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Biography

Prof. Tim F. McLaughlin

Department of Special Education,

Gonzaga University, USA


Email: tim.mclaughlin6@comcast.net


Qualifications

1975 Ph.D., Developmental and Child Psychology, University of Kansas, USA

1972 M.S., Psychology, Eastern Washington University, USA

1966 B.A., Education, Eastern Washington University, USA


Publications(Selected)

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. 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).
  10. 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.
  11. 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.
  12. 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.
  13. 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.
  14. 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.
  15. 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.
  16. Kerby, A., & McLaughlin, T. F. (2014). The current state of differential reinforcement: A brief review and analysis. International Journal of English and Education, 3(4), 420-428.
  17. Wopschall, J., Weber, K., McLaughlin, T. F., Derby, M. K., & Waco, T. (2014). The effects of the model, lead, test error correction procedures for teacher a student with learning disabilities first grade sight words. International Journal of English and Education, 3(3), 541-556.
  18. Binnafasah, S. A., & McLaughlin, T. F. (2014). A brief review detailing the effectiveness of direct instruction reading for English Language Learners with learning disabilities. International Journal of English and Education, 3(3), 557-566.
  19. Nelson, B., McLaughlin, T. F., & Derby, K. M. (2014). The effects of using direct instruction and model, lead and test with four young adults with developmental disabilities. International Journal of English and Education, 3(3), 579-590.
  20. 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.
  21. Stansell, A., McLaughlin, T. F., Neyman, J., & Mortensen, S. (2014). Use of an alternative communication mode for a preschool child with apraxia. International Journal of English and Education, 3(3),513-527.
  22. Fjortoft, A., McLaughlin, T. F., Derby, K. M., Everson, M., & Johnson, K. (2014). The effects of two Direct instruction teaching procedures to teach basic skills to two students with disabilities. Multidisciplinary Journal of Education Psychology, 4(2), 1-32.
  23. 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.
  24. 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.
  25. Cravalho, C. J., McLaughlin, T. F., Derby K. M., & Waco, T. (2014). The effects of direct instruction flashcards on math performance with measures of generalization across elementary students with learning disabilities and autism spectrum disorder. International Journal of Basic and Applied Science, 2(4), 16-31.
  26. Bechtoldt, S., McLaughlin, T. F., Derby, K. M., & Blecher, J. (2014). The effects of direct instruction flashcards and a model, lead, and test procedure on letter recognition for three preschool students with developmental disabilities. Journal on Developmental Disabilities, 20(1), 5-15.
  27. 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. . International Journal of English and Education, 3, 648-655.