Jennifer Neyman, M.Ed., Special Education

Lecturer of Special Education

Dr. Neyman's current position is a Senior Lecturer at Gonzaga University in the Special Education & Applied Behavior Analysis Department. Her courses emphasize evidence-based instruction, high-leverage practices, response-to-intervention, inclusive...

Read Full Biography

Contact Information

Education & Curriculum Vitae

M.Ed., Special Education, Gonzaga University 

B.Ed., Special Education, Gonzaga University

Dr. Neyman's current position is a Senior Lecturer at Gonzaga University in the Special Education & Applied Behavior Analysis Department. Her courses emphasize evidence-based instruction, high-leverage practices, response-to-intervention, inclusive practices, equitable education, behavior, and communication. In addition, she oversees the Early Childhood Special Education Program as the Director managing our on-campus Integrated Lab Preschool providing inclusive education for preschool-aged children with and without disabilities.

Field supervision is some of her favorite professional time. Visiting classrooms and maintaining a tangible connection with school life keeps her up-to-date with current practices and trends. She loves talking with the teachers and interacting with the students to such an extent that she has to remind myself that she has to complete the supervising role.

Another key priority of hers is guiding undergraduate and graduate students in action research helping them bridging the gap between theory and practice while providing them with professional research opportunities for conference presentations and publications.

Dr. Neyman is Gonzaga-homegrown. Both her bachelor's and master's degrees are from Gonzaga in Special Education. Her teaching endorsements include Special Education (Pre-12), Elementary Education (K-8), Early Childhood Special Education (Birth-3rd), Reading, and Psychology (4-12). She previously taught in a variety of elementary classrooms including special education preschool, self-contained special education, and general education.

She grew up in Walla Walla, WA on one of those famous Walla Walla Sweets onion farms. To the dismay of her family, she hates onions (and tomatoes). Because of this, she has changed many of her family Italian recipes.

In her free time, she enjoys spending time with her family, friends, and pets. Other interests include reading, attending concerts and sporting events, watching even more sports, cooking, and baking. Come by her office and you will often find some cookies or other baked goods to snack on.

