrieved from: http://advasol.net/?q=node/19

Romjue, H., McLaughlin, T. F., & Derby, K. M. (i2011). The effects of reading racetracks for teaching sight words.  Academic Research International, 1(2), 134-146. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Membrey, A., McLaughlin, T. F., Derby, K. M., & Antcliff, C. (2011).   A modification of cover, copy, and compare in spelling for three middle school students with multiple disabilities.  International Journal of Social Science and Education, 1(4), 491-505.  Retrieved from: http://advasol.net/?q=node/19


Carlson, B., McLaughlin, T. F., Derby, K. M., & Blecher, J. (2009).  Teaching children with autism and developmental delays to write.  Electronic Journal of Research in Educational Psychology, 17, 225-238. 

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. 

Batchelder, A., McLaughlin, T. F., Weber, K. P., Derby, K. P., & 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.

Nelson, K., Axtell, J., Derby, K. M., Moug, R., Berra, S., & McLaughlin, T. F (2011).   A preliminary analysis of therapeutic horseback riding.  International Journal of Social Science and Education, 1(4), 644-656. Retrieved from: http://advasol.net/?q=node/19

Oikawa, K., Derby, M., McLaughlin, T. F. & W. W. Fisher, W. W. (2011).  Using functional analysis to assess alertness and seizures in a 24-year-old woman with intellectual disabilities: A case report.  Journal of Developmental and Physical Disabilities, 23, 433-438.

Carter, M., McLaughlin, T. F., Derby, K. M. Schuler, H., Everman, J. (2011).  Differential effects of cover, copy, and compare in spelling with four high school students with severe behavior disorders.  Academic Research International, 1, 43-52, Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Hopewell, K., McLaughlin, T. F., & Derby, K. M. (2011).  The effects of reading racetracks with direct instruction flashcards and a token system on sight word acquisition for two primary students with severe conduct disorders.  Electronic Journal of Research in Educational Psychology, 9(2), 693-710 .  Retrieved from http://www.investigacion-psicopedagogica.org/revista/new/english/anteriores.php

Erbey, R., McLaughlin, T. F., Derby, K. M., & Everson, M. (2011).   The effects of using flashcards with reading racetrack to teach letter sounds, sight words, and math facts to elementary students with learning disabilities.  International Electronic Journal of Elementary Education, 3(3), 213-226.  Retrieved from: http://www.iejee.com/index.html

Kaufman, L., McLaughlin, T. F., Derby, K. M., & Waco, T. (2011). Employing reading racetracks and DI flashcards with and without cover, copy, and compare  and rewards to teach of sight words to three students with learning disabilities in reading.  Educational Research Quarterly, 34, 24-44.

Thompson, M., McLaughlin, T., F., & Derby, K. M. (2011).  The use of differential reinforcement to decrease the inappropriate verbalizations of a nine-year-old girl with autism.  Electronic Journal of Educational Research In Psychology, 9(1), 183-196.  Retrieved from: Retrieved from http://www.investigacion-psicopedagogica.org/revista/new/english/anteriores.php

Ruwe, K., McLaughlin, T. F., Derby, K. M., & Johnson, K. (2011). The multiple effects of direct instruction flashcards on sight word acquisition, passage reading, and errors for three middle school students with intellectual disabilities.  Journal of Developmental and Physical Disabilities, 23, 241-255.

Green, C., McLaughlin, T. F., Derby, K. M., & Lee, K. (2010).  Using reading racetracks and flashcards to teach sight words to students with disabilities:  Effects for acquisition and response maintenance.  Journal of Educational Research: JER, 13(2), 84-98.  Retrieved from: http://www.iub.edu.pk/jer/previous_issue.html

Glover, P., McLaughlin, T. F., Derby, K. M., & Gower, J. (2010). Using a direct instruction flashcard system employing a back three contingency for errors with two students with learning disabilities.  Electronic Journal of Research in Educational Psychology, 8(2), 457-482.  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.

Alexander, C., McLaughlin, T. F., K. M. Derby, & Cartmell, H. (2008). The effects of reading racetracks on sight words across four     elementary students with differing disabilities. The Open Rehabilitation Journal, 1, 47-52.

