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. White, J., Caniglia, C., McLaughlin, T. F., Bianco, L, (2018). The effects of social stories and a token economy on decreasing inappropriate peer interactions with a middle school student. Learning Disabilities: A Contemporary Journal, 16, 75-86
2. Adrianne Essex, . 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, 13(2), 239-248
3. 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
4. Rich, E., Neyman, J., & McLaughlin, T. F. (2017). An in-home comparison of DIi 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
5. 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.
6. 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.
7. 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
8. 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
9. 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
10. Beaudet-Dommer, K., Derby, K. M., Weber, K. P., McLaughlin, T. F., & Barretto, A. (2016). effects of systematic desensitization with a phobic 15-year-old male with autism: A case study with measures of generalization. International Journal Academic Research and Development, 1(4), 30-35. Retrieved from: http://www.newresearchjournal.com/academic/archives/?year=2016&vol=1&issue=4
11. 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 Research, 2(4), 1-24. Retrieved from: http://internationaljournalsforresearch.com/
12. 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
13. Ahrens, 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/11a.2.pdf
14. 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%202/issue%201/issue%201.html
15. 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%202/issue%201/issue%201.html
16. 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
17. 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
18. Breach, C., McLaughlin, T. F., & K. Mark Derby, (2015/2016). 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), 1-10. Retrieved from: http://www.imanagerpublications.com/Author/ArticleHTML.aspx?articleID=3770&issueid=723
19. 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/pdf/30.1.pdf
20. 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
21. Beiers, K., Derby, K. M., & McLaughlin, T. F. (2016). Increasing social interactions using prompts and rewards for adolescents with ASD in an ice hockey practice context. Educational Research Quarterly, 38(3), 40-
22. 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
23. 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
24. 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
25. 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
26. 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
27. 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
28. Brinegar, 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/
29. 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
30. Conner-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
31. 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
32. 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
33. 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
34. 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.
35. 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.