Publications

  • Rich, E.*, Neyman, J., & McLaughlin, T. F. (2017). An in home comparison of di 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.
  • 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.
  • 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.
    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.
  • 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.
  • 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.
  • Carnes, H.*, McLaughlin, T. F., Neyman, J., & Clark, A. (2015). Using a model, lead, test error correction procedure with consequences and 1: 1 correspondence to increase the number of objects a 4 year-old preschool student could count. International Journal of Basic and Applied Science, 3(3), 52-60.
  • 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. Journal of Multidisciplinary Research and Development, 2(4), 111-115.
  • Edwards, A.*, Finn, T., Neyman, J., & McLaughlin, T. F. (2015). The gradual effects of implementing model-lead-test and child selected rewards in the home to assist a preschool student with basic rote counting. International Journal of Multidisciplinary Research and Development, 2(10), 458461.
  • 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.
  • Klee, I.*, Brasch, S., Neyman, J., McLaughlin, T. F., & Stookey, S. (2015). The effect using the rewards® reading program on vowel sounds, word part, and prefix and suffix identification in multi-syllabic words: a case report. Educational Research Quarterly, 38(4), 31-50.
  • Olmstead-Thompson, 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.
  • Seines, A.*, Neyman, J., McLaughlin, T. F., & Madden, R. (2015). 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.
  • 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.
  • 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.
  • Bjordahl, M.*, Talboy, R., Neyman, J., McLaughlin, T. F., & Hoenike, R. (2014). The effect of a direct instruction flashcard system for increasing performance of basic division facts for a middle school student with ADD/OHI. i-manager’s Journal on Educational Psychology, 8(2), 11-17.
  • 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.
  • Lykken, A.*, Wakeman, J., Neyman, J., McLaughlin, T. F., & Zumwalt, K. (2014). Effects of employing the SRA Decoding Strategies text on the word recognition for a high school student with learning disabilities. i-manager’s Journal on Educational Psychology, 7(4), 19-24.
  • Mullaney, L.*, Baker, M., Rutherford, K., Neyman, J., McLaughlin, T. F., & Stookey, S. (2014). Effects of direct instruction rewards® program strategies to teach separation of complex words to two high school students with disabilities. i-manager’s Journal on Educational Psychology, 7(4), 12-18.
  • 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. http://www.ijee.org/
  • Stansell, A.*, McLaughlin, T. F., Neyman, J., & Mortensen, S. (2014). Choosing an alternative communication mode for a preschool aged child with apraxia. International Journal of English and Education, 3(3), 513-527.
  • Steele, E.*, Aoyoma, M., Neyman, J. McLaughlin, T. F., & Hatch, K. (2014). The differential effects of model-lead-test and a break card with hand-over-hand tracing on the handwriting for a high school student with autism. Online Undergraduate Research Journal for the Human Sciences,13.
  • 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.
  • Albade, K*., Altharwa, H., McLaughlin, T. F., Neyman, J., & Rinaldi, L. (2013). The differential and delayed effects of model-lead-test and tracing procedure with fading procedure to teach drawing of shapes for two preschool students with developmental delays. Asia Pacific Journal of Multidisciplinary Research, 1(1), 27-36.
  • Chung, P.*, McLaughlin, T. F., Neyman, J., & Robison, M. (2013). The non effects of using muscle memory activities and fading worksheets to teach two preschool students diagnosed with developmental delays handwriting. International Journal of English and Education, 2(1), 547560.
  • Delong, L.*, McLaughlin, T. F., Neyman, J., & Wolf, M. (2013). The effects of direct instruction flashcard system and model, lead, and test on numeral identification for a nonverbal preschool girl with developmental delays. Asia Pacific Journal of Multidisciplinary Research, 1(1), 1-11.
  • Doll, C.*, McLaughlin, T. F., Neyman, J., & Schuler, H. (2013). The use of cover, copy, compare procedure to teach spelling words with a high school student enrolled in a behavior intervention special education classroom: A brief report and partial replication. Educational Research International, 1(2), 51-57.
  • Dundon, M.*, McLaughlin, T. F., Neyman, J., & Clark, A. (2013). The effects of a model, lead, and test procedure to teach correct requesting using two apps on an ipad with a 5-year-old student with autism spectrum disorder. Educational Research International, 2(3), 1-10.
  • Fazzari, D.*, McLaughlin, T. F., Neyman, J., & Everson, M. (2013). The differential and delayed effects of cover, copy, compare on spelling second grade core on spelling second grade core multisyllabic words for two elementary students with specific learning disabilities. International Journal of English and Education, 2(4), 307-316.
  • Griffith, J.*, McLaughlin, T. F., Donica, D., Neyman, J., & Robison, M. (2013). The differential effects of the use of handwriting without tears ® modified gray block paper to teach two preschool students with developmental delays capital letter writing skills. i-manager’s Journal on Educational Psychology, 7(1), 13-22. R
  • Griffin, C.*, McLaughlin, T. F., Neyman, J., & Higgins, S. (2013). The effects employing sign language and rewards to teach rote counting to 50 with a student with Downs syndrome and intellectual disabilities. International Journal of Basic and Applied Science, 2(1), 48-55.
  • Gutting-McKee, H.*, McLaughlin, T. F., Neyman, J., & Toone, E. (2013). The differential effects of using tracing sheets to improve developmentally delayed student’s handwriting ability, 2(3), 431-438. International Journal of English and Education, 2(3), 431-438.
  • Houglum, R.*, McLaughlin, T. F., Weber, K., Neyman, J., & Gould, C. (2013). The effectiveness of direct instruction flashcards with guided practice activities to instruct two elementary students diagnosed with autism spectrum disorder and delays in pre-academics and communication. International Journal of Basic and Applied Science, 2(1), 11-38.
  • Kroll, L.*, McLaughlin, T. F., Neyman, J., Johnson, K., & Beiers, K. (2013). The effects of direct instruction on reading first grade high frequency sight words with a student with severe behavior disorders. Educational Research International, 2(3), 13-21.
  • Morgan, K.*, McLaughlin, T. F., Neyman, J., & Bolich, B., (2013). An evaluation of the effectiveness of repeated reading for two elementary students in a resource room. International Journal of English and Education, 2(4). 244-260.
  • Mortensen, A.*, McLaughlin, T. F., Neyman, J., & Girshick, B. (2013). The effects of model, lead, and test with reward to teach a preschool student with a developmental and language delays to demonstrate an understanding of number quantity. Asia Pacific Journal of Multidisciplinary Research, 1(1), 12-18.
  • Pfaff, E.*, McLaughlin, T. F., Neyman, J., & Everson, M. (2013). The effects of direct instruction flashcards with math racetrack with addition facts for an elementary school student with ADHD. International Journal of Basic and Applied Science, 2(1), 124-130.
  • Ward, M.*, McLaughlin, T. F., Neyman, J., & Clark, A. (2013). Use of an ipad application as functional communication for a five-year-old preschool student with autism spectrum disorder. International Journal of English and Education, 2(4), 231-238.
  • Bulkley, L.*, McLaughlin, T. F., Neyman, J., & Carosella, M. (2012). The effects of a model, lead, and test procedure to teach letter name and sound identification to elementary school students with learning disabilities. Electronic International Journal of Educational Research, 3(4), 50-64.
  • 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.
  • 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).
  • Pierce, K.*, McLaughlin, T. F., Neyman, J., & King, K. (2012). The gradual and differential effects of direct instruction flashcards with and without a DRH contingency on basic multiplication facts for two students with severe behaviors disorders. i-manager’s Journal on Educational Psychology, 6(2), 35-44.
  • Smith, E.*, McLaughlin, T., F., Neyman, J., & Rinaldi, L. (2013). The effects of lined paper, prompting, tracing, rewards, and fading to increase handwriting performance and legibility with two preschool special education students diagnosed with developmental delays and fine motor deficits. i- manager’s Journal on Educational Psychology, 6(4), 23-29.
  • 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.
  • Ulring, A.*, McLaughlin, T. F., Neyman, J., & Waco, T. (2012). The differential effects of direct instruction flashcards and reading racetracks on sight word accuracy for three elementary students with learning disabilities. Academic Research International, 2(2), 406-420.

