References
[1]. Alberto P., & Troutman, A. (2012). Applied behavior
analsysis for teachers (9th ed.). Upper Saddle River, NJ:
Pearson Education.
[2]. Becker, A., McLaughlin, T. F., Weber, K. P., & Gower, J.
(2008). The effects of copy, cover, and compare with and
without error drill on multiplication fact fluency and
accuracy. Electronic Journal of Research in Educational
Psychology, 18, 747-760. Retrieved from
http://www.investigacion-psicopedagogica.org/revista/
new/english/anteriores.php
[3]. Bishop, L., McLaughlin, T. F., & Derby, K. M. (2011). A
comparison of direct instruction flashcards and reading
racetracks on the acquisition and generalization of core
words in context for a seven-year-old elementary student
with health impairments, learning delays, and behavioral concerns. International Journal of Social Science and
Education, 1(4), 525-539. Retrieved from :
http://advasol.net/?q=node/19
[4]. Brasch, T. L., Williams, R. L., & McLaughlin, T. F. (2008).
The effects of a direct instruction flashcard system on
multiplication fact mastery by two high school students
with ADHD and ODD. Child & Family Behavior Therapy, 30
(1), 51-59.
[5]. Chandler, A., McLaughlin, T. F., Neyman, J., & Rinaldi,
L. (2012). The differential effects of direct instruction
flashcards with and without a shorter math racetrack to
teach numeral identification to preschoolers: A failure to
replicate. Academic Research International, 2(3), 308-
313. Retrieved from: http://174.36.46.112/~savaporg/
journals/issue.htm/.
[6]. Cipani, E. (1988). Transitioning exception children
and youth in the community: Research and practice.
New York: Haworth Press.
[7]. Ehlers, E., McLaughlin, T. F., Derby, K. M., & Rinaldi, L.
(2012). The differential effects of direct instruction
flashcards and math racetrack on number identification
for three preschool students with disabilities. Academic
Research International, 2(3), 285-295. Retrieved from:
http://174.36.46.112/~savaporg/journals/issue.htm/
[8]. Erbey, R., McLaughlin, T. F., Derby, K. M., & Everson, M.
(2011). The effects of using flashcards with reading
racetrack to teach letter sounds, sight words, and math
facts to elementary students with learning disabilities.
International Electronic Journal of Elementary Education,
3(3), 213-226. Retrieved from: http://www.iejee.com/
index.html
[9]. Glover, P., McLaughlin, T. F., Derby, K. M., & Gower, J.
(2010). Using a direct instruction flashcard system
employing a back three contingency for errors with two
students with learning disabilities. Electronic Journal of
Research in Educational Psychology, 8(2), 457-482.
Retrieved from http://www.investigacion-
psicopedagogica.org/revista/new/english/anteriores.php
[10]. Green, C., McLaughlin, T. F., Derby, K. M., & Lee, K.
(2010). Using reading racetracks and flashcards to teach
sight words to students with disabilities: Effects for acquisition and response maintenance. Journal of
Educational Research: JER, 13(2), 84-98. Retrieved from:
http://www.iub.edu.pk/jer/previous_issue.html
[11]. Herberg, K., McLaughlin, T. F., Derby, K. M., & Gilbert,
V. (2011). The effects of direct instruction flashcards on
shape recognition and recall for two preschool students
with disabilities. Academic Research International, 1(3).
55-59. Retrieved from: http://174.36.46.112/~savaporg/
journals/issue.html
[12]. Higgins, M., McLaughlin, T. F., Derby, K. P., & Long, J.
(2012). The differential effects of direct instruction
flashcards on sight-word identification for two preschool
students with autism spectrum disorders. Academic
Research International, 2(3), 394-402. Retrieved from:
http://174.36.46.112/~savaporg/journals/issue.html
[13]. Hopewell, K., McLaughlin, T. F., & Derby, K. M. (2011).
The effects of reading racetracks with direct instruction
flashcards and a token system on sight word acquisition for
two primary students with severe conduct disorders.
Electronic Journal of Research in Educational Psychology,
9(2), 693-710. Retrieved from http://www.investigacionpsicopedagogica.
org/revista/new/english/anteriores.php
[14]. Kaufman, L., McLaughlin, T. F., Derby, K. M., & Waco,
T. (2011). Employing reading racetracks and DI flashcards
with and without cover, copy, and compare and rewards
to teach of sight words to three students with learning
disabilities in reading. Educational Research Quarterly,
34, 24-44.