Cieslar, W., McLaughlin, T. F., & Derby, K. M. (2008). The effects of the copy, cover, and compare procedure on the math and     spelling performance of a high school student with behavior disorder: A case report. Preventing School Failure, 52(4), 45-51.

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.

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

Gwinn, M. M., Derby, K. M., Fisher, W., Kurtz, P., Fahs, A., Augustine, M., McLaughlin, T. F. (2005). Effects of increased response     effort and reinforcer delay on choice and aberrant behavior. Behavior Modification, 29, 642-652.

Beveridge, B., 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.

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

Smith, R., D., Derby, K. P., 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.

Williams, R. L., Derby, K. M., Weber, K. P., Barretto, A., & McLaughlin, T. F. (2004, May). The graduate programs in special     education at Gonzaga University. Poster Presented at the 30th Annual Meeting for the Association for Behavior Analysis,     Boston, MA.

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 behaviours for an elementary school child with     autism. International Journal of Special Education, 18(2), 31-36.

Finkel, A., Derby, K. M., Brown, K. N., Herring, M.,Weber, K. P., McLaughlin, T. F. (2003). Use of choice to identify behavioral     function following an inconclusive brief functional analysis. Journal of Positive Behavioral Interventions. 5, 212-221.

Solis, T., Derby, K. M.., & McLaughlin, T. F. (2003). The effects of precision teaching techniques and functional communication     training on problem behavior for a 12-year-old male with autism. International Journal of Special Education.18, 49-54. McManus,     M., Derby, K. M., Dewolf, E. & McLaughlin, T. F., (2003). An evaluation of an in-school and home based toilet training program     for a child with fragile x.syndrome. International Journal of Special Education.18, 73-79.

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 Physical and Develomental Disabilities, 15,     93-99.

Anderson, M. T., Vu, C., Derby, K. M., Goris, M. & McLaughlin T. F. (2002) Using functional analysis procedures to conduct a     medication trial in an outpatient and school setting. Reprinted in Clinicians Research Digest; Briefings in Behavioral Science,     20, 3.

Vu, C., Derby, K. M., Auvil, M., Hanks, C., Babb, M., McGee, A., & McLaughlin, T. F., (2002). A comparison of DRA and FCT during     treatment and extinction contingencies. International Journal of Special Education, 17, 69-77.

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 Behavioral Interventions, 4. 176-181.

Peterson, S. M., Derby, K. M., Berg, W.,& Horner, R. H., (2002). Collaboration with families in the functional behavioral assessment     of and intervention for severe behavior problems. Education and Treatment of Children. 25, 5-25.

Anderson, M. T., Vu, C., Derby, K. M., Goris, M. & McLaughlin T. F. (2002). Using functional analysis procedures to conduct a     medication trial in an outpatient and school setting. Psychology in the Schools, 39, 73-77.

Chapters in Edited Books

Derby, K. M., McLaughlin, T. F., & Barretto, A. (in press).  Hippotherapy. In F. R. Volkmar (Ed.). Encyclopedia of autism spectrum disorders. New York: Springer.

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 Guilford     Press.
 
Derby, K. M., Luber, S., Weber, K. P., & Barretto, A. (2004). Medical and behavioral treatment of common sleep disorders. In T. S.     Watson,. & C. H. Skinner, (Eds.) The comprehensive encyclopedia of school psychology. New York: Kulwer

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.

Peck, S. M., Derby, K. M., Harding, J., Weddle, T., & Barretto, A. (2002). Behavioral support with parents of school-aged children     with developmental disabilities and problem behavior. In J. Lucyshyn, G. Dunlap, & R. Albin (Eds.),Families and positive     behavioral support: Addressing the challenge of problem behavior in family contexts. Baltimore: Paul H. Brookes.

Wacker, D., Cooper, L., Peck, S., & Derby, K. (1999). Family-performed functional assessment. In A. C. Repp & R. H. Horner (Eds.),     Functional analysis of problem behavior: from effective assessment to effective support. Pacific Grove, CA: Brooks/Cole     Publishers.

Wacker, D., Peck, S., Derby, K., Berg, W., & Harding, J. (1996). Developing long-term reciprocal interactions between parents and     their young children with problematic behavior. In L. K. Koegel & R. L., Koegel, & G. Dunlap (Eds.), Positive behavioral support:     Including people with difficult behavior in the community. Baltimore: Paul H. Brookes, Inc.