Professional Papers Presented

National & International

  • Neyman, J. M., Martin, C., Hansen, A., & Holloway, L. (2024, May). The effects of a token economy system on the talk-out levels by two middle school students with disabilities in a self-contained classroom [Poster Presentation]. The 50th Annual Convention of the Association for Behavior Analysis International, Philadelphia, PA, United States.
  • Neyman, J. M., Purchio-Koenig, K., & Schuh, K. (2024, May). The effects of direct instruction peer tutoring on basic fact memorization across a fourth grade class [Poster Presentation]. The 50th Annual Convention of the Association for Behavior Analysis International, Philadelphia, PA, United States.
  • Neyman, J. M., & McKenna, J. (2020, May). The effectiveness of an adapted direct instruction math strategy using manipulatives and visual placemats on the development of quantifying numbers by two thirteen-year-old boys with special needs [Poster Presentation]. The 46th Annual Convention of the Association for Behavior Analysis International, Washington, DC – Virtual, United States.
  • Neyman, J. M., Moorhouse, J., & Carroll, M. (2020, May). The use of functional communication training with picture communication to teach appropriate communication skills and reduce inappropriate behaviors for a preschool girl with autism [Poster Presentation]. The 46th Annual Convention of the Association for Behavior Analysis International, Washington, DC – Virtual, United States.
  • Neyman, J. M., Magana, Y., & Kozyra, A. (2019, May). The effectiveness of direct instruction mathematics on teaching numeral identification to a high school student with down syndrome and autism in a special education classroom [Poster Presentation]. The 45th Annual Convention of the Association for Behavior Analysis International, Chicago, IL, United States.
  • Neyman, J. M., Romeo, S., & Barretto, A. (2019, May). The effects of tact training on the acquisition of nonvocal tacting by two two-year-old students with a disability and vocal tacting by one two-year-old student with developmental delays in a preschool setting [Poster Presentation]. The 45th Annual Convention of the Association for Behavior Analysis International, Chicago, IL, United States.
  • Neyman, J. M., Sullivan, C. N., Ruff, K. M., & Weber, K. P. (2018, May). The effectiveness of an adapted direct instruction mathematics strategy using counters on adding negative integers for a female with a learning disability in a high school resource room [Poster Presentation]. The 44th Annual Convention of the Association for Behavior Analysis International, San Diego, CA, United States.
  • Neyman, J. M., & Weber, K. P. (2018, May). Within course activities for college students aimed to engage and increase data-based decision making [Symposium]. In K. Glodowski (Chair), Promoting College Student Engagement and Success: An Overview of Tried-and-True Teaching Strategies. The 44th Annual Convention of the Association for Behavior Analysis International, San Diego, CA, United States.
  • Heric, K.*, Morgan, S., Neyman, J., & McLaughlin, T. F. (2015, April). A comparison of DI flashcards and go talk application on an iPad for a high school student with cri-du-chat syndrome [Poster Presentation]. The National Conference on Undergraduate Research, Cheney, WA, United States.
  • Murphy, M.*, Corn, S., Neyman, J., & McLaughlin, T. F. (2015, April). The effects of functional communication training using break cards for a 20-year-old student with autism spectrum disorder. [Poster Presentation]. The National Conference on Undergraduate Research, Cheney, WA, United States.
  • Rivera, G.*, McNulty, M., Neyman, J., & McLaughlin, T. F. (2015, April). The effects of direct instruction highlighting procedure on the reading comprehension of a ninth-grade student with learning disabilities: A case report [Poster Presentation]. The National Conference on Undergraduate Research, Cheney, WA, United States.
  • Neyman, J., Barretto, A., & Marlin, A. (2005, May). The application of brief preference assessments in a clinic setting [Poster Presentation]. The 31st Annual Convention of the Association for Behavior Analysis, Chicago, IL, United States.
  • Barretto, A., & Neyman, J. (2004, May). An analysis of the effects of positive and negative reinforcement on food selectivity [Paper Presentation]. In Mark O’Reilly (Chair), Advances in the Assessment and Treatment of Feeding Problems in Persons with Developmental Disabilities. The 30th Annual Convention of the Association for Behavior Analysis, Boston, MA, United States.
  • Weber, K. P., Chase-Neyman, J. M., McLaughlin, T. F., & Brown, K. (2002, September). Using direct instruction to teach reading skills to adults with developmental disabilities [Paper Presentation]. The Third Focus on Behavior Analysis in Education Conference, Columbus, OH, United States.
  • Weber, K. P. & Chase-Neyman, J. M. (2002, May). The effects of Teach Your Child to Read In 100 Easy Lessons on the acquisition and maintenance of reading skills with an 18-year-old adult with mental retardation [Poster Presentation]. The 28th Annual Convention of the Association for Behavior Analysis, Toronto, Canada.
  • Chase-Neyman, J. M., Aqui, J., & Derby, K. M. (2000, May). Math Racetracks [Poster Presentation]. The 26th Annual Convention of the Association for Behavior Analysis, Washington, D.C., United States.

