Peer-Reviewed Journal Articles

Peer Reviewed Journal Articles

*denotes student author

53. Aspiranti, K. B., *Ebner, S., & *Tomas Flores, L. (in press). Comparison of an iPad and paper-based modality for a flashcard sight-phrase intervention. Contemporary School Psychology.

52. Henze, E. E. C., Aspiranti, K. B., & Reynolds, J. L. (in press). Comparing traditional and virtual assessment of oral reading fluency: A preliminary investigation. Contemporary School Psychology.

51. *King, B., *Mickelson, L., Hulac, D. M., Aspiranti, K. B., *Boetel, A., & *Odiorne, S. (in press). School psychology program characteristics, student race, and gender. School Psychology Training and Pedagogy.

50. Lee, S. H., & Aspiranti, K. B. (in press). Using multisensory educational apps to the vocabulary of children with and without reading difficulties. Journal of Child-Computer Interaction.

49. *Blake, J. T., Aspiranti, K. B., & *Coleman, D. N. (2024). Comparing the effectiveness of virtual implementation for two sight word flashcard interventions. Journal of Behavioral Education. Advance online publication. https://doi.org/10.1007/s10864-023-09541-5

48. Aspiranti, K. B., Hulac, D. M., & *Blake, J. (2023). Reputable and affordable programs with a strong commitment to diversity: Factors influencing school psychology student admission decisions. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000579

47. Aspiranti, K. B., Michaliszyn, S. F., Dula, M. E., *Tischner, C., & Fedewa, A. L. (2023). An active classroom intervention to improve physical activity, on-task behavior, and academic achievement outcomes for students with disabilities. Psychology in the Schools, 60(11), 4545-4562. http://doi.org/10.1002/pits.23000

46. Hulac, D. M., & Aspiranti, K. B. (2023). Publication outlets for school psychology faculty: 2016-2020. Psychology in the Schools, 60(10), 4079-4088. https://doi.org/10.1002/pits.22981

45. Aspiranti, K. B., & *Ebner, S. (2023). A synthesis of the effects of the Color Wheel System on classroom behaviors. Journal of Applied School Psychology, 39(4), 287-308. https://doi.org/10.1080/15377903.2023.2182858

44. Aspiranti, K. B., Hilton-Prillhart, A. Dula, M. E., & *Ebner, S. (2023). Evaluating an iPad sight-phrase fluency intervention for a second-grade student with autism. Education and Training in Autism and Developmental Disabilities, 58(3), 329-339.

43. Reynolds, J. L., Aspiranti, K. B., & Henze, E. E. C. (2023). Student performance on math CBMs across paper and tablet modalities. Psychology in the Schools, 60(8), 3008-3018. https://doi.org/10.1002/pits.22907

42. Aspiranti, K. B., & Hilton-Prillhart, A. (2023). The effect of a tablet-mediated flashcard intervention on the acquisition and maintenance of sight-word phrases. School Psychology Review, 52(1), 30-37. https://doi.org/10.1080/2372966X.2020.1865777

41. Hilton-Prillhart, A., Aspiranti, K. B., Dula, M. E., & *Ebner, S. (2023). Using a tablet-based intervention to increase sight-phrase fluency for an ELL student. Journal of Applied School Psychology, 39(1), 91-105. https://doi.org/10.1080/15377903.2021.2012864

40. *Tischner, C. M., *Ebner, S., Aspiranti, K. B., Fedewa, A. L., & Klingbeil, D. A. (2023). Effectiveness of Accelerated Reader on children’s reading outcomes: A meta-analytic review. Dyslexia, 29(1), 22-39. https://doi.org/10.1002/dys.1730

39. Aspiranti, K. B., Dula, M. E., *Ebner, S. & Hilton-Prillhart, A. (2022). Increasing sight-phrase reading with an iPad intervention for two students with intellectual disability. Journal of Intellectual Disabilities. Advance online publication. https://doi.org/10.1177/17446295221083148

38. *Elhusseini, S. A., *Tischner, C. M., Aspiranti, K. B., & Fedewa, A. L. (2022). A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement. Metacognition and Learning, 17, 1117-1139. https://doi.org/10.1007/s11409-022-09311-0

37. McCallum, E., Schmitt, A., & Aspiranti, K. B., *Mahoney, K., *Honaker, A., & *Christie, L. A. (2022). A virtual adaptation of the Taped Problems Intervention for increasing math fluency. School Psychology, 37(5), 388-398. https://doi.org/10.1037/spq0000510

36. Aspiranti, K. B. (2022). Implementation of the Color Wheel System in inclusion classrooms to increase on-task behavior. Behavior Modification,  46(4), 706-731.  https://doi.org/10.1177/0145445520988139

35. Aspiranti, K. B., Reynolds, J. L., & Henze, E. E. C. (2022). Comparison of math assessment modalities for students with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 57(3), 261-271.

