T. McLaughlin | Gonzaga University (original) (raw)

Papers by T. McLaughlin

Electronic Journal of Research in Education Psychology, 2017

Introducción: La utilización de copiar, tapar y comparar se ha señalado cómo un procedimiento de ... more Introducción: La utilización de copiar, tapar y comparar se ha señalado cómo un procedimiento de intervención efectivo en el aula. El presente caso examina la utilización de dicha estrategia en relación con hechos matemáticos de un estudiante con dificultades de aprendizaje.Objetivos: El propósito de esta investigación fue incrementar la eficacia y disminuir la tasa de error en la visión/escritura de dígitos utilizados en la multiplicación utilizando la estrategia de copiar, tapar y comparar. Un segundo objetivo fue utilizar un procedimiento de corrección de los errores utilizando dicha estrategia y evaluar los efectos.Método: El participante era un estudiante de cuarto curso con dificultades de aprendizaje que había tenido problemas en el área de matemáticas. Tras el establecimiento de la línea base se implementó el procedimiento de pegar, tapar y comparar. Por último, la corrección del error fue añadida al procedimiento de copiar, tapar y comparar.Resultados: Los resultados genera...

The purpose of this study was to evaluate the effectiveness of multiple communication modalities ... more The purpose of this study was to evaluate the effectiveness of multiple communication modalities during functional communication training. Another purpose was to replicate (Winborn, et al). These modalities included a card and microswitch to decrease aberrant behaviors and increase manding. The participant was a six-year old female with an autism spectrum disorder (ASD) diagnosis in the Inland Northwest. A combination of a multi-element and a reversal design was used to evaluate the effects of these communication modalities. The target behaviors included hitting, biting, scratching, throwing objects, spitting, running away, dropping to the ground, yelling, screaming, inappropriate vocalizations, and hand flapping in front of the body. The study showed the importance of finding the preferred mode of communication to increase the ability to communicate appropriately. The results showed that a microswitch was the most effective mode of communication, and showed the greatest decrease in aberrant behavior.

DI flashcards have been proven be improve student performance in a wide range of subject matter-a... more DI flashcards have been proven be improve student performance in a wide range of subject matter-areas. Students with memory issues may well benefit from being taught with DI flashcards. Employing a count-by series has been employed by classroom teachers to teach multiplication. Count-bys can provide students an easy transition from addition to multiplication. This project implemented DI flashcards with a count by series to improve the performance of a single elementary school student having difficulty in math. These two procedures were evaluated in an ABABCB single case design. The results indicated that our participant's performance increased when these two procedures were combined. Finally generalization was carried out with new math facts. When DI flashcards and the count by series charts were again employed with his new math facts, his performance quickly increased. Suggestions for future research employing DI flashcards and generalization of treatment outcomes were also provided.

The purpose of this study was to teach a 4-year-old preschooler with developmental disabilities n... more The purpose of this study was to teach a 4-year-old preschooler with developmental disabilities number quantity. Demonstrating an understanding in number quantity is a component part in the hierarchy of math in the public schools. A student must obtain this skill before moving on to a general education classroom kindergarten. This study was also carried out to support the math skills ␣␣␣␣ ␣␣␣␣ ␣␣␣␣␣␣␣␣␣␣ ␣␣␣␣␣␣␣␣␣␣␣ ␣␣␣ ␣␣␣␣␣␣␣␣␣␣␣␣␣ ␣␣␣ ␣␣␣␣ ␣␣␣␣␣␣␣␣␣␣ ␣␣␣␣␣␣ ␣ ␣␣␣␣ ␣␣␣␣␣␣␣ lead, and test error correction strategy from direct instruction was paired with a reward to teach our participant number quality. A multiple baseline design across three groups of number was employed to evaluate our intervention. The overall results indicated increases in student performance during model, lead, and test with a reward.

Counting numbers can be struggle for kindergarten students. We evaluated the effects of direct in... more Counting numbers can be struggle for kindergarten students. We evaluated the effects of direct instruction Model-Lead-Test (MLT) for a kindergartner's rote counting, number recognition and rational counting. The results indicated that MLT produced a gradual increase in the child's performance. However, when a highly desired reward was added, the participant's skills to count and rational count and recognize numbers increased even further. Maintenance for rote counting produced a decrease in performance that was not found for number identification or rational counting. When a reward was added and MLT was reintroduced for three sessions, performance improved. When maintenance was again employed, the child's performance for each of our three measures did not decrease. The efficacy of employing MLT and rewards in the home was discussed. Suggestions for future research as well as limitations to our outcomes were made.

