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Cyndi CanigliaCyndi Caniglia

Assistant Professor
300 W. Hawthorne Road
Spokane, WA 99251
Phone: 509.777.3486
Fax: 509.777.None listed
Office Location: Dixon Hall


Ph.D. Special Education Washington State University

M. Ed. Special Education Gonzaga University

B. Ed. Special Education Gonzaga University

Year Joined Whitworth Faculty


Areas of Specialization / Expertise

Explicit Instruction

Active Engagement Techniques

Multi-Tiered Systems of Support

Universal Design for Learning in K-12 and Higher Education

Selected Publications / Presentations / Honors


Caniglia, C. M. (2016). Special education teachers' reported preparedness and confidence to implement the 2012 CEC initial level special educator preparation standards (Doctoral dissertation). ProQuest Dissertations and Theses. (Accession No.10139774)

Manuscripts Submitted:

Scheef, A., Caniglia, C.M., Barrio, B. (2018). Disability as Diversity: The Perspectives of Institutions of Higher Education in the U.S. Journal of Diversity in Higher Education.

Manuscripts in Preparation:

Caniglia, C.M., Miller, D. (2018). Special education teachers' perceived preparedness: Implications for teacher preparation programs and professional development. Teacher Education and Special Education.


White, J.C., Caniglia, C.M., McLaughlin, T.F., Bianco, L. (July, 2018). The effects of social stories and a token economy on decreasing inappropriate peer interactions with a middle school student. Learning Disabilities: A Contemporary Journal.

Ralston, N. C., Benner, G. J., Nelson, J. R., & Caniglia, C. (2009). The effects of the Language Arts Strand of the Reading Mastery Signature Series on the reading and language skills of English language learners. Journal of Direct Instruction, 9, 47-56.

Peck-Peterson, S. M., Caniglia, C., Royster, A., MacFarlane, E., Plowman, K., Baird, S. J., & Wu, N. (2005). Blending functional communication training and choice making to improve task engagement and decrease problem behavior. Educational Psychology, 25, 257-274.

Peck-Peterson, S. M., Caniglia, C., & Royster, A. (2001). Application of choice-making intervention for a student with multiply maintained problem behavior. Focus on Autism and Other Developmental Disabilities, 16, 240-246.

Yeager, C. M., & McLaughlin, T. F. (1995). The use of time-out ribbon and precision requests to improve child compliance in the classroom: A case study. Child and Family Behavior Therapy, 17, 1-10.

Yeager, C. M., Royster, A. J. & McLaughlin, T. F. (1995). Behavioral self-control in the schools: Definition, components, training, and critical issues. Corrective and Social Psychology, 41, 52-58.

Yeager, C. M., & McLaughlin, T. F. (1994). Use of a time-out ribbon with and without consequences as procedures to improve a child’s compliance. Perceptual and Motor Skills, 79, 945-946.


Research & Scholarship

Teacher and Special Education Teacher Preparation

Implementation of Evidence-Based Academic and Behavioral Practices with Students who are At-Risk

Universal Design for Learning in Higher Education and K-12