Regional & Local

  • Alderman, T.*, & Neyman, J. (2024, April). The effects of a task analysis and guided practice procedure on solving algebraic equations by a middle school female with autism spectrum disorder and specific learning disabilities in a middle school classroom [Poster Presentation]. The 21st Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Bender, K.*, & Neyman, J. (2024, April). The effectiveness of direct instruction flashcard system on pre- primer level sight words by an 8th grader with multiple disabilities in a self-contained designed instruction middle school classroom setting [Poster Presentation]. The 21st Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Bender, K.*, & Neyman, J. (2024, April). Using formal and informal assessment results to determine an effective direct instruction flashcard system on addition facts and sight words by a six-year-old female in a kindergarten classroom [Poster Presentation]. The 21st Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Emans, G.*, & Neyman, J. (2024, April). The effectiveness of a direct instruction flashcard system on teaching addition basic facts to an elementary school student with specific learning disability in a behavioral intervention classroom [Poster Presentation]. The 21st Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Holloway, L.*, & Neyman, J. (2024, April). Effectiveness of the PCI reading program and precision teaching methods on teaching sight words to a first-grade student with autism spectrum disorder in an elementary self-contained classroom [Poster Presentation]. The 21st Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Layman, E.*, Emans, G., Powers, P., & Neyman, J. (2024, April). The effectiveness of a direct instruction racetrack intervention on teaching CVC/CVCe words and multiplication facts to two middle school participants with disabilities in a self-contained middle school classroom [Poster Presentation]. The 21st Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • McElroy, M.*, & Neyman, J. (2024, April). Effectiveness of a shaping procedure on choice making skills by a seven-year-old male diagnosed with multiple disabilities within a self-contained classroom [Poster Presentation]. The 21st Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Morris, H.*, & Neyman, J. (2024, April). Analyzing the effects of letter-cube blending and model-lead-test on suffix endings by a ten-year-old male with a specific learning disability in a public elementary school [Poster Presentation]. The 21st Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Nation, A.*, & Neyman, J. (2024, April). Evaluating the effectiveness of guided practice on the acquisition of sentence writing by a ten-year-old male with autism spectrum disorder in a self-contained classroom [Poster Presentation]. The 21st Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Powers, P.*, & Neyman, J. (2024, April). The effectiveness of a direct instruction racetrack intervention on teaching sight words to a fourth-grade female with a specific learning disability in a resource room [Poster Presentation]. The 21st Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Wall, G.*, & Neyman, J. (2024, April). Learning the skill of putting on and zipping up a jacket independently through prompt fading by a two-year-old typically developing preschool female [Poster Presentation]. The 21st Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Alderman, T.*, & Neyman, J. (2024, April). The effects of a fading prompt and errorless learning procedure on responding to name by a child with autism spectrum disorder in an applied behavior analysis clinic [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • Alderman, T.*, & Neyman, J. (2024, April). The effects of a task analysis and guided practice procedure on solving algebraic equations by a middle school female with autism spectrum disorder and specific learning disabilities in a middle school classroom [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • Bender, K.*, & Neyman, J. (2024, April). The effectiveness of direct instruction flashcard system on pre- primer level sight words by an 8th grader with multiple disabilities in a self-contained designed instruction middle school classroom setting [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • Bender, K.*, & Neyman, J. (2024, April). The effectiveness of model, lead, test procedure on teaching rational counting to a four-year-old male student in an inclusive preschool setting [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • Emans, G.*, & Neyman, J. (2024, April). The effectiveness of a direct instruction flashcard system on teaching addition basic facts to an elementary school student with specific learning disability in a behavioral intervention classroom [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • Holloway, L.*, & Neyman, J. (2024, April). Effectiveness of the PCI reading program and precision teaching methods on teaching sight words to a first-grade student with autism spectrum disorder in an elementary self-contained classroom [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • Layman, E.*, Emans, G., Powers, P., & Neyman, J. (2024, April). The effectiveness of a direct instruction racetrack intervention on teaching CVC/CVCe words and multiplication facts to two middle school participants with disabilities in a self-contained middle school classroom [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • McElroy, M.*, & Neyman, J. (2024, April). Effectiveness of a shaping procedure on choice making skills by a seven-year-old male diagnosed with multiple disabilities within a self-contained classroom [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • McElroy, M.*, & Neyman, J. (2024, April). The effects of direct instruction to increase independent skill completion of an adaptive task by a high school student with autism spectrum disorder in a high school self-contained classroom [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • Morris, H.*, & Neyman, J. (2024, April). Analyzing the effects of letter-cube blending and model-lead-test on suffix endings by a ten-year-old male with a specific learning disability in a public elementary school [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • Nation, A.*, & Neyman, J. (2024, April). Evaluating the effectiveness of guided practice on the acquisition of sentence writing by a ten-year-old male with autism spectrum disorder in a self-contained classroom [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • Powers, P.*, & Neyman, J. (2024, April). The effectiveness of a direct instruction racetrack intervention on teaching sight words to a fourth-grade female with a specific learning disability in a resource room [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • Wall, G.*, & Neyman, J. (2024, April). Learning the skill of putting on and zipping up a jacket independently through prompt fading by a two-year-old typically developing preschool female [Poster Presentation]. The 1st Annual Diversity & Social Justice in Education Conference, Spokane, WA, United States.
