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Essex-Wieber, A., Evoy, K., McLaughlin, T. F.,
 Derby, K. M., Kellogg, E., Williams, R. L., Peterson, S. M., & Rinaldi, L. (2017). The effects of a modified direct instruction procedure on time telling for a third grade student with learning disabilities with a brief comparison of interesting and boring formats. Learning Disabilities: A Contemporary Journal 15, 239-248,

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.

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

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.

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

Ahrends, 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/30.1.pdf

Breach, C., McLaughlin, T. F., & K. Mark Derby, (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), 51-57. Retrieved from: http://www.imanagerpublications.com/Author/ArticleHTML.aspx?articleID=3770&issueid=723

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

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 Research2(4), 1-24. Retrieved from: http://internationaljournalsforresearch.com/

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/issue%204.html

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

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

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

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

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

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

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

Brinnegar, 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

Connor-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

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%201/issue%206/issue%206.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%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

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/index.php?page=archives.

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

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

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∂=N

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://allsubjectjournal.com/vol3/issue1/PartJ/issue10.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/

Strirton, 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 Journal of English and Education, 4(4), 439-448. Retrieved from: http://www.ijee.org/current_issue

Watson, T., McLaughlin, T. F., & Derby, K. M. (2015). Communication training for children with autism spectrum disorder in the community environment: A brief review.  International Journal of English and Education, 4(4), 422-438. Retrieved from: http://www.ijee.org/current_issue

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.

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/aboutthisjournal/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/pdf/37.1.pdf

Steele, E., McLaughlin, T. F., Derby, K. M., Weber, K. P., Donica, D., & McKenzie, M. (2015).  Employing handwriting without tears® to teach a 4-year- old preschool student to write his name with the appropriate size, shape, and form combined with an imitate/trace/copy/memory procedure.  i-manager’s Journal on Educational Psychology 8(4), 21-29. Retrieved from: http://www.imanagerpublications.com/Archives.aspx

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. International Journal of Multidisciplinary Research and Development, 2(4), 111-115. Retrieved from: http://allsubjectjournal.com/vol2/issue4/PartB/pdf/173.1.pdf

Perkins, H., & McLaughlin, T. F. (2015).  Classroom interventions for students with EBD: A brief review.  International Journal of Multidisciplinary Research and Development, 2(4), 24-29.  Retrieved from:http://www.allresearchjournal.com/archives/2015/vol1issue4/PartA/21.1.pdf

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(3), 82-86.  Retrieved from: http://www.allresearchjournal.com/archives/2015/vol1issue4/PartB/96.1.pdf

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: www.allresearchjournal.com/vol1issue3/PartB/pdf/73.1.pdf

Brinnegar, 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://www.allresearchjournal.com/archives/2015/vol1issue3/PartB/73.1.pdf

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/archives/2015/vol1issue3/PartB/72.1.pdf

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. (2015).  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.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://ijee.org/yahoo_site_admin/assets/docs/ED_3.36201711.pdf

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://ijee.org/yahoo_site_admin/assets/docs/ED_2.36201610.pdfttp://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://ijee.org/yahoo_site_admin/assets/docs/ED_1.36394702.pdf

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://ijee.org/yahoo_site_admin/assets/docs/32_ED.265144704.pdf

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://ijee.org/yahoo_site_admin/assets/docs/33_ED.265144753.pd