Mark Derby, Ph.D.

Professor, School Psychology

I earned my AA Degree from Spokane Falls Community College, Bachelor's Degree from Eastern Washington University, and my Doctor's Degree from the University of Iowa. Prior to coming to Gonzaga, I worked at Johns Hopkins University in Baltimore, MD.

Mark Derby

Contact Information

Education & Curriculum Vitae

Postdoctoral Fellow, Johns Hopkins School of Medicine 

Ph.D., School Psychology, University of Iowa

B.A., Psychology, Eastern Washington University

A.A., General Studies, Spokane Falls Community College

Publications

  • Jones, P., Derby, K. M., Engler, J. R., & Trotter T. (2019). Training of Novice Trainers to Work With Athletes With Autism Spectrum Disorder in an Ice Hockey Practice Setting. Insights into Learning Disabilities, 16(2), 123-137.
  • Beaudet-Dommer, K*. Derby, K. M., Weber, K. P., McLaughlin, T. F., & Barretto, A. (2016). effects of systematic desensitization with a phobic 15-year-old male with autism: A case study with measures of generalization. International Journal Academic Research and Development, 1(4), 30-35.
  • McCall, J*., Derby, K. M., & McLaughlin, T. F. (2016). The effects of matching sensory profile results to functional analysis and preference assessment for the in home treatment of aberrant behaviors in two children with autism spectrum disorders. International Journal of English and Education, 5(2), 368-390.
  • Ahrens, W.*, McLaughlin, T. F., Derby, K. M., & Robison, M. (2016). Teaching a non-vocal student with autism to use picture exchange communication systems (PECS): Effects of various prompting and item placement strategies. World Wide Journal of Multidisciplinary Research and Development, 2(4), 57-61.
  • 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.
  • Babin, H.*, McLaughlin, T. F., Derby, K. M., & Cartmell, H. (2016). An examination of a break card intervention with and without a token economy for a child with autism. World Wide Journal of Multidisciplinary Research and Development, 2(1), 1-5.
  • O’Flaherty, C.*, McLaughlin, T. F., Derby, K. M., & Weber, D. (2016). The effects of direct instruction flashcards and copy, cover, compare on sight word skills of two elementary students in a parochial school setting: A replication. International Journal of English and Education, 5(2), 403-416.
  • Breach, C.*, McLaughlin, T. F., & K. Mark Derby, (2015/2016). An evaluation of copy cover and compare spelling intervention for an elementary student with learning disabilities: A replication. i-manager’s Journal on Educational Psychology, 9(3), 1-10.
  • Aoyama, M.*, McLaughlin, T. F., Derby, K. M., Weber, K. P., Donica, D., & Knokey, M. (2016). The effects of “Handwriting without Tears®” with consequences on the handwriting skills of appropriate size, form, and tool for a five year-old student with a developmental delay. World Wide Journal of Multidisciplinary Research and Development, 2(4), 1-8.
  • Schnagl, L.*, McLaughlin, T. T., Derby, K. M., & Chadduck, S. (2016). An analysis of DI flashcards and reading racetracks with and without a lotto game to teach letter names: A failure to replicate reading racetracks with preschoolers. World Wide Journal of Multidisciplinary Research and Development, 2(3), 53-63.
  • Beiers, K., Derby, K. M., & McLaughlin, T. F. (2016). Increasing social interactions using prompts and rewards for adolescents with ASD in an ice hockey practice context. Educational Research Quarterly, 39(3), 40-56.
  • Craig, B.*, McLaughlin, T. F., Derby, K. M., & Clark, A. (2016). The effects of using a modified direct instruction flashcard system and errorless learning to teach sorting by shape and shape identification: A case study, World Wide Journal of Multidisciplinary Research and Development, 2(2),17-22.
  • Thompson, L.*, McLaughlin, T. F., Derby, K. M. & Antcliff, C. (2016). The delayed and differential effects of direct instruction flashcards and the reading mastery program to teach letter sounds to a six-year-old girl with PDD-NOS. World Wide Journal of Multidisciplinary Research and Development, 2(1), 53-58.
  • Volwiler, S. M.*, McLaughlin, T. F., Derby, K. M., & Everson, M. (2016). The effects of repeated reading and SAFMED cards with a 10-year-old elementary school student with learning disabilities. International Journal of English and Education. 5(1), 260-267.
  • Babin, H.*, McLaughlin, T. F., Derby, K. M., & Cartmell, H. (2016). An examination of a break card intervention with and without a token economy for a child with autism. World Wide Journal of Multidisciplinary Research and Development, 2(1), 1-5.
  • Heric, K.*, McLaughlin, T. F., Derby, K. M., Weber, K. P., & Everson, M. (2016). The delayed effects of repeated reading and direct instruction flashcards for a 10-year-old elementary school student with learning disabilities. World Wide Journal of Multidisciplinary Research and Development, 2(1), 6-11.
  • Harris, M.*, McLaughlin, T. F., Derby, K. M., & Clark, A. (2015). Using di flashcards with and without a prompt to increase social questions for a preschool student with autism with measures of generalization across school personnel. International Journal of Applied Research, 1(11), 59-65.