Abstract Math is considered very important in our life and culture. Understanding the concepts an... more Abstract
Math is considered very important in our life and culture. Understanding the concepts and strategies is highly important in to being a contributing member of society. It can be struggle for children in a special education preschool program to master these concepts. We evaluated the effects of direct instruction Model-Lead-Test (MLT) with a reward system for children in a special education preschool program’s rote counting, number recognition and rational counting curriculum. The results indicated that MLT with rewards gradually increased the student’s performance. When Set 3 was modified, the participant made no errors on sessions 15-17 and with sessions 18-20. When the last three numbers were added, the participant’s performance was variable. When maintenance was evaluated, the child’s performance for rote and rational counting was maintained

The purpose of this study was to evaluate the effectiveness of Augmentative Communication (AAC), ... more The purpose of this study was to evaluate the effectiveness of Augmentative Communication (AAC), specifically a Flip 'n Talk device, with a preschool student with developmental delays. Also, during data collection he was also being evaluated to determine if he had autism (ASD). The ability to functionally requesting assistance and to functionally request the attention of individuals such as teachers, instructional assistants, and later peers was the focus of this study. A multiple baseline design was employed to evaluate the use of AAC across asking assistance or seeking attention.. The results of this study suggested that AAC was an effective way to teach functional communication to our participant.

– The purpose of this study was to determine the effectiveness of DI flashcards with a math racet... more – The purpose of this study was to determine the effectiveness of DI flashcards with a math racetrack procedure on the simple addition facts up through 20 on a second grade boy in a resource room setting. A multiple baseline design and a variation of addition facts up through 20, was in the ratio of mastered to unknown number addition facts around the racetrack was employed. Throughout the study the student was very distracted and had a hard time focusing, so half way through we placed a new reward if the student stayed on task and was working hard. This seemed to be very successful and the student worked very hard throughout the rest of the intervention. The results for the participant indicated that the DI flashcards and math racetrack were effective in increasing the accuracy, fluency and retention of the identifying basic addition facts up through 20 and was very easy to implement in a school setting.

– The purpose of the study was to evaluate the effectiveness of Direct Instruction (DI) flashcard... more – The purpose of the study was to evaluate the effectiveness of Direct Instruction (DI) flashcards in combination with guided practice activities to instruct two elementary male students diagnosed with Autism Spectrum Disorder. Both students had delays in pre-academics and communication. The study was conducted within a designed instruction classroom at a public school in the Pacific Northwest. The researcher's goal for the 7 and 9 year-olds was to master the names and sounds of the 18 most common lowercase letters of the alphabet and to generalize the newly acquired knowledge across settings and instructors. Throughout the study, a token economy system using pennies, stickers, or stamps was utilized in combination with specific praise to reinforce positive behaviors and focus. Participant 1's performance for identifying lowercase letters improved by 19% and mastered Set 1. For sounds, Participant 1's performance slightly increased by 12%. The DI flashcards in combination with the guided practice activities intervention proved to be ineffective for Participant 2 for sounds and lowercase letters.

– Poverty has significant effects on children, especially those with special needs. Poverty is a ... more – Poverty has significant effects on children, especially those with special needs. Poverty is a well-known and well-documented risk factor for being served under special education. There are many factors that work against a child living in poverty that can exacerbate or cause a disability. However, not well documented in the research literature are the differences in rural and urban poverty, whether there is a difference between these two different types of poverty and their differing effects on children with special needs. This article will provide a summary of the research regarding poverty as a risk factor for special education. A summary of rural poverty will follow, and finally a comparative brief examination of rural and urban special education was carried out

The use of a functional communication device has proven to be successful for individuals with dev... more The use of a functional communication device has proven to be successful for individuals with developmental delays and autism spectrum disorder (ASD). In this study, an iPad application titled " Go Talk Now Free " was evaluated as functional communication for a five-year-old boy diagnosed with ASD. An additional purpose with the replicate and extend the previous research on this topic. A model, lead, test intervention strategy was also employed.. Finally, an independent evaluation was implemented to assess our participant's acquisition and usage of the iPad application to make independent requests with this devise and app. This results showed that the participant increased his use and knowledge of making independent requests during his special education " choose time. " Consequently, this increase in independent requests demonstrates the functional use of the iPad application " Go Talk Now Free " as a communication strategy for young child with ASD.

The purpose of this study was to examine the effects of Functional Communication Training (FCT) a... more The purpose of this study was to examine the effects of Functional Communication Training (FCT) and verbal imitation with two preschool students who have been diagnosed with autism or characteristics of autism. The word " help " was the focus for this study. The two different interventions were chosen based on the participants' current levels of communication skills. An ABC single case design was employed to evaluate each intervention. The results of this study revealed very different results for our two participants. The outcomes suggest the need for further research on communication training for preschool students with autism.

The purpose of this study was to evaluate the effectiveness of cover, copy, and compare (CCC) on ... more The purpose of this study was to evaluate the effectiveness of cover, copy, and compare (CCC) on spelling accuracy with a single student with autism. CCC is a student-managed procedure that teaches discrete skills through self-tutoring and error correction. The effectiveness of CCC was evaluated using a multiple baseline and multiple probe design. The results indicated that CCC was effective in teaching a single student with autism his spelling words. A maintenance of treatment gains showed differential effects. The CCC method was easy to implement and employ in the classroom. Issues related to maintenance of treatment effects were discussed.

Electronic Journal of Research in Education Psychology, 2017