  • Bender, K.*, & Neyman, J. (2024, October). The effectiveness of model, lead, test procedure on teaching rational counting to a four-year-old male student in an inclusive preschool setting [Poster Presentation]. The Center for Undergraduate Research & Creative Inquiry Undergraduate Research Showcase, Spokane, WA, United States.
  • Alderman, T.*, & Neyman, J. (2023, April). The effects of a fading prompt and errorless learning procedure on responding to name by a child with autism spectrum disorder in an applied behavior analysis clinic [Poster Presentation]. The 20th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Busch, E.*, & Neyman, J. (2023, April). Effectiveness of direct instruction rote counting format and error correction procedure on teaching rote counting to a four-year-old male with a developmental delay within an inclusive preschool environment [Poster Presentation]. The 20th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Busch, E.*, Bender, K., & Neyman, J. (2023, April). The effectiveness of model, lead, test procedure on teaching rational counting to a four-year-old male student in an inclusive preschool setting [Poster Presentation]. The 20th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Ford, M.*, & Neyman, J. (2023, April). The effects of shaping and fading prompts on imitating song actions by a two-year-old male with autism in a clinical setting [Poster Presentation]. The 20th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Halbo, R.*, Henry, M., & Neyman, J. (2023, April). The effectiveness of a token economy system on off- task behavior of a tenth grade male with ADHD in a high school classroom [Poster Presentation]. The 20th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Holloway, L.*, Newson, J., & Neyman, J. (2023, April). Examining the effects of a model, lead, test procedure and targeted intervention worksheets on solving of two-step algebraic problems by two participants with disabilities in a middle school classroom [Poster Presentation]. The 20th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • McElroy, M.*, & Neyman, J. (2023, April). The effects of direct instruction to increase independent skill completion of an adaptive task by a high school student with autism spectrum disorder in a high school self-contained classroom [Poster Presentation]. The 20th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Moreno, N.*, Ung, K., & Neyman, J. (2023, April). The effectiveness of guided practice on teaching change-giving by an adolescent with autism in a self-contained special education classroom [Poster Presentation]. The 20th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Morris, H.*, Vial, H., & Neyman, J. (2023, April). The effectiveness of a prompt fading intervention on scissor cutting skills by two preschool students in an inclusive preschool [Poster Presentation]. The 20th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Vial, H.*, & Neyman, J. (2023, April). The effects of a model-lead-test teaching procedure supplemented with color-coded vowel sounds on sight words by a four-year-old student in a preschool [Poster Presentation]. The 20th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • West, E.*, & Neyman, J. (2023, April). The effect of using a model, lead, test strategy to increase sight word recognition in a fourth-grade student with a specific learning disability in a resource room [Poster Presentation]. The 20th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • West, E.*, Nation, A., & Neyman, J. (2023, April). The use of a reward system on decreasing off-task behavior by a tenth grade girl with an intellectual disability in a family consumer science room [Poster Presentation]. The 20th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Busch, E.*, Bender, K., & Neyman, J. (2022, October). Effectiveness of model, lead, test procedure on teaching rational counting to a four-year-old male student in an inclusive preschool setting [Poster Presentation]. The Center for Undergraduate Research & Creative Inquiry Undergraduate Research Showcase, Spokane, WA, United States.
  • Fuhs, J.*, & Neyman, J. (2022, October). Effects of a token economy system on on-task behavior of a high school male with OHI in a special education classroom [Poster Presentation]. The Center for Undergraduate Research & Creative Inquiry Undergraduate Research Showcase, Spokane, WA, United States.
  • Beck, T.*, & Neyman, J. (2019, April). The effects of direct instruction flashcards on sight words with an eighth-grade female with autism in a self-contained special education classroom [Poster Presentation]. The 16th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Bundy, S.*, & Neyman, J. (2019, April). Using conversation cards and interval reinforcement to teach appropriate conversation skills for a 19-year-old with autism spectrum disorder in a special education transition program [Poster Presentation]. The 16th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Camara, J.*, & Neyman, J. (2019, April). The use of a direct instruction flashcard system on an eight- year-old student to increase multiplication facts in a home setting [Poster Presentation]. The 16th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Howe, C.*, & Neyman, J. (2019, April). The effectiveness of a self-regulation strategy development plus a writing checklist to teach narrative writing to an elementary student with a specific learning disability [Poster Presentation]. The 16th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Lavagnino, M.*, & Neyman, J. (2019, April). The effects of model, lead, test and precision teaching on matching coin quantities to a high school student with intellectual disability and ADHD in a high school special education classroom [Poster Presentation]. The 16th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Magana, Y.*, & Neyman, J. (2019, April). The effectiveness of direct instruction mathematics procedure on teaching numeral identification to two preschool children with autism in a special education preschool [Poster Presentation]. The 16th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • McKenna, J.