Derby

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.