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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
Email: ccaniglia@whitworth.edu

Education

Ph.D. Special Education Washington State University

M. Ed. Special Education Gonzaga University

B. Ed. Special Education Gonzaga University

Year Joined Whitworth Faculty

2018

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

Dissertation:

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.

Articles:

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