*, & Neyman, J. (2019, April). The effectiveness of alternating patterns and errorless learning on identifying shapes for a preschool student with anomia in an integrated preschool [Poster Presentation]. The 16th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Wilkin, L.*, & Neyman, J. (2019, April). The effects of reading racetrack on sight word recognition with an eleven-year-old girl with specific learning disabilities in an elementary resource room [Poster Presentation]. The 16th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Yeung, A.*, & Neyman, J. (2019, April). The effect of reading racetracks and a model, lead, test procedure on sight word reading of a 13-year-old female with an intellectual disability in a self- contained classroom [Poster Presentation]. The 16th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Avina, C.*, Smith, B., & Neyman, J. (2018, April). The effects of direct instruction flashcards on sight words for a middle school student with an intellectual disability in a self-contained special education classroom [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Barta, J.*, & Neyman, J. (2018, April). The use of a model-lead-test-retest procedure on a kindergarten student to increase sight word identification in a home setting [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Bundy, S.*, Albasheer, Y., & Neyman, J. (2018, April). The effects of copy-cover-compare on sight word acquisition for a 16-year-old male in a high school resource room [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Edwards, A.*, & Neyman, J. (2018, April). The effects of cover, copy, and compare on the spelling accuracy of a high school student with a learning disability [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Fraher, C.*, & Neyman, J. (2018, April). The effectiveness of story retelling on reading comprehension for a high school student with a specific learning disability in a resource room [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Horn, E.*, Noyes, H., & Neyman, J. (2018, April). The effects of contingent rewards on on-task behavior and copy, cover, compare on correct multiplication facts for a middle school student with an intellectual disability [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Magana, Y.*, Kozyra, A., & Neyman, J. (2018, April). The effectiveness of direct instruction mathematics on teaching numeral identification to a high school student with down syndrome in a special education classroom [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • McKenna, J.*, & Neyman, J. (2018, April). The effectiveness of an adapted direct instruction math strategy on the development of quantifying numbers by two thirteen-year-old boys with special needs in a special education classroom [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • O’Toole, K.*, Heller, A., & Neyman, J. (2018, April). The effects of an alternating patterns intervention on sight word recognition for a high school student with a learning disability in a resource room [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Romeo, S.*, & Neyman, J. (2018, April). The effect of receptive tact training flashcards on developing picture identification of a two-year-old boy with down syndrome [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Rose, M.*, & Neyman, J. (2018, April). Using ‘interval check-ins’ to implement ‘self-monitoring’ skills during peer conversations for a high school student with autism spectrum disorder in a high school resource room [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Ruff, K.*, & Neyman, J. (2018, April). The effects of direct instruction flashcards on sight word recognition for a first-grade boy with developmental delays in an elementary resource room [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Stone, D.*, & Neyman, J. (2018, April). The effects of a communication board with contingent rewards on appropriate behavior of a 20-year-old female with a developmental disability in a special education classroom [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Sullivan, C.*, & Neyman, J. (2018, April). The effectiveness of repeated reading on reading fluency of a 15-year-old girl with a learning disability in an english language arts special education resource room [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • White, M.*, Rose, M., Namakula, E., & Neyman, J. (2018, April). An analysis comparing the effects of two interventions, iPad and computer typing, on the rate and accuracy of augmentative communication for an adolescent with autism [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Wilkin, L.*, Yeung, A., & Neyman, J. (2018, April). The effect of model-lead-test intervention procedure on the correct number of subtraction problems using money for a 13-year-old student with an intellectual disability in a special education classroom [Poster Presentation]. The 15th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Alkhushayban, K.*, & Neyman, J. (2017, April). The use of direct instruction flashcards with model, lead, and test to teach sight words to a student with intellectual disability [Poster Presentation]. The 14th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Amaro, N.*, Johnson, J., & Neyman, J. (2017, April). The effects of a direct instruction flashcard system on high-frequency sight word recognition for a tenth grade male student [Poster Presentation]. The 14th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • An, I.*, & Neyman, J. (2017, April). The effects of direct instruction flashcards on sight word recognition on an eight-year-old girl with a developmental delay [Poster Presentation]. The 14th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Armstrong, M.*, Caigoy, I., & Neyman, J. (2017, April). The effects of a direct instruction flashcard system on sight word recognition with an 18-year-old male with a learning disability in a classroom setting [Poster Presentation]. The 14th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Bellefeuille, K.*, & Neyman, J. (2017, April). The effects of contingent rewards on decreasing talk outs for a middle school student with an intellectual disability in a self-contained classroom [Poster Presentation]. The 14th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Hansen, A.*, Martin, C., & Neyman, J. (2017, April). The effects of a token economy on decreasing two students’ levels of talk outs [Poster Presentation]. The 14th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Jensen, T.*, & Neyman, J. (2017, April). The effects of model-lead-test with di flashcards on a 17-year-old boy with intellectual disabilities [Poster Presentation]. The 14th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Stanley, H.