  • Corn, S.,* McLaughlin, T. F., Derby, K. M., Weber, K. P., & McKenzie, M. (2015). The effects of Handwriting without Tears® and fading prompts on the handwriting of a preschooler with developmental delays. International Journal of Applied Research, 1(3), 59-65.
  • Thomas, R.*, McLaughlin, T. F., & Derby, K. M. (2015). Employing direct instruction flashcards to teach academic skills to students with high incidence disabilities: a review. International Journal of English and Education, 4(4), 404-421.
  • Meyers, C.*, McLaughlin, T. F., Derby, K. M., Weber, K. P., & Robison, M. (2015). The effects of “Handwriting without Tears®” on the handwriting skills of appropriate size, form, and tool for a four year-old boy with a developmental delay. Journal of Special Education Apprenticeship, 4(2), 1-12.
  • Erickson, J.*, McLaughlin, T. F., Derby, K. M., & Fuehrer, K. (2015). An evaluation of Read Naturally® on increasing reading fluency for three primary students with learning disabilities. Educational Research Quarterly, 39(1), 3-21.
  • Seines, A.*, McLaughlin, T. F., Derby, K. M., Weber, K. M., & Gortsema, K. (2015). The effects of direct instruction flashcards on sight word skills of an elementary student with a specific learning disability. International Journal of Advances in Scientific Research, 1(3), 167-172.
  • Manfred, A.*, McLaughlin, T. F., Derby, K. M., & Everson, M. (2015). The effects of a modified cover, copy, compare on spelling and writing skills for students with specific learning disabilities. Educational Research Quarterly, 38(3), 3-31.
  • Harvey, M. N.*, Conner-Boyle, S., McLaughlin, T. F., Derby, K. M., Weber, K. P., & Sanders, L. (2015). Employing copy, cover, compare to teach a middle school student with ADHD handwriting with appropriate form and spacing: a case report. International Journal of Applied Research, 1(4), 82-86.
  • Klee, I.*, McLaughlin, T. F., Derby, K. M., Weber, K. P., Donica, D., & Kalb, G. (2015). Using Handwriting Without Tears® and a modified copy, cover, compare through chaining to teach name writing to a preschooler with developmental delays to write his name. International Journal of Applied Research, 1(3), 59-65.
  • Steele, E.*, McLaughlin, T. F., Derby, K. M., Weber, K. P., Donica, D., & McKenzie, M. (2015). Employing handwriting without tears® to teach a 4-year- old preschool student to write his name with the appropriate size, shape, and form combined with an imitate/trace/copy/memory procedure. i-Manager’s Journal on Educational Psychology, 8(4), 21-29.
  • Mortensen, S.*, Derby, K. M., & McLaughlin, T. F. (2015). Teaching leisure skills to developmental disabled children and facilitating interaction with typically developing peers through playing hockey. International Journal of Multidisciplinary Research and Development, 2(1), 106-117.
  • Theobald, C.*, McLaughlin, T. F., Derby, K. M., Weber, K. P. & Christensen, M. (2015). the effectiveness of a delayed model-lead-test and a break card on the rational counting ability for a preschool student with developmental delays. International Journal of English and Education, 4(2), 553-576.
  • Goodman, A.*, McLaughlin, T. F., Derby, K. M., & Everson, M. (in press). The effects of a modified cover, copy, compare on spelling and writing skills for students with specific learning disabilities. Educational Research Quarterly.
  • Bishop, L.*, McLaughlin, T. F., Derby, K. M., & Wuesthoff, K. (2014). Using direct instruction error correction and a match to sample procedure to teach three kindergarten students with developmental delays number identification. International Journal of English and Education, 3(4), 399-407.
  • Hillier, K. R.*, McLaughlin, T. F., Derby, K. M., & Scarborough, S. (2014). The effects of direct instruction flashcards and a color racetrack to see basic colors to three preschool students: a failure to replicate for two participants. International Journal of English and Education, 3(4), 387-397.
  • O’Loughlin, E.*, McLaughlin, T. F., Derby, K. M., & Rinaldi, L. (2014). The differential effects of a color racetrack and color flashcards on the acquisition of basic color facts for a preschool student with behavior disorders. International Journal of English and Education, 3(1). 487-498.
  • Renfro, K.*, McLaughlin, T. F., Derby, K. M., & Shields, M. (2014). Employing a reading racetrack fluency drill and repeated reading to increase accuracy and fluency for a fourth grade boy with learning disabilities. International Journal of English and Education, 3(1). 404-413.
  • Hillier, K. R.*, McLaughlin, T. F., Derby, K. M., & Scarborough, S. (2014). The effects of direct instruction flashcards and a color racetrack to see basic colors to three preschool students: a failure to replicate for two participants. International Journal of English and Education, 3(4), 387-397.
  • Watson, T. A.*, McLaughlin, T. F., & Derby, K. M. (2014). Communication training for children with autism spectrum disorder in the community environment: A brief review. International Journal of English and Education, 3(4), 457-474.

