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)
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.