Kimberly Weber
Publications
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
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 M. 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, P., Green, C., Verduin, S., Printz, K., Gonzales, R., & Arkoosh, M. (2009). The use of a racetracks procedure 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.
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 of a fourth grade student with learning disabilities. Electronic Journal of Research in Educational Psychology (EJREP), 7(2). Art. Ref. 09033
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 care report. The Open Education Journal, 2, 17-20.
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.
McCollough, D., Weber, K., Derby, K. M., & McLaughlin, T. F. (2008). The effects of Teacher 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 graphs in Kazdin, A. (2010). Single case research designs: Methods for clinical and applied settings. New York: Oxford University Press.
Peterson, L., McLaughlin, T. F., Weber, K. P., & Anderson, H. (2008). The effects of a model, lead, and test technique paired with visual prompts with a fading procedure to teach “where” to a 13-year-old echolalic boy with autism. Journal of Developmental and Physical Disabilities, 20, 31-39.
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 disabilities. Child & Family Behavior Therapy, 29(3), 13-21.
Hayter, S., Scott, E., McLaughlin, T. F., & Weber, K.P. (2007). The use of a modified direct instruction flashcard system with two high school students with developmental disabilities. Journal of Physical and Developmental Disabilities, 19, 409-415.
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.
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.
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.
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.
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, 737-744.
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
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.
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.
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.
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: Kluwer Academic/Plenum Publishers.
Fitzpatrick, E., McLaughlin, & 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), 57-63.
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(3), 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
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
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
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
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 and 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.