Citations (13)
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Corey Peltier, Kimberly J. Vannest, Kristi L. Morin, Tracy E. Sinclair & Mary Rose Sallese. (2020) A Systematic Review of Teacher-Mediated Interventions to Improve the Mathematical Performance of Students with Emotional and Behavioral Disorders. Exceptionality 28:2, pages 121-141.
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Andrew Cook, Carl Johnson & Sharon Bradley-Johnson. (2015) White Noise to Decrease Problem Behaviors in the Classroom for a Child With Attention Deficit Hyperactivity Disorder (ADHD). Child & Family Behavior Therapy 37:1, pages 38-50.
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NicoleC. Ralston, GregoryJ. Benner, Shu-Fei Tsai, PaulJ. Riccomini & J.
Ron Nelson. (2014) Mathematics Instruction for Students With Emotional and Behavioral Disorders: A Best-Evidence Synthesis. Preventing School Failure: Alternative Education for Children and Youth 58:1, pages 1-16.
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Laurice Joseph, Elisha Eveleigh, Moira Konrad, Nancy Neef & Robert Volpe. (2012) Comparison of the Efficiency of Two Flashcard Drill Methods on Children's Reading Performance. Journal of Applied School Psychology 28:4, pages 317-337.
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Articles from other publishers (9)
Derling Jose Mendoza Velazco, Magda Francisca Cejas Martinez, Carlos Alban Yanez & Yanet Marisol Ortega. (2020) The Open Algorithm Based on Numbers (ABN) as an Educational Innovation for Teaching and Learning in Ecuador. International Electronic Journal of Mathematics Education 15:3, pages em0601.
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Judith R. Harrison, Denise A. Soares, Stephen Rudzinski & Rachel Johnson. (2019) Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research. Review of Educational Research 89:4, pages 569-611.
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Mickey L. Losinski, Robin P. Ennis, Sara A. Sanders & Jessica A. Nelson. (2018) A Meta-Analysis Examining the Evidence-Base of Mathematical Interventions for Students With Emotional Disturbances. The Journal of Special Education 52:4, pages 228-241.
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Kelly M. Carrero, Lauren W. Collins & Mandy E. Lusk. (2017) Equity in the Evidence Base: Demographic Sampling in Intervention Research for Students With Emotional and Behavior Disorders. Behavioral Disorders 43:1, pages 253-261.
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Michaelyn Bjordahl, Rebeccah Talboy, Jennifer Neyman, T. F. McLaughlin & Richelle Hoenike. (2014) Effect of a Direct Instruction Flashcard System for Increasing the Performance of Basic Division Facts for a Middle School Student with ADD/OHI.. i-manager’s Journal on Educational Psychology 8:2, pages 7-14.
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Jessica Mangundayao, T. F. McLaughlin, Randy Lee Williams & Ellie Toone. (2013) An Evaluation of a Direct Instructions Flashcard System on the Acquisition and Generalization of Numerals, Shapes, and Colors for Preschool-Aged Students with Developmental Delays. Journal of Developmental and Physical Disabilities 25:4, pages 461-473.
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Kayla Crowley, Thomas McLaughlin & Robin Kahn. (2012) Using Direct Instruction Flashcards and Reading Racetracks to Improve Sight Word Recognition of Two Elementary Students with Autism. Journal of Developmental and Physical Disabilities 25:3, pages 297-311.
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Kevin D. Pierce, T. F. McLaughlin, J. Neyman & K. King. (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 Behavior Disorders. i-manager’s Journal on Educational Psychology 6:2, pages 30-40.
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Kellen Ruwe, T. F. McLaughlin, K. Mark Derby & Jessica Johnson. (2010) The Multiple Effects of Direct Instruction Flashcards on Sight Word Acquisition, Passage Reading, and Errors for Three Middle School Students with Intellectual Disabilities. Journal of Developmental and Physical Disabilities 23:3, pages 241-255.
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