34. Fedewa, A. L., Yun, S., & Aspiranti, K. B. (2022). Mindfulness in elementary school teachers: Effects on teacher stress, mental health, and mindfulness in the classroom. International Journal of School Health, 9(2), 73-82. https://doi.org/10.30476/intjsh.2022.92252.1169

33. *Glavan, J., Larwin, K. H., & Aspiranti, K. B. (2022). At risk and silent: Giving voice to students participating in an alternative school-in-school program. Journal of Unschooling and Alternative Learning, 16(32), 31-58.

32. Aspiranti, K. B., *Ebner, S., Reynolds, J. L., & Henze, E. E. C. (2022). A comparison of paper versus tablet math curriculum-based measurements for English Language Learners. Journal of Education for Students Placed at Risk, 27(2), 147-160. https://doi.org/10.1080/10824669.2021.2016408

31. Aspiranti, K. B., & Hulac, D. M. (2021). Using fidget spinners to improve on-task classroom behavior for students with ADHD. Behavioral Analysis in Practice, 15(2), 454-465. https://doi.org/10.1007/s40617-021-00588-2

30. Aspiranti, K. B., Mayworm, A., & Gatke, D. (2021). A meta-analysis of behavioral interventions in alternative school settings. Psychology in the Schools, 58(12), 2273-2292. https://doi.org/10.1002/pits.22591

29. Aspiranti, K. B., & Larwin, K. H. (2021). A meta-analysis of the use of iPads and tablets for math intervention delivery. International Journal of Technology in Education and Science, 5(4), 629-647. https://doi.org/10.46328/ijtes.266

28. Aspiranti, K. B., & Jackson, C. (2021). Understanding the role of a consultant through personal change. Journal on Excellence in College Teaching, 32(3), 103-132.

27. Hulac, D. M., Aspiranti, K. B., Kriescher, S., Briesch, A. M., & Athanasiou, M. (2020). A multisite study of the effect of fidget spinners on academic performance. Contemporary School Psychology. Advance online publication. https://doi.org/10.1007/s40688-020-00292-y  

26. Aspiranti, K. B., Henze, E. E. C., & Reynolds, J. L. (2020). Comparing paper and tablet modalities of math assessment for multiplication and addition. School Psychology Review, 49(4), 453-465. http://dx.doi.org/10.1080/2372966X.2020.1844548

25. McCleary, D. F., & Aspiranti, K. B. (2020). Development and reliability of the Comprehensive Crisis Plan Checklist, 2nd Edition. Psychology in the Schools, 57(7), 1155-1170. https://doi.org/10.1002/pits.22387  

24. Aspiranti, K. B., Larwin, K. H., & *Shade, B. (2020). iPads/tablets and students with autism: A meta-analysis of academic effects. Assistive Technology, 32(1), 23-30. https://doi.org/10.1080/10400435.2018.1463575

23. Aspiranti, K. B., *Bebech, A, *Ruffo, B., & Skinner, C. H. (2019). Classroom management in self-contained classrooms for children with autism: Extending research on the Color Wheel System. Behavioral Analysis in Practice, 12(1), 143-153. https://doi.org/10.1007/s40617-018-0264-6

22. Hulac, D., Aspiranti, K. B., *Jacobson, M., *Schneider, M., & *Johnson, N. (2019). Content and impact of articles published by school psychology faculty. Psychology in the Schools, 56(7), 1089-1100. https://doi.org/10.1002/pits.22255  

21. Larwin, K. H., & Aspiranti, K. B. (2019). Measuring the academic outcomes of iPads for students with autism: A meta-analysis. Review Journal of Autism and Developmental Disorders, 6(2), 233-241. https://doi.org/10.1080/10400435.2018.1463575

 20. Aspiranti, K. B., Hilton-Prillhart, A., *Bebech, A., & Dula, M. E. (2019). School psychologists’ perceptions and acceptability of RtI and systems change. Contemporary School Psychology, 23(3), 327-337. https://doi.org/10.1007/S40688-019-00243-2

19. Aspiranti, K. B., McCallum, E., & Schmitt, A. J. (2019). Taped problems intervention components: A meta-analysis. Contemporary School Psychology, 23(4), 412-422. https://doi.org/10.1007/s40688-018-0200-3

18. Aspiranti, K. B., & Jackson, C. (2018). Presenters at NASP 2013-2016: Where are the practitioners? School Psychology Forum, 12(1), 54-65. 

17. Aspiranti, K. B., McCleary, D. F., *Ratliff, S. R. (2018). An updated analysis of author affiliation across four school psychology journals: Is practitioner research increasing? Psychology in the Schools, 55(2), 165-175. https://doi.org/10.1002/pits.22097

16. Aspiranti, K. B., *Bebech, A., & *Osiniak, K. (2018). Incorporating a class-wide behavioral system to decrease disruptive behaviors in the inclusive classroom. Journal of Catholic Education, 21(2), 205-214. http://dx.doi.org/10.15365/joce.2102102018

15. Aspiranti, K. B., Hilton-Prillhart, A., Bell, S. M., & McCallum, R. S. (2018). Kindergarten Monitoring Instructional Responsiveness-Reading (K-MIR:R): Examination of an authentic curriculum-based measure of beginning reading skills. Research and Practice in the Schools, 5(1), 29-37.

