Research and Publications

Published Journal Articles

Wildmon, M. E., Skinner, C.H., Watson, T.S., Garrett, L.S. (2004). Enhancing assignment perception in students with mathematics learning disabilities by including more work: An extension of interspersal research. School Psychology Quarterly, 19, 106-120.

Sterling, H. E., Watson, T. S., Wildmon, M.E., Watkins, C. E. & Little, E. C. (2001). Treatment acceptability, direct training, and treatment integrity: Applications to consultation. School Psychology Quarterly, 16, 56-67.

Wildmon, M.E., Skinner, C. H., McCurdy, M., & Sims, S. (1999). Improving secondary students’ perception of the “dreaded mathematics word problem assignment” by giving them more word problems. Psychology in the Schools, 36, 319-325.

Wildmon, M.E., Watson, T. S., & Hicks, E. (1999). Compliance training: graduated guidance, contingent reinforcement, and extinction procedures. Proven Practice: Prevention and Remediation Solutions for Schools, (2)1, 24-27.

Wildmon, M.E., Skinner, C. H., & McDade, A. (1998) Interspersing additional brief, easy problems to increase assignment preference on mathematics reading problems. Journal of Behavioral Education, 8, 337-346.

Skinner, C. H., Fletcher, P. A., Wildmon, M.E. & Belfiore, P. J. (1996). Improving assignment preference through interspersing additional problems: Brief versus easy problems. Journal of Behavioral Education, 6, 427-437.

McCord, Brandon E., Grosser, Jason W., Iwata, Brian A., and & Powers , Lauren A. (2005). An analysis of response- blocking parameters in the prevention of pica. Journal of Applied Behavior Analysis, 38, 391-394.

DeLeon, I. G., Iwata, B. A., Conners, J., & Wallace, M. D. (1999). Examination of ambiguous stimulus preferences with duration – based measures. Journal of Applied Behavior Analysis, 32, 111 – 114.

Thompson, R. H., Iwata, B. A., Conners, J., & Roscoe, E. M. (1999). Effects of reinforcement for alternative behavior during punishment of self-injury. Journal of Applied Behavior Analysis, 32, 317-328.

Iwata, B. A., Wallace, M. D., Kahng, S., Lindberg, J. S., Roscoe, E. M., Conners, J., Hanley, G. P., Thompson, R. H., & Worsdell, A. S. (2000). Skill acquisition in the implementation of functional analysis methodology. Journal of Applied Behavior Analysis, 33, 299 – 308.

Conners, J., Iwata, B. A., Kahng, S., Hanley, G., Worsdell, A. S., & Thompson, R. H. (2000). Response differentiation in the presence and absence of discriminative stimuli during multielement functional analyses. Journal of Applied Behavior Analysis, 33, 299 – 308.

Worsdell, A. S., Iwata, B. A., Conners, J., Kahng, S., & Thompson, R. H. (2000). Relative influences of establishing operations and reinforcement contingencies on self-injurious behavior during functional analyses, Journal of Applied Behavior Analysis, 33, 451-461.

Hanley, G. P., Iwata, B. A., Lindberg, J. S., and Conners, J. (2003). Response – restriction analysis I: Assessment of activity preferences. Journal of Applied Behavior Analysis, 36, 47-58.

McCurdy, M., Skinner, C. H., Watson, T. S., & Shriver, M. D. (in press). Examining the effects of group contingencies on the writing performance of middle school students with learning disabilities in writing. School Psychology Quarterly.

Gortmaker, V. J, Daly, E. J., III., McCurdy, M., Persampieri, M. J., & Hergenrader, M. (2007). Improving reading outcomes for children with learning disabilities: Using brief experimental analysis to develop parent tutoring interventions. Journal of Applied Behavior Analysis.

McCurdy, M., Daly, E. J., III, Gortmaker, V. J., Bonfiglio, C. M., & Persampieri, M. (2007). Use of brief instructional trials to identify small group reading instructional strategies: A two experiment study. Journal of Behavioral Education.

Persampieri, M., Gortmaker, V., Daly, E. J., III, Sheridan, S. M., & McCurdy, M. (2006). Promoting parent use of empirically supported reading interventions: Two experimental investigations of child outcomes. Journal of Behavioral Interventions, 21, 31-57.

Daly, E. J., III, Persampieri, M., McCurdy, M., & Gortmaker, V. (2005). Examining the effects of group contingencies on the writing performance of middle school students with learning disabilities in writing. School Psychology Review.

Ronning, L. U., McCurdy, M., & Swearer, S. (2004). Using a class lottery system to decrease the disruptive behavior of three middle school students. Proven Practice: Prevention and Remediation Solutions for Schools, 5, 56-57.

Daly, E., & McCurdy, M. (2003). Getting it right so they can get it right. School Psychology Review, 31, 453-458.

Gresham, F. M., Vanderwood, M., McCurdy, M., Watson, T. S., Noell, G. H., & Witt, J. C. (2003). Identification and intervention with learning disabilities: An empirical perspective. NASP Communiqué, 31, 8, 13.

Rhymer, K. N., Evans-Hampton, T. N., McCurdy, M., & Watson, T. S. (2002). Effects of varying levels of treatment integrity on toddler aggressive behavior. Special Services in the Schools, 18, 75-82.

Cates, G. L., Skinner, C. H., Rhymer, K. N., McNeil, S., & McCurdy, M. (2001). Effects of interspersing additional brief math problems on student performance of math assignments: Getting students to prefer to do more work. Journal of Behavioral Education, 9, 177-192.

McCurdy, M., Skinner, C. H., Grantham, K., Watson, T. S., & Hindman, P. (2001). Increasing on-task behavior in an elementary student during mathematics seat-work by interspersing additional brief problems. School Psychology Review, 30, 23-32.

Book Chapters

McCurdy, M., Kunz, G. M., & Sheridan, S. M. (2006). Temper tantrums. In G. G. Bear & K. M. Minke (Eds.), Children's needs - III: Development, prevention, and intervention (pp. 149-158). Bethesda, MD: National Association of School Psychologists.

Sheridan , S. M., & McCurdy, M. (2005). Ecological variables in school-based assessment and intervention planning. In R. Brown-Chidsey (Ed.), Assessment for intervention: A problem-solving approach (pp. 43-64) NY:  The Guilford Press