*, Barta, J., & Neyman, J. (2017, April). The use of model lead test retest on a developmental impairment student to increase street sign recognition [Poster Presentation]. The 14th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Sullivan, C.*, Ruff, K., & Neyman, J. (2017, April). The effectiveness of direct instruction semi-concrete counters on adding negative integers for a high school female in a resource room [Poster Presentation]. The 14th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Sumantri, K.*, & Neyman, J. (2017, April). The effects of a direct instruction flashcard system on sight word recognition for a 1st grade female student with developmental delays [Poster Presentation]. The 14th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Winter, N.*, Sumantri, K., Mincin, E., & Neyman, J. (2017, April). The effects of the model, lead, test procedure on signing the alphabet for two 7th graders with down syndrome [Poster Presentation]. The 14th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Barbeau, J.*, Nickolaus, C., Verducci, A., & Neyman, J. (2016, April). The effects of implementing a direct instruction flashcard procedure for grade leveled sight words on two twelve-year-old students [Poster Presentation]. The 13th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Dahyun, A.*, O’Donnell, E., Nisco, M., & Neyman, J. (2016, April). A comparison of effects of direct instruction flashcards and math racetracks on multiplication facts with high school special education student with intellectual disability and ADHD [Poster Presentation]. The 13th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Hallett, R.*, & Neyman, J. (2016, April). The effects of a direct instruction model, lead, test counting procedure on mastery of rote counting by a preschool student with a developmental delay [Poster Presentation]. The 13th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Moorhouse, J.*, Carroll, M., & Neyman, J. (2016, April). The effects of a functional communication training intervention on a 4-year-old girl with autism [Poster Presentation]. The 13th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Moorhouse, J.*, Trapp, S., & Neyman, J. (2016, April). The effects of a social story with a reward to decrease off task and disruptive behaviors on a sixth grader with autism [Poster Presentation]. The 13th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Bjordahl, M.*, Talboy, R., Neyman, J., McLaughlin, T. F., & Hoenike, R. (2014, April). The effects of a direct instruction flashcard system for increasing performance of basic division facts for a middle school student with ADD/OHI [Poster Presentation]. The 12th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Conner-Boyle, S.*, Harvey, M., Neyman, J., McLaughlin, T. F., & Hoenike, R. (2014, April). The effectiveness of the di flashcard procedure on multiplication facts with a 13-year-old middle school student with learning disabilities [Poster Presentation]. The 12th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Edwards, A.*, Finn, T., Neyman, J., & McLaughlin, T. F. (2014, April). The effects of implementing model-lead-test in the home to assist a preschool student with basic rote counting [Poster Presentation]. The 12th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Harris, M.*, Helling, J., Thompson, L., Neyman, J., McLaughlin, T. F., Hatch, K., & Jack, M. (2014, April). The effects of a direct instruction flashcard system to teach two students with disabilities multiplication facts [Poster Presentation]. The 12th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Klee, I.*, Brasch, S., Neyman, J., McLaughlin, T. F., & Stookey, S. (2014, April). The effect using the Rewards® Reading program on vowel sounds, word part, and prefix and suffix identification in multi-syllabic words: A case report. [Poster Presentation]. The 12th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Lapke, M.*, Carnes, H., Neyman, J., McLaughlin, T. F., & Smith, B. (2014, April). A token reward system to reduce talk-outs for a 21-year-old male with autism [Poster Presentation]. The 12th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • LeBrun, C.*, Jones, S., Neyman, J., McLaughlin, T. F., & Schuler, H. (2014, April). Effects of a modified direct instruction flashcard system on a 14-year-old-student with learning behavioral issues enrolled in a behavior intervention classroom [Poster Presentation]. The 12th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Lykken, A.*, Wakeman, J., Neyman, J., McLaughlin, T. F., & Zumwalt, K. (2014, April). Effects of employing the text, SRA decoding strategies on the word recognition of a high school student with learning disabilities [Poster Presentation]. The 12th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Morgan, S.*, Heric, K., Neyman, J., McLaughlin, T. F., & Cole, M. (2014, April). A comparison of di flashcards and go talk application on an iPad for a high school student with Cri-du-Chat Syndrome [Poster Presentation]. The 12th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Rivera, G.*, McNulty, M., Neyman, J., & McLaughlin, T. F., & Hatch, K. (2014, April). The effects of direct instruction highlighting procedure on the reading comprehension of a ninth-grade student with learning disabilities: A case report [Poster Presentation]. The 12th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Steele, E.*, Aoyoma, M., Neyman, J., McLaughlin, T. F., & Hatch, K. (2014, April). The differential effects of model-lead-test and a break card with hand-over-hand tracing on the handwriting for a high school student with autism [Poster Presentation]. The 12th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Volwiler, S.*, Greeney, C., Neyman, J., McLaughlin, T. F., & Stookey, S. (2014, April). The effects of the Rewards® Program on the accurate decoding of multi-syllabic words by two fifteen-year-old high school students with learning disabilities [Poster Presentation]. The 12th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Barberio-Kitts, C.*, McLaughlin, T. F., Neyman, J., Worcester, L., & Cartmell, H. (2013, April). The effects of cover copy compare on spelling third grade core words for a student with autism in a designed instruction elementary school classroom [Poster Presentation]. The 11th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Dundon, M.*, McLaughlin, T. F., Neyman, J., & Clark, A. (2013, April). The effects of a model, lead, and test procedure to teach correct requesting using two apps on an ipad with a 5-year-old student with autism spectrum disorder [Poster Presentation]. The 11th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Griffith, J.