Submitted Grants

  • Derby, K. M. Gonzaga Disability Hockey, Funded by United States Youth Hockey, Approved April 2013; Grant Funded at $1200 Derby, K. M. Gonzaga Disability Hockey, Funded by United States Youth Hockey, Approved June 2009; Grant Funded at $5000
  • Derby, K. M. Gonzaga Disability Hockey, Funded by United States Youth Hockey, Approved June 2009; Grant Funded at $2500 Derby K. M. Garfield And Friends. Washington State Campus Compact. Approved May, 2003; Grant Renewal Funded At $30,700.
  • Thorpe, S. & Derby, K. M. Higher Education Coordinating Board, Approved August, 2001; Grant Funded At $35,000.
  • Thorpe, S. & Derby, K. M. Higher Education Coordinating Board, Approved August, 2000; Grant Funded At $35,000.
  • Derby K. M. Garfield And Friends. Washington State Campus Compact, Approved July, 2000; Grant Renewal Funded At $30,700. Thorpe, S. & Derby, K. M. Higher Education Coordinating Board, Approved August, 2000; Grant Funded At $35,000.
  • Derby, K. M. & Morando, M. Higher Education Coordinating Board, Approved August, 1999; Grant Renewal Funded At $35,000.
  • Derby K. M. Garfield And Friends. Washington State Campus Compact, Approved July, 1999; Grant Renewal Funded At $10,265.
  • Thorpe, S. & Derby, K. M. Higher Education Coordinating Board, Approved August, 1998; Funded At $35,000.
  • Derby K. M. Garfield And Friends. Washington State Campus Compact, Approved July, 1998; Grant Renewal Funded At $10,265.
  • Derby K. M. Garfield And Friends. Washington State Campus Compact, Approved July, 1997; Funded At $10,265.
  • Derby K. M. Comparing The Effects Of Reinforcing Communication And Task Compliance To Reduce Severe Problem Behavior (Gonzaga Research Council) Approved April, 1997; Funded At $650
  • Peck, S. M., Derby, K. M., & Reichle J. Technical Assistance Teams Project Replication Site For “A Replication And Dissemination Of A Model Of Inservice Training And Technical Assistance To Prevent Challenging Behaviors In Young Children With Disabilities” (Osers). Approved January, 1997: Funded At $12,909.

Research Interests

  • Team Sports and Developmental Disabilities
  • Assessment and Treatment of Problem
  • Behavior School Consultation