[15]. Kauffman, J. M., & Landrum, T. J. (2009).
Characteristics of emotional and behavioral disorders of
children and youth (9th ed.). Upper Saddle River, NJ: Merrill
Prentice-Hall.
[16]. Kazdin, A. E. (2010). Single case research designs:
Methods for clinical and applied settings (2nd ed.). New
York: Oxford University Press.
[17]. Lerner, J., & Johns, B. (2008). Learning disabilities
and related mild disabilities: Characteristics, teaching
strategies, and new directions (11th ed.). Boston:
Wadsworth.
[18]. Lerner, J., & Johns, B. (2011). Learning disabilities
and related mild disabilities: Characteristics, teaching strategies, and new directions (12th. ed.). Boston:
Wadsworth.
[19]. Lloyd, D. N. (1978). Prediction of school failure from
third-grade data. Educational and Psychological
Measurement, 38, 1193-1200.
[20]. Lund, K., McLaughlin, T. F., Neyman, J., & Everson, M.
(2012). The effects of DI flashcards and math racetrack on
multiplication facts for two elementary students with
learning disabilities. Journal of Special Education
Apprenticeship, 1(1) 1-15. Retrieved from
http://josea.info/index.php?page=Vol1No1.
[21]. McClosky, M., & Macaruso, P. (1995). Representing
and using numerical information. American Psychologist,
50, 351–363.
[22]. McLaughlin, T. F., Williams, B. F., Williams, R. L., Peck,
S. M., Derby, K. M., Bjordahl, J. M., & Weber, K. M. (1999).
Behavioral training for teachers in special education: The
Gonzaga University program. Behavioral Interventions,
14, 83-134.
[23]. Mann, Z., McLaughlin, T. F., Williams, R. L., Derby, K.
M., & Everson, M. (2012). The effects of direct instruction
flashcards and rewards with math facts at school and in
the home: acquisition and maintenance. Journal of
Special Education Apprenticeship, 1(2). Retrieved from:
http://josea.info/index.php?page=archives.
[24]. Nelson, J. R., Benner, G. J., Lane, K. L., & Smith, B. W.
(2004). Academic achievement of K-12 students with
emotional and behavioral disorders. Exceptional
Children, 71, 59–73.
[25]. Poff, B., McLaughlin, T. F., Derby, K. M., & King, K.
(2012). The effects of cover, copy, and compare with free
time in math for elementary students with severe behavior
disorders. Academic Research International, 2(2), 247-263. Retrieved from: http://174.36.46.112/~savaporg/
journals/issue.html
[26]. Ruwe, K., McLaughlin, T. F., Derby, K. M., & Johnson,
J. (2011). The multiple effects of direct instructions on sight
word acquisition, passage reading, and errors for three
middle school students with intellectual disabilities.
Journal of Developmental and Physical Disabilities 23,
241-255.
[27]. Standish, K., McLaughlin, T. F., & Neyman, J. (2012).
The effects of direct instruction flashcards and math
racetrack on math facts with one elementary student.
Academic Research International, 2(2), 241-246.
Retrieved from: http://174.36.46.112/~savaporg/
journals/issue.html
[28]. Silbert, J., Carnine, D. W., & Stein, M. (1981). Direct
Instruction Mathematics. Columbus, OH: Charles E. Merrill.
[29]. Stein, M., Kinder, D., Silbert, J., & Carnine, D. W.
(2006). Designing effective mathematics instruction: A
Direct Instruction approach (4th ed.). Upper Saddle River,
NJ: Pearson Education, Inc.
[30]. Treacy, R., McLaughlin, T. F., Derby, K. M., &
Schlettert, E. (2012). The effects of flashcards and student
selected reinforcers with goals and additional practice
with multiplication facts for two intermediate elementary
students with behavior disorders. Academic Research
International, 2(1), 469-476. Retrieved from:
http://174.36.46.112/~savaporg/journals/issue.html
[31]. Walker, J., McLaughlin, T. F., & Weber, K . P. (2012). The
effects of flashcards and math racetrack on
multiplication facts for three rural elementary students at
risk for school failure. Academic Research International,
2(3), 405-418. Retrieved from: http://174.36.46.112/~
savaporg/journals/issue.htm/