*, McLaughlin, T. F., Neyman, J., & Robison, M. (2013, April). The differential effects of the use of handwriting without tears ® gray block worksheets and letterschool app to teach two preschool students with developmental delays letter writing skills [Poster Presentation]. The 11th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Gutting-McKee, H.*, McLaughlin, T. F., Neyman, J., & Toone, E. (2013, April). The differential effects of using tracing sheets to improve developmentally delayed student’s handwriting ability [Poster Presentation]. The 11th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Harris, K.*, McLaughlin, T. F., Neyman, J., & Urlacher, S. (2013, April). The effects of using a model lead test error correction for teaching a student with ADHD multiplication facts: A case report [Poster Presentation]. The 11th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Houglum, R.*, McLaughlin, T. F., Weber, K., Neyman, J., & Gould, C. (2013, April). The effectiveness of direct instruction flashcards with guided practice activities to instruct two elementary students diagnosed with autism spectrum disorder and delays in pre-academics and communication [Poster Presentation]. The 11th Annual Spokane Intercollege Research Conference, Spokane, WA, United States.
  • Dundon, M.*, McLaughlin, T. F., Neyman, J., & Clark, A. (2013, April). The effects of a model, lead, and test procedure to teach correct requesting using two apps on an iPad with a 5-year-old student with autism spectrum disorder [Poster Presentation]. The First Annual Civic Engagement Symposium, Spokane, WA, United States.
  • Harris, K.*, McLaughlin, T. F., Neyman, J., & Urlacher, S. (2013, April). The effects of using a model lead- test error correction for teaching a student with ADHD multiplication facts: A case report. [Poster Presentation]. The First Annual Civic Engagement Symposium, Spokane, WA, United States.
  • Houglum, R.*, T. F. McLaughlin, T. F., Weber, K., Neyman. J., & Gould, C. (2013, April). The differential effects of direct instruction flashcards with guided practice activities to teach two elementary students diagnosed with autism spectrum disorder and delays in pre-academics and communication skills [Poster Presentation]. The First Annual Civic Engagement Symposium, Spokane, WA, United States.
  • Armstrong, B.*, McLaughlin, T. F., Neyman, J., & Clark, A. (2012, April). The effects of using augmentative and alternative communication to teach a preschool student with developmental delays to respond and request appropriately [Poster Presentation]. The 10th Annual Spokane Intercollegiate Research Conference, Spokane, WA, United States.
  • Chandler, A.*, McLaughlin, T. F., Neyman, J., & Rinaldi, L. (2012, April). The differential effects of employing a math racetrack with and without di flashcards to teach numeral identification with two preschool students with developmental delays [Poster Presentation]. The 10th Annual Spokane Intercollegiate Research Conference, Spokane, WA, United States.
  • Lund, K.*, McLaughlin, T. F., Neyman, J., & Everson, M. (2012, April). The effects of DI flashcards and math racetrack on multiplication facts for two elementary students with learning disabilities [Poster Presentation]. The 10th Annual Spokane Intercollegiate Research Conference, Spokane, WA, United States.
  • Shaw, K.*, McLaughlin, T. F., Neyman, J., & Gould, C. (2012, April). The effects of using contingent rewards to teach a first-grade student with autism to decrease off-task behaviors during nonpreferred classroom activities [Poster Presentation]. The 10th Annual Spokane Intercollegiate Research Conference, Spokane, WA, United States.
  • Armstrong, B.*, McLaughlin, T. F., Neyman, J., & Clark, A. (2012, April). The effects of using augmentative and alternative communication to teach a preschool student with developmental delays to respond and request appropriately [Poster Presentation]. The 3rd Service Learning Symposium, Spokane, WA, United States.
  • Chandler, A.*, McLaughlin, T. F., Neyman, J., & Rinaldi, L. (2012, April). The differential effects of employing a math racetrack with and without di flashcards to teach numeral identification with two preschool students with developmental delays [Poster Presentation]. The 3rd Service Learning Symposium, Spokane, WA, United States.
  • Lund, K.*, McLaughlin, T. F., Neyman, J., & Everson, M. (2012, April). The effects of DI flashcards and math racetrack on multiplication facts for two elementary students with learning disabilities [Poster Presentation]. The 3rd Service Learning Symposium, Spokane, WA, United States.
  • Shaw, K.*, McLaughlin, T. F., Neyman, J., & Gould, C. (2012, April). The effects of using contingent rewards to teach a first-grade student with autism to decrease off-task behaviors during nonpreferred classroom activities [Poster Presentation]. The 3rd Service Learning Symposium, Spokane, WA, United States.
  • Ulring, A.*, McLaughlin, T. F., & Neyman, J. (2012, April). The differential effects of direct instruction flashcards and reading racetracks on sight word accuracy for three elementary students with learning disabilities [Poster Presentation]. The 3rd Service Learning Symposium, Spokane, WA, United States.
  • Neyman, J., Ferguson, A., Barretto, A., Rice, K., & Derby, K. M., (2003, November). Application of Functional Analysis assessment and functional communication training in a classroom setting. In Mark Derby (Chair), Treatment Applications Community Settings [Paper Presentation]. The Northwest Association for Behavior Analysis Conference, Spokane, WA, United States.
  • Chase (Neyman), J. M., & Weber, K. P. (2001, October). The effects of Teach Your Child to Read In 100 Easy Lessons on the acquisition and maintenance of reading skills with an 18-year-old adult with mental retardation [Paper Presentation]. The Northwest Association of Behavior Analysis Conference, Victoria, BC, Canada.
  • Chase (Neyman), J. M., Aqui, J., & Derby, K. M. (2000, October). Math racetracks [Poster Presentation]. The Northwest Association of Behavior Analysis Conference, Leavenworth, WA, United States.
  (*) = Student research with faculty member supervision

Research Interests

  • Academic Interventions (Handwriting, Mathematics, Language, Reading & Comprehension, Spelling, Study Skills)
  • Action Research
  • Applied Behavior Analysis
  • Behavior Impairments & Management Interventions
  • College Instruction
  • Classroom Instruction & Management
  • Early Childhood & Early Childhood Special Education
  • Functional Analysis
  • Language & Communication Interventions
  • Language Impairments & Development
  • Multi-tiered Systems of Support (MTSS)
  • Social-Emotional Learning
  • Special Education Teacher Training
  • Verbal Behavior