14. Cazzell, S., Skinner, C., Ciancio, D., Aspiranti, K. B., Watson, T., Taylor, K., McCurdy, M., & Skinner, A. (2017). Evaluating a computer flashcard sight-word recognition intervention with self-determined response intervals in elementary students with Intellectual Disability. School Psychology Quarterly, 32(3), 367-378. https://doi.org/10.1037/spq0000172

13. Watson, T. L., Skinner, C. H., Skinner, A. L., Cazzell, S., Aspiranti, K., Moore, T., & Coleman, M. (2016). Preventing disruptive behavior via classroom management: Validating the Color Wheel System in Kindergarten classrooms. Behavior Modification, 40(4), 518-540. https://doi.org/10.1177/0145445515626890

12. Aspiranti, K. B., McCleary, D. F., McCleary, L. N., Galyon, C. E., Blondin, C. A., Yaw, J. S., & Williams, R. L. (2013). Student participation under random and delayed credit contingencies. Journal on Excellence in College Teaching, 24(2), 101-127.

11. Aspiranti, K. B., Skinner, C. H., McCleary, D. F., & Cihak, D. F. (2011). Using taped-problems and rewards to increase addition-fact fluency in a first grade general education classroom. Behavior Analysis in Practice, 4(1), 25-33. https://doi.org/10.1007/BF03391781

10. Aspiranti, K. B., Pelchar, T. K., McCleary, D. F., Bain, S. K., & Foster, L. N. (2011). Development and reliability of the Comprehensive Crisis Plan Checklist. Psychology in the Schools, 48(2), 146-155. https://doi.org/10.1002/pits.20533

9. Aspiranti, K. B., McCleary, D. F., & Skinner, C. H. (2011). Implementation guidelines: The taped-problems intervention. Journal of Evidence-Based Practices for Schools, 12, 202-204.

8. McCleary, D. F., Aspiranti, K. B., Foster, L. N., Blondin, C. A., Galyon, C. E., Yaw, J. S., Forbes, B. N., & Williams, R. L. (2011). Balancing participation across students in large college classes via randomized participation credit. The Journal of General Education, 60(3), 194-214. https://doi.org/10.1353/jge.2011.0014

7. McCleary, D. F., Aspiranti, K. B., Skinner, C. H., Foster, L. N., Luna, E., Murray, K., McCane-Bowling, S. J., & Woody, A. (2011). Enhancing math-fact fluency via taped-problems in intact second-and fourth-grade classrooms. Journal of Evidence-Based Practices for Schools, 12, 179-201.

6. Krohn, K. R., Foster, L. N., McCleary, D. F., Aspiranti, K. B., Nalls, M. L., Quillivan, C. C., Taylor, C. M., & Williams, R. L. (2011). Reliability of students’ self-recorded participation in class discussion. Teaching of Psychology, 38(1), 43-45. https://doi.org/10.1177/0098628310390846

5. Williams, R. L., Miller, K. B., & Krohn, K. (2010). Critical thinking and the sociopolitical values reflective of political ideology. Inquiry: Critical Thinking Across the Disciplines, 25(1), 22-30.

4. Krohn, K., Aspiranti, K., Foster, L., McCleary, D., Taylor, C., Nalls, M., Quillivan, C. C., & Williams, R. (2010). Effects of self-recording and contingent credit on balancing participation across students. Journal of Behavioral Education, 19(2), 134-155. https://doi.org/10.1007/s10864-010-9105-6

3. Parker, M, Jordan, K., Kirk, E. R., Aspiranti, K. B., & Bain, S. K. (2010). Publications in four gifted education journals from 2001 to 2006: An analysis of article type and authorship. Roeper Review, 32(3), 207-216. https://doi.org/10.1080/02783193.2010.485309

2. Krohn, K. R., Parker, M. R., Foster, L. N., Aspiranti, K. B., McCleary, D. F., & Williams, R. L. (2009).Effects of writing-related contingencies on both quality of writing and multiple-choice exam performance in large college courses. Behavior Analyst Today, 9, 184-195. http://dx.doi.org/10.1037/h0100658

1. Foster, L. N., Krohn, K. R., McCleary, D. F., Aspiranti, K. B., Nalls, M. L., Quillivan, C. C., Taylor, C. M., & Williams, R. L. (2009). Increasing low-responding students’ participation in class discussion. Journal of Behavioral Education, 18, 173-188. https://doi.org/10.1